LOSE YOUR ACCENT | IN 28 DAYS" Fa fia) Tecate ele oats on] oe Pk A | Learn from $56 gulded examples on wadle & video. Vartan te gat (a fea Col | ae To aACKNOWLEDGEMENTS ‘The author would like to thank the following people for their help in preparing this system: Mike Hensel of InMotion Studios, Mike Weiss and Jeff Kinnelly of ImageWeaver Studios, Mike Mack of DatMap, Manny Jose of Mannytoons, Joe Marr of the President's Club, and Dr, Karen van Hoek of the University of Michigan. TABLE OF CONTENTS INTRODUCTION. How To Use THIS SYSTEM. HELPFUL TERMINOLOGY Puonetic ALPHABET. Part I: Voweis & CoNsoNANTS Unir 1: VoweLs @ Vowets /i/ anv /1/ ® Vowets /e1/ anv /e/. © Vowers /e/ ap Jal... © Practice wir /a/, Baste © Vowet /a/. 3 @ Vowet /: 5 @ Practice wir /o/. 16 © Vowet Jul. 7 O Vowen /w/. 8 @ Practice wits /u/ AND /ul. 19 @® Vowet /ou, 0 @ Vowet fail. 1 @ Practice with /at op © Vowet /avi...... a © Practice witn /av/. 24 25 @® VoweL /aa. 27 ® Vowel /ia/... 128 ® Vowet /ea!. 29 @ Vowel /9a+.Unrr 2: Consonants © Consonants /p/ /b/ /fi /v/ ap /w/. @ Consonants /s/ AND /Z/ © Consonants /e/ AnD /0/.......- © Practice wrrn /o/ /s/ /t/ AND / © Consonant /J/. @ Consonant /3/. @ Practice wire /ff anp /3/... © Consonant /ff/. @ Consonant /d/...... @ Consonant /y/..... @® Comamine /tf/ /65/ AND /y/ IN SENTENCE! @® Consonant /t/. ® Consonant /d/, @® Consonant /hi. ® Consonant /t/, @® Consonant /I/. ® Practice with /I/.. © Finat /I/, OA wir /d ® Comainations oF /t/ AND / © Consonants /m/ /n/ /n/.. ® Consonants /k/ AnD /g/... PART II: Ruyrum, Stress & Everypay SPEECH PATTERNS Unit 3: Linkinc @ Linkine: Consonant + VOWEL... @ Linxinc wire Vowets WirHin Worps & Between Worps. © Linkin wrrn /i/ 1 tHE Mipbte oF 4 Worp © Linkine win THE Worp “the”... @ Linkine wrrn THE Same Soun! Unre 4: SyiiaBie STRess Compound Nouns..... @ Numers: Teens & Ten: Nouns, Apsectives & Verss. © Omir SyLLaies 61 Unir 5: Everypay SPEECH PATTERNS @ INrormat Speecn. @ Consonant /t/ Consonant. @® Wuen /t/ Becomes /d/. ® Giormat Sto @® PRONOUNCING THE LETTER ‘x’ @® Hipven /w/ Consonan @® Hippen /y/ Consonant. @ Can & Can © Wuen THE Letter *h’ 1s NoT PRONOUNCED. © Wate “and” Becomes /ar/. @® Conrractions... @ PRONOUNCING FINAL CONSONANTS. @ ‘s? av THe Env oF a Woro... ® PRONOUNCING THE FiNaL ‘ed’ FoR Past-TeNse ENDINGS oF REGULAR VERBS.. Grossary or Ip1oms... ViiWorth the investment: Many of Ravin’s corporate clients have told her that by reducing their accents, they’ve been much more successful at work. They find new levels of job security, and they’re asked their opinions more often. Many move from being “outsiders” to being core decision-makers in their companies. Promotions and salary increases often follow. Ravin’s university students have told her that by reducing their accents, they’ve become more effective in the classroom and beyond. They fit in better with classmates, feel more comfortable participating in classroom discussions, and interview more successfully for professional positions Fast: This rapid language acquisition method will bring you dra- results within one month. Return to the system and “brush up” (practice) any time. How To Use tis System Lose Your Accent in 28 Days™ is designed to help you master the key elements of clear, accurate, and effective American English pronunciation. The system has three parts: a workbook, a CD-ROM, and an audio CD. The workbook has five units. The first two units teach vowels and consonants. You'll use the CD-ROM to study these units. The next three units teach rhythm, stress, and advanced speech patterns. You’ ll use the audio CD for this part. The workbook contains the text of the CD-ROM and audio CD, plus many helpful techniques for pronunciation. Please note that this system uses the phonetic alphabet, Familiar ize yourself with these symbols before you start using the system (see pages 5-6). First study Units 1 and 2! The goal of the CD-ROM is to give you a clear picture of the proper placement of your jaw, teeth, tongue, and lips when articulating vowels and consonants. It is not enough to hear vowels and con- sonants, you must also see how to produce these sounds. As you’re studying, focus on the “what you should do” as much as the end result — the sound itself. Accent reduction expert Judy Ravin will lead you through each sound. Repeat after her during the pauses. Review the rules for each sound in the workbook. ‘The CD-ROM uses both moving video and still shots (snapshots). The video will show you how your mouth should moye to form the sounds. The still shots show the placement of the lips, jaw, tongue, and teeth at the most extreme position when making the sounds, In the vowel section, a “+” symbol may appear between two or more still shots. This indicates that the sound currently being made consists oftwo or more vowels. These vowels are combined in rapid succession. Reinforce the material taught in Units 1 and 2 by watching native English speakers’ mouths when they’re speaking. Next study Units 3, 4, and 5! Once you feel comfortable with the vowels and consonants, you’re ready to learn the advanced parts of English pronunciation: rhythm, stress, and everyday speech patterns. In these units, you will use the audio CD. Focus on both the individual sounds and the combined phrasing, Be sure to repeat during the pauses that follow each word or sentence. Read along in the workbook as you listen. In designing this course, we’ ve used words and expressions you’re likely to hear every day. If you don’t know the meaning ofan expres- sion, look it up in the handy Glossary of Idioms we've included in the back of this workbook. This will allow you to build your vocabulary while at the same time reducing your accent. What a great way to accomplish two things at once — or as we say in conversational English — (o kill two birds with one stone! We recommend that you work on accent reduction for 30 minutes every day for one month. Use Lose Your Accent in 28 Days™ for 15 minutes a day. Read a newspaper aloud 10 minutes every day, When reading, focus on the target sound of the chapter you have just studied. Set aside another 5 or 10 minutes a day to focus, in everyday conversations, on practicing the sounds you've been working on. In just a month, you'll see a dramatic improvement in your English speaking skills! HELPFUL TERMINOLOGY The following is a list of helpful words and phrases you may want to refer to when using this system. airflow — the process by which air flows up from the diaphragm and out of the mouth. consonant — a pronounced sound that, when spoken with a vowel, constitutes a syllable. In English, there are 24 consonants. final consonant — the consonant found at the end of a word. glottal stop — the silence that occurs from quickly closing the vocal chords. Air cannot flow. Articulation of voiced sounds is prevented. A glottal stop is the sound made in the exclamation, “uh-oh.” gum ridge — the area of the roof of the mouth just behind the up- per teeth. horseshoe position — the position of your mouth whereby your lower jaw protrudes like a horseshoe in shape (W). idiom — a phrase whose meaning cannot be directly translated, word-for-word, from one language to another. initial consonant — the consonant found at the beginning of a Word Inking ~ the process of pronouncing two sounds or words without pausing or adding an additional syllable. medial consonant —a consonant found in the middle of a word. Multi-syllabic word — a word with two or more syllables. i 6pitch — a term used to describe the tone of a sound. A sound or syllable’s pitch is often described as being high or low. protrude your jaw —to push your lower jaw forward. purse your lips — when rounding the lips, to tighten the muscles at the corner of the mouth while pushing the lips forward. roof of your mouth — the top part of the inside of your mouth; the hard and soft palette stress —the syllable that is pronounced louder, stronger, and harder than the others. Another term for stress is accent. syllable — the smallest part of a word that constitutes one rhythmic beat. tense — to flex or tighten specific muscles. voiced consonants — consonants produced by using the voice. The vocal chords vibrate when making the sound. To feel this vibration, put your index and middle fingers on your throat. These consonants are: /2/ bl [vi fw [81 [3/ (dg/ fol Ly If NM teal Inf /y/ and /g/. voiceless consonants — consonants produced without using the voice. The vocal chords do not vibrate when making the sound. These consonants are: /s/ /p/ /f/ ff /f! if! /t/ sh and /k/. vowel — a sound that is produced without blocking the airflow with the teeth, tongue, or lips. In English, there are 15 standard vowels. PHONETIC ALPHABET This system uses the phonetic alphabet based on the International Phonetic Association (IPA) symbols. Units 1 and 2 will often re- fer to these symbols. Become familiar with them, In some cases, phonetic symbols and letters of the alphabet are the same or look very similar to each other (such as a, u, b, f, n). Note that the pho- netic symbols are placed between the two slashes / /, When you see these slashes, we are referring to the phonetic symbol or to the corresponding sound. When we are referring to regular letters, we put the letter in single quotation marks (‘a,’ ‘u,” ‘b,’ ‘f,’ ‘n’). Vowels Ail eat, least, bead, seed At it, list, build, symbol /ei/__ taste, date, wait, shade test, fell, ready, pen cat, ran, sack, hat cot, drop, father, modern cup, color, love, flood, sudden all, boss, caught, dawn hold, crow, toe, hope cook, could, woman /i/___ blue, too, do, flew girl, world, heard, shirt /o1/__ toy, enjoy, coin, broilPHONETIC ALPHABET Consonants /pl pine, pal, pat, pot Sof bail, bat, bird, bottle iff fine, fun, laugh, father Wl vest, van, vine, volume Part I: /w/___wind, won, wing, west fs) smile, sun, receive, system Vowels & Consonants /2f zip, raise, dozen, husband /o/ __ thanks, third, author, tuth Use with CD-ROM /0/ then, their, other, smocth {fl sure, nation, wish, fraction decision, pleasure, leisure (/ choose, beach, picture catch job, large, bridge, marager fy/ you, university, familii MA two, test, attend, great /d/___drive, did, send, I'd /b/ happy, hold, his, who red, right, correct, air M look, list, play, luck /m/ money, man, moment,museum /n/ next, new, when /y/ angle, getting, wing keep, come, take go, good, gift 6UNIT I: VOWELS Carter 1: VowELs /i/ AND /1/ What you should do: To make the vowel sound /i/ do this: ‘A. Stretch your lips horizontally. B. Your tongue should be high in your mouth, almost touch- ing the roof of your mouth. C. Show both your top and bottom teeth. To make the vowel sound /1/ do this: A. Relax your tongue and cheeks. B. Keep your lips ina neutral, or only slightly spread, posi- tion, C. Your tongue should be a little lower than when making the vowel sound /i/. D. Show only your top teeth. 1. eat /it Make sure to eat all of it. 2. least / list Gary got the least of those on the list 3. reach / ridge Reach over the ridge. 4. peek / pig Take a peek at the pig. 5. heels / hills Don’t wear high heels hiking up hills. 6. seat / sit Thats the seat that Jane sits in. 7. leaving / living They’re leaving the city where they’ ve been living. 8. team, leaders / Tim, Jim The team leaders are Tim and Jim, 9. field / filled The field was filled with flowers. 10. seek / sick Seek help if your child is sick. LI. cheap / chip It isn’t cheap to buy computer chips,UNIT I: VOWELS Cuapter 2: VowELs /e1/ anb /e/ What you should do: ‘To make the vowel sound /ei/ do this: ‘A. Stretch your lips horizontally as in the vowel /i/. B. Lower your jaw slightly. C. Place your tongue in the middle of your mouth. To make the vowel sound /z/ do this: ‘ . Do not stretch your lips. Keep them in a neutral posit B. Lower your jaw so that it’s in the same place as making the yowel /et/. C. Keep the position of your mouth neutral. D. Keep your tongue relaxed and in the middle of your mouth. i taste / test Taste the soup. Test it to see if it’s done. vv . trained /trend He’s trained to understand current trends. 3. later/letter Later he’ll open the letter. 4. shade/shed — That shade of green is perfect for the shed. 5. sail / sell Sail the boat before you sell it. 6. tailor / tell ‘The tailor will tell me when the suit is ready. 7. date / debt He set a date to clear his debt. 8. wait / wet We had to wait in wet weather. 9. fail / fell She failed to see the ice and fell to the ground. 10. pain / pen Your pain comes from using a heavy pen. 10 UNIT I: VOWELS Cuapter 3: VowELs /a/ AND /a/ What you should do: To make the vowel sound /a/ do this: A. Stretch your lips horizontally. B. Drop your jaw lower than when making the vowel sound Jel. C. Place the tip of your tongue near the floor of your mouth, pressing up against your lower teeth. To make the vowel sound /a/ do this: A. Open your mouth very wide. B. Do not round your lips. C. The front of your tongue should be low, near the floor of your mouth, but pulled away from your lower front teeth. 1. cats / cots Cats like to sleep on cots. 2. ran / Ron Who ran against Ron? 3. hat / hot That hat kept her hot. 4. stacking / stocking Stores are stacking Christmas stockings. 5. Dan/ Don Does this book belong to Dan or Don? 6. sack / sock Fill the sack with socks. 7. cap / cop Did you see the cap on the cop? 8. impassable / impossible The trail was impassable, It was impossible to walk on.UNIT I: VOWELS UNIT I: VOWELS eee Cuaprer 4: Practice wrrn /a/ Charter 5: Vowet /a/ Pronouncing /a/ when spelled with ‘o’ What you should do: To make the vowel sound /o/ do this: A. Part your lips slightly. L. sto 5 ing e Please stop talking: B. Keep your mouth and jaw very relaxed. x C. Keep your tongue ina position that is slightly lower than 2. popular Sushi has become popular, when making the vowel /1/, D. Place your tongue in the center of your mouth. 3. modern We live in modern times, NOTE: This is the sound Americans make for hesitation (“uh”) and for distress (“ugh”). 4. economy The economy is slow. i ith ‘0’ 5. doll Little children play with dolls, A) Pronouncing /o/ when spelled with ‘o 6. borrow Can I borrow your car? 1. color What's your favorite color? 2. mother / tongue My mother tongue is Spanish. 7. rock Move the rock. 3. love You are the love of my life. 8. doctor Go see a doctor, 4, some/onions — Please give me some onions. 9. problem We have a problem, 5. flood Heed the flood warning. 6. come Come over to my house. 10. dollar ‘That costs one dollar. 7. some/money — I'd like to invest some money. II. college Do you go to college? 8. government A healthy economy requires good government. 12. copy / document Please copy the document, 9. other Could I please use the other office? 10. wonder It’s no wonder it’s snowing. It’s January! 13. operate He'll need to operate, 11. of J often think of you. 14. body shop My car is in the body shop.UNIT I: VOWELS oat B) Pronouncing /a/ when spelled with ‘u’ 1. sudden The talking stopped suddenly. 2. much I love you so much! 3. but/ study I wish I could join you, but I have to study. 4. cup Could I please have a cup of coffee? 5. buddy We're friends. He’s my buddy. 6. shut Please shut the door behind you. 7. just/begun I’ve only just begun my work. 8. buzzer Please ring the buzzer and I'll let you in. C) Pronouncing /o/ when spelled with ‘ou’ 1. enough I can never have enough chocolate. 2. country Korea is a beautiful country. 3. double I'd like a double latte please. 4. trouble If we're late for the meeting, we'll get in trouble. 5. young She’s beautiful and looks very young. 6. cousin My cousin lives in Virginia. UNIT I: VOWELS Carter 6: VowEL /9/ What you should do: To make the vowel sound /9/ do this: A. Open your jaw in a wide, vertical stretch. B. Keep your lips in an oval shape, as if you had an egg in your mouth. : C. Place your tongue near the floor of your mouth. D. Your top teeth may be visible. A) /o/ and /2/ 1. caught / cut He got caught cutting class. 2. boss / bus The boss never takes the bus to work. 3. author / other The author wrote three other bestsellers. B) /ow/ and /2/ 1. coast / cost Living on the coast must be costly. 2. coal / call The trapped coal miners called for help. ©) /o/ and /a/ 1, Dawn/ Don Dawn and Don are friends. 2. caught / cot The soldier got caught sleeping in the wrong cot. 3. caller / collar The telephone caller wore a microphone on his collar.UNIT I: VOWELS Cnapter 7: Practice wirn /9/ Expressions 1, 2: in a long time right or wrong . That's awful . lost and found . Cross the street. . It’s not your fault, . You have a call. . daughter-in-law |. Can I offer you a hand? . Let’s talk about it. . The wedding is off! ~ all talk and no action . It’s a lost cause. UNIT I: VOWELS. Crarter 8: Vowen /u/ What you should do: To make the yowel sound /u/ do this: A. Slightly tense and protrude your lower jaw. B. Keep your lower jaw in a “horseshoe” position. C. Keep your lips fairly neutral, not as rounded as when making the vowel /u/. D. Keep your tongue high, but do not push it forward in your mouth, 1. good / cook / could / sugar / cookies My mom’s a good cook. | could eat a dozen of her sugar cookies. 2. should / good / look / woman You should take a good look at that woman. 3. should / could / would We should go to the meeting. If we could leave now, we would arrive on time. 4, cookbook / put / sugar The recipe in the cookbook says to put in two cups of sugar. 5. understood / would / neighborhood We understood why she would move out of that neighborhood, 6. push / pull Push the door. It won’t open if you pull it.UNIT I: VOWELS Cuaprer 9: VowEL /u/ What you should do: ‘To make the vowel sound /u/ do this: A. Move your lips from a slightly sec position toa per- __ fectly rounded circle. B. This should be a horizontal movement. CG Your lips should be tense. : ‘ D. Your tongue should be high, but do not sae it forward ‘in your eh knew / you/ blue I knew you would wear the blue dress. N . new / lose / few If you want to wear the new dress, you need to lose a few pounds. 3. tune / news / noon 1 like to tune into the daily news at noon. UNIT I: VOWELS. Carter 10: Practice wit /U/ AND /u/ 1. shoe / should This dancing shoe should(n’t) fit so tight. 2. fool / full Don’t be a fool. Always drive with a full tank of gas. 3. Luke / look Luke looks handsome. 4. pull / pool* Pull the girl out of the pool. NOTE: The order of vowel sounds is reversed in example #4. 19UNIT I: VOWELS Cuaprer 11: Vowen /ou/ What you should do: To make the vowel sound /ou/ do this: ‘A. Move your lips from an open position to a closed, rounded circle. B. This should be a vertical movement. C. Your lips should be tense. D. Your lips relax and “unround” at the end of the vowel. NOTE: This is the sound made for expressing surprise. Expressions ic i = io! . Hold on. . over and over Be bold. . Fold your clothes. . an old saying . T told you so UNIT I: VOWELS 20 Cuarter 12: Vowet /at/ What you should do: To make the vowel sound /ai/ do this: A. Combine the two vowel sounds fal + if. B. Glide your jaw and tongue from one vowel to the other, from /a/ to /1/. C. Shift from an opened jaw position to a more closed jaw position. 1. scientists / time AIDS scientists race against time.* 2. I/lie I agree with you. It’s important to be truthful and not to lie. 3. why Why not? 4. 'm/my I’m ready to submit my answer. 5. vital / apply It’s vital to apply early. 6. China / eye Traveling to China was an eye-opener. 7. 1/ viable I believe that’s a viable option. 8. nice / guy Larry’s a really nice guy. 9. night / delight The old proverb says: scarlet at night, sailors’ delight. 10, child / climb /high The child climbed the high summit. 11. price / merchandise _Let’s raise the price of our merchandise, NOTE: On the CD-ROM, the sentence examples for this chapter show still shots. The “+” sign between the two shots indicates that the sound being made consists of two vowels combined. You will also see this In Chapters 13-16 and 18-21 21UNIT I: VOWELS UNIT I: VOWELS Cuapter 13: Practice wrrn /at/ Cuapter 14: Vowet /au/ Idioms with What you should do: To make the vowel sound /av/ do this: . Combine the two vowel sounds /a/ + /u/. ;. Feel your lips and jaw glide from one position to the other. . Your lips should be slightly rounded. . Your mouth should shift from an open to a more closed. position. 1. on time x . for the time being gvOwP> 3. behind the times 4. perfect timing 1. owl’s / loud / sounds / announce 5. Time out! i The owl’s loud sounds announce the night hours. 6. to kill time 2. discount / outlets / crowds 7. once ina lifetime The discount at the outlets draw large crowds. 3. how / thousand / flower How did she plant a thousand flowers? 4. out / house / now Get out of the house right now! 5. drought / cloud / around We're having a drought. There isn’t a rain cloud around. 6. bound / pronounce / vowel With practice, you’re bound to pronounce every vowel! 7. ounce / pound Sixteen ounces equals one pound. o . crown / power The Crown Prince has all of the power. 22 23UNIT I: VOWELS Cuaprer 15: Practice wits /au/ Expressions - Power to the people! 2. No doubt! 3. Count me out! 4. He’s as round as a house! w - all around town 6. I thought about it. 7. How about it? 8. out of bounds UNIT I: VOWELS 24 Cuarter 16: VoweEL /o1/ What you should do: To make the vowel sound />1/ do this: A. Combine the two vowel sounds /o/ + /1/. B. Feel your jaw glide from one position to the other. C. Your lips should move from an opened to a more closed position. i t NOTE: Many people pronounce the first part of this vowel sound as /ou/, as in the phrase “oh no,” rather than /2/. 1. enjoy / oyster Enjoy your oysters! 2. avoid / oil Avoid the oil spill. 3. ointment /annoy The ointment annoys me. 4. noisy / boys/ spoiled Those noisy boys are spoiled. 5. oil / boiling Add oil to the boiling water. 6. broil / sirloin Broil the sirloin until done. 7. appointment I'd like to make an appointment. 8. Detroit / Illinois Is Detroit in Hlinois? 9. voice / poison His singing voice was like poison. 10. loyal / royal The people were loyal to the royal king. 11. join The couple were joined in holy matrimony. 25UNIT |: VOWELS Cnraprer 17: Vowet /a/ What you should do: ‘To make the vowel sound /2/ do this: A. The sides of your tongue, near the back, should lightly touch the inside of your upper, back teeth. The tip of your tongue should be curled back. B. Do not let the tip of your tongue touch the roof of your mouth, C. Purse and protrude your lips. D. Your mouth and lips should be in a rounded position. NOTE: This is the sound of an angry dog! 1. birds / chirping ‘The birds are chirping. 2. urban Chicago is an urban center. 3. burn / hurts That burn hurts 4. certainly / pleasure Certainly, It’s my pleasure. 5. girl She’s a lovely girl, Practice: Expressions with /2:/ 1. First come, first served, 2. to eam a living to learn the hard way a workaholic I'm sure. . For sure. sure . surely CP wHN AA . Why in the world? UNIT I: VOWELS 26 Cuaprer 18: Vowet /aa/ _ What you should do: To make the vowel sound /aa/ do this: Ge A. Begin by making the vowel sound /a/, Now make the ~ fax sound... Pe ea _B. Raise your tongue so that the sides touch the inside of your back, upper teeth. Curl the tip of your tongue back. Do not let the tip of your tongue touch the roof of your mouth. Me n C. Protrude and purse your lips. ne D. Your lips should be in a rounded position. 1. star You're the star of the show. 2. car I bought a new car. 3. start It’s time to start. 4. dark Photographers work in a darkroom: 5. large Small, medium, or large? Practice: Expressions with /aa/ |. far and wide . hard-hearted . in charge |. hard times . half-hearted ee a) hardly . light-hearted . hard and fast ena 27U Cc v INIT I: VOWELS HAPTER 19: VowEL /ia/ What you should do: To make the vowel sound /iay/ do this: A. Begin by making the vowel sound /i/, Now make the /a/ sound... B. Raise your tongue so that the sides touch the insides of your back, upper teeth. Curl the tip of your tongue back. Do not let the tip of your tongue touch the roof of your mouth, : C. Protrude and purse your lips, D. Your lips should be in a rounded position. . deer A baby deer is called a fawn, . hear I can’t hear you. . beard He has a beard, cashier Bring it to the cashier. Practice: Expressions with /ia/ Le Be Lend an ear. Fear not. . How ‘bout a beer? . Over here! . Happy New Year! Cheer up! UNIT I: VOWELS 28 Cuarrter 20: VoweL /ea/ What you should do: To make the vowel sound /ea'/ do this: iL 2. 3: 4. A. Begin by making the vowel sound /e/, Now make the /a‘! sound... B. Raise your tongue so that the sides touch the insides of your back, upper teeth. Curl the tip of your tongue back. Do not let the tip of your tongue touch the roof of your mouth. C. Protrude and purse your lips. D. Your lips should be in a rounded position, air Let’s get some fresh air. hair Whales have hair. fair That's not fair. wear What should I wear? Practice: Expressions with /ea/ lL 2 bear in mind over there . to air out . Have a chair. |. not a care in the world 29UNIT VOWELS Cuarrer 21: Vowen /a/ What you should do: To make the vowel sound /sa'/ do this: A. Begin by making the vowel sound />/. Now make the /a/ sound... i B. Raise your tongue so that the sides touch the insides of your back, upper teeth. Curl the tip of your tongue __ back, ponent the tip of your tongue touch the roof of . four There are four seasons ina year. . more May I have more? . pour Could you pour me some coffee? afford We can’t afford a new house. 4. 5. war The war has begun, 6. court Let’s reserve a tennis court. Practice: Expressions with />2:/ 1. back and forth 2. out of the ordinary 3. inan orderly fashion 4. That’s horrible! UNIT I: VOWELS Cuaprer 22: VoweEt /ata/ What you should do: To make the vowel sound /aia+/ do this: A, Begin by making the vowel sound /a1/. Now make the /e/ sound... B. Raise your tongue so the sides touch the insides of your back, upper teeth. Curl the tip of your tongue back. Do not let the tip of your tongue touch the roof of your mouth, } C. Protrude and purse your lips. D. Your lips should be in a rounded position. 1. fire Put out the fire! 2. wire We need to rewire the cables. 3. liar She’s a liar. 4. buyer I’m the new company buyer. Practice: Expressions with /ata/ 1. in dire need 2. a flat tire 3. for hire 4. now hiring 5. You're fired! NOTE: On the CD-ROM, the sentence examples for this chapter show still shots, The “+ ms between the three shots indicate that the sound being made consists of three vowels combined. You will also see this in Chapter 23.UNIT I: VOWELS Cuapter 23: Vows /ava/ What you should do: To make the yowel sound /aua’/ do this: A. Begin by making the vowel sound /au/. Now make the /a/ sound... B. Raise your tongue so that the sides touch the insides of your back, upper teeth. Curl the tip of your tongue back. Do not let the tip of your tongue touch the roof of your mouth, C. Protrude and purse your lips. D. Your lips should be in a rounded position. . flour Cake is made with flour, butter, and sugar. sour The milk turned sour. . tower The Sears Tower is a tourist attraction. - hour Has it been an hour? . our There’s our house.UNIT 2: CONSONANTS UNIT 2: CONSONANTS. Cuapter 1: Consonants /p/ Ib! /f] ‘v/ AND /w/ pine bind fine vine wine pail bail fail veil whale What you should do: pier beer fear [veer we're a pee! o /p/ ees this; i pat bat fat vat = . Gently press your lips together. th r a B. Now quickly open your lips while pushing air out. pot oft tative! is vais Wa Do not use your voice. ¢ D. Do not use your teeth, Practice /p/ /b/ /f/ /v/ /w/ E. This should be the sound ofa “pop.” 1. Pat’s favorite vendor is pretty busy. What you should do: To make the /b/ sound do this: 2. Erank is my very best friend. A. Place your lips together, B. Open your lips while adding your voice. 3. want to have a cup of coffee.* C. Do not use your teeth. D. Note that /b/ is a voiced /p/. 4. Val is fiee this afternoon. ] y What you should do: 5. Wendy repeated the presentation verbatim. F To make the /f/ sound do this: ; A. Place your top teeth on your lower lip. 6. We have before and after pictures. B. Push air out. s C. Do not use your voice. 7. Pete travels abroad every once in a while What you should do: 8. Practice makes perfect. To make the /v/ sound do this: A. Place your top teeth on your lower lip. 9. We frequently worry about the problematic variables, B. Add your voice. a C. Note that /v/ is a voiced /f/, * NOTE, In the word “of” the pronunciation of the letter “f” is /v/. What you should do: To make the /w/ sound do this: A. Round your lips. B. Now add your voice, C. Unround your lips. Pull your tongue back at the same time.UNIT 2: CONSONANTS Cuapter 2: Consonants /s/ AND /z/ What you should do: To make the /s/ sound do this: ay A. Place the tip of your tongue above and behind your top teeth, almost touching the gum ridge. B. Pull your lips back. They should feel tense. _C, Push air out. Make the sound of a snake! i D. This isa voiceless sound. i ; Initial /s/ Medial /s/ Final /s/ 1. slowly missing reduce 2. smile accident progress 3. systems answer price 4. soldier construct yes ind do this: Bipseties ‘mouth as if you were about to make the Initial /z/ Medial /z/ Final /z/ 1. zip razor these, those 2. 200 dozen yours 3. zine raising his, is, as 4. zone husband always UNIT 2: CONSONANTS Practice with /s/ and /z/ . Raise your hand if you have a question. 2. Whose is this? 3. What's your size? 4, Steak and eggs are a cowboy’s breakfast. 5. Prices are steadily rising. 6. These are his, and those are yours. 7. She’s busy. 8. That’s easy. 37UNIT 2: CONSONANTS UNIT 2: CONSONANTS. CuapTer 3: Consonants /o/ np /6/ What you should do: To make the /e/ sound do this: A, Place the tip of your tongue between your top and bot- tom teeth. Your tongue must be visible. B. Push air out. C. Note that this is a voiceless consonant, What you should do: To make the /0/ sound do this: A. Place the tip of your tongue between your top and bot- tom teeth, Your tongue must be visible. B. Add your voice. C. Note that /0/ is a voiced /o/. Initial, Medial & Final /o/ and /d/ 1. thank you Thank you for coming 2. third ‘You’re seated in the third row. 3. thorough He did a thorough job. 4. that / then / this ‘That was then, this is now. 5. birthday When is your birthday? 6. author Who’s your favorite author? 7. healthy 8. either / brother It’s important to stay healthy. Either brother can do it. 9. math Math is my worst subject. 10. truth Tell only the truth. 11. fourth He’s the fourth person in line. 12. smooth We're expecting a smooth flight. 13, soothe Soothe the crying child. 14, breathe / with / their Fish breathe with their gills. Cuaprer 4: Practice wits /o/ /s/ /t/* ann /d/* thin sin din thought sought daughter faith face fade thunder sun done tenth tense tend Practice: Expressions . [think so. We thought so. 2. A picture tells a thousand words. 3. a thankless job 4. She’s a southern belle. 5. Something tells me we're not through.** 6. something or other 7. it goes without saying** 8. What is this thing?** *NOTE: To make the sound /s/, see page 36. To make the sound WW, see page 47. To make the sound Hd/, see page 48. “NOTE: “li,” “not,” “what,” and “without” are glottal stops. Please see page 76.UNIT 2: CONSONANTS, UNIT 2: CONSONANTS Cuapter 5: Consonant /f/ Cuarrer 6: Consonant /3/ What you should do: What you should do: To make the /{/ sound do this: To make the /3/ sound do this: A. Purse your lips and keep them in a rounded position. A, Position your mouth as if you were : about to fnavette B. Place your tongue high, in the center of your mouth. Do sound /f/. ‘not let it touch your teeth or gum ridge. B. Now add your voice. _ C, Push air out between your top and bottom front teeth. C. Note that /3/ is a voiced /f/. D. Do not use your voice. NOTE: This is the sound used for indicating. “Be quiet!” Medial and Final /3/ Initial, Medial, and Final /{/ 1. decision I'm making a big decision. 4 gure It's a sure thing. 2. vision He has 20/20 vision. 2. shoes Are those new shoes? 3. explosion There was a huge explosion. 2 3. should Should we leave now 4. pleasure My pleasure 4. Chicago I'm traveling to Chicago next week. ’ f 5. beige She’s wearing a beige jacket. 5. machine Please turn on the machine. 6. lly / ¢ —Lusually park in the garage. 6. options You have several options. Vale ee ci pees 7. dimensions What are the dimensions? 7. corsage He gave his date a corsage. 8. brochure Please send me a brochure. 8. mirage/ illusion A mirage is an optical illusion. 9. finish I need to finish on time. 9} wauahal Hew idaneall 10. cash Will that be cash or credit? a ft ‘ ; 10. fusion Scientists are exploring the idea of cold 11. diminish We don’t want profits to diminish. fusion. . replenish We need to replenish our stock.UNIT 2: CONSONANTS Cuaprer 7: Practice win /f/ ANp /3/ 1. special / occasion What's the special occasion? vv measure / professional / position Job title is a measure of professional position » delicious / Indonesian / dish That’s a delicious Indonesian dish. 4, Haitians / regimes Haitians have lived under difficult regimes, 5. magicians / illusion Magicians are masters of illusion. UNIT 2: CONSONANTS Cuaprer 8: Consonant /tf/ What you should do: To make the /{{/ sound do this: AL Purse your lips so that they’re in a rounded position. . Hold the tip of your tongue behind your upper teeth on the gui ridge. B. C._ Stop the flow of air and then quickly release it. Dz ms . As you’re quickly releasing the airflow, pull your tongue back from the gum ridge. This is a voiceless consonant. Initial, Medial, and Final /{{/ Ds choose Choose carefilly. chin Chin up! challenge I love a challenge. teacher She’s a good teacher. nature He’s a nature photographer. kitchen We have a spacious kitchen. picture Will you take our picture? much/ charge — How much do you charge? watch / match —_ Let’s watch the soccer match. 10. catch Catch the ball!UNIT 2: CONSONANTS. UNIT 2: CONSONANTS, Cuaprer 9: Consonant /d3/ What you should do: To make the /d3/ sound do this: A, Position your mouth as if you were about to make the sound /{f/. B. However, as you pull your eae back from the gum ridge, add your voice. i C. Note that /ds/ is a voiced /tf/. Initial, Medial, and Final /d3/ Cuarter 10: Consonant /y/ _ What you should do: ‘To make the /y/ sound do this: A. Place the sides of your tongue so that they touch the in- sides of your upper teeth, near the center of your mouth. B. Quickly release your tongue and pull it it back while: add- ing your voice. : C. Your top and bottom teeth should not close or touch D. This isa voiced sound, Initial, Medial, and Final /y/ 1, jam We're in a jam. LL Hi New Year! 2. job He has a great job. —_ ad : 2. yes The answer is “yes.” 3. judge Judge for yourself, i . . 3. you're You're welcome. 4. education I'm getting a good education. te 4. music I love jazz music. 5. graduate When will you graduate? ~ ; 5. familiar She looks familiar. 6. manager May I speak with the manager? ~ 6. convenient That would be convenient. 7. budget We must budget carefully. ces 7. ambiguous The directions were ambiguous. 8. knowledge My knowledge of English is excellent. co m 8. continuous! Electricity needs to flow continuously. 9. large I'd like a large Coke. ee i i 9. variet We have a variety of options to explore. 10. badge The policeman is wearing a badge. ne a “4 10. regulations Medical regulations are strict. NOTE: Please see Unit 3, Chapters 2, 3, and 4 (pages 62-65) for rules regarding when to pronounce /y/. 44 45UNIT 2: CONSONANTS Cuapter 11: Compinine /tf/ /d3/ AND /y/ IN SENTENCES 1. The cellist continues to play beautiful music. 2. George looks like a million bucks. 3. Jerry played chess in Europe. 4. Hydrogen fuel may be an alternative energy option. 5. We value human individuality. UNIT 2: CONSONANTS, Cuaprter 12: Consonant /t/ What you should do: To make the /t/ sound do this: A. moaw Press the tip of your tongue up against your entire gum ridge along the roof of your mouth. - Do not let your tongue touch your teeth. . Quickly release your tongue, pushing air out, . This is a voiceless sound. Keep your lips un-rounded. Initial, Medial, and Final /t/ . two/test/ tomorrow _ I have two tests tomorrow. 2. Tom/Tony’s/team — Tom is on Tony’s team. 3. attend Can you attend our seminar? 4. posted The memo was posted on the wall. 5. return / fifteen I'll return in fifteen minutes.* 6. fist Show me your fist. 7. late I was late. 8. accomplished / chemist He’s an accomplished chemist. “NOTE: The ‘t’is pronounced as a glottal stop in the word “minutes.” 46 47UNIT 2: CONSONANTS Cuapter 13: Consonant /d/ What you should do: ‘To make the /d/ sound do this: _ A, Press the tip of your tongue -__Fidge along the roof of your Quickly release your tongue, ay ee is a voiced /t/, a Initial, Medial, and Final /d/ 1. Dan’s/dog/dig Dan’s dog likes to dig. 2. drive / day I drive to work every day. 3. Midwest /soda In the Midwest, soda is called “pop.” 4, reduction We're expecting a reduction in benefits. 5. window We have a window of opportunity. 6. did/ send Did you send the package? 7. Dave / bad /cold Dave caught a bad cold. 8. I'd I'd rather not. 48 UNIT 2: CONSONANTS Cuarter 14; Consonant /h/ What you should do: To make the /h/ sound do this: A. Pretend that you are sighing. Let the air flow freely out of your mouth. B. Do not let the back of your tongue touch the roof of your mouth. C. This is a voiceless consonant. Initial, Medial, and Final /h/ 1. Hank / has / hair Hank has long hair. 2. Hal/ hiding / behind / horse Hal’s hiding behind the horse, 3. who / happened / history Who happened to read the his- tory book? 4. his/handsome/hungry His handsome son is hungry. 5. perhaps / rehearse / hundred Perhaps we'll rehearse a hun- dred times. 6. he / had / happy / childhood He had a happy childhood. Practice: Expressions with /h/ 1. Happy Birthday! 2. Hang in there. 3. Hold on! 4, Hand it to someone. 5. Hand it over. 6 Hurry up! What's happening? . How’s it going? Who did it? 10. How are you? 2x 9 49UNIT 2: CONSONANTS UNIT 2: CONSONANTS Cuaprer 15: Consonant /r/ What you should do: To make the /t/ sound do this: A. Place the sides of your tongue up against the insides of your back, upper teeth. . Round your lips. . Make the sound of an angry dog! Do not let the tip of your tongue touch the gum ridge or the roof of your mouth. Curl the tip of your tongue back. . When adding a consonant sound before /t/, do not add an extra syllable between the consonant and the /r/. m pow r/* and Medial /r/ 1. rain It’s going to rain. 2. rent How much is the rent? 3. right That’s right. 4. return What’s your return policy? 5. read She likes to read. 6. remember Ican’t remember. 7. review I'm up for review in Decemer. 8. reconsider V'll reconsider it. 9. proud I'm proud of you. 10. green / petri Please clean the green petri dish, L1. brush / three Brush your teeth three times a day. 12. bring Bring me the pen. 13. grass We need to cut the grass. 14. french fries McDonald’s french fries are the best. 15. crowded | don’t like crowded places. 16. troubled / crime The troubled boy committed an awful crime. 17. correct That’s correct. 18. children / rhymes Children sing nursery rhymes. 19. angry / hiring The angry boss isn’t hiring. 20. improper / arrive It’s improper to arrive late. * Cin = consonant followed by /r/ 50 Cuapt R 16: Consonant /I/ What you should do: To make the /I/ sound do this: A. Keep your lips in a horizontal position. B. Touch the tip of the tongue to your gum ridge. Keep your tongue flat. C. As you release your tongue, add your voice. D. Practice this sound by singing, “la la Ja la la.” FE. When adding a consonant before the sound /I/, be sure you do not add an extra vowel. Initial /l/ and C/l/* 1. loud / laughter Loud laughter filled the room. 2. love T love you. 3. luck Good luck! 4. please / late Please don’t be late. 5. look Look for me at the party. 6. climbed We climbed Mount Everest. 7. lady / blushed The young lady blushed with em- barrassment. 8. collect / daily He will collect the daily papers. 9. like / applaud / fabulous I'd like to applaud you on your fabulous job. 10. play Don’t play with matches. 11. look / like / clouds They look like snow clouds. 12. flight How was your flight? * C/V = consonant followed by /I/ SiUNIT 2: CONSONANTS UNIT 2: CONSONANTS Cnapter 17: Practice wits /V/ Expressions 1. Look out! N . Let me go, w . Lighten up. a Listen up. w . I'd love to. 6. lift-off 7. Look at that! 8. Let’s go. 9, Leave it alone. Cnarter 18: Fina /i/ What you should do: To make the final /I/ sound do this: A. Keep your lips in a horizontal position. B. Raise the back of-your tongue and tense it as if you were pronouncing the vowel /ou/. C. The center of your tongue is pushing down. Your tongue should feel very tense, not relaxed. NOTE: The final /I/ consonant is pronounced at the end of a syllable or word. It is pronounced differently than /I/ at the beginning of a word. 1. PIl/ little / while 2. whole / people 3. well 4. single / file 5. fill/all 6. beautiful / pearl 7. double / trouble 8. meanwhile / he'll / middle 9. bottle 10. natural / feel T’ll be there in a little while. On the whole, people like to help. You do that well. Please walk in single file. Fill the glass all the way up. Those are beautiful pearl earrings. Those twins are double trouble. Meanwhile, he'll put it in the middle. I'd like a bottle of water. It’s natural to feel happy. wn oUNIT 2: CONSONANTS Cuaprer 19: /V/ wrrn /d/ What you should do: To make this sound you should: A. Make the final /I/ sound. Lightly press the tip of your tongue against the gum ridge. B. Start voicing. C. Now place your tongue in /d/ position. Push your tongue hard against the entire gum ridge. D. Release your tongue from your gum ridge. E. Stop voicing. 1, old/cold The old man was cold. 2. told/ sold [told you he sold his boat. 3. peeled He peeled apples all day long. 4, yield Yield before oncoming traffic. 5. filed The papers have been filed. 6. failed She failed the exam. 7. fold Please fold the laundry. 8. build They’re going to build a house. 9. hailed He hailed a taxi 10. field Is near the baseball field. 54 UNIT 2: CONSONANTS Cuapter 20: Combinations oF /r/ AND /I/ 1. Everything is relative. 2. electrical wires; electrical appliances; electricity 3. resolution 4. mechanical engineering; electrical engineering 5. library card 6. really; already; literally 7. horribly 8. single or plural 9. rural 10. realistic application 11. parallel lines 12. friends and relatives 13, material 14. wireless connection 15, regularly 16. millions of dollars 17, a pilot program 18. correctly 19. remarkable material 20. Fireflies glow in the dark. 55UNIT 2: CONSONANTS. UNIT 2: CONSONANTS Cuapter 21; Consonants /m/ /n/ /p/ What you should do: To make the /n/ sound do this: What you should do: A. Position your tongue as if you were about to make /g/... To make the /m/ sound do this: Touch the back of your tongue to the roof of your A. Press your lips together. mouth. B. Begin voicing. B. Begin voicing. Do not release your tongue. C. Make the sound come through your nose. C. Make the sound come through your nose. 1. Mary made a mistake. 1. They're getting married. 2. Mike has marvelous muscles. 2. The wedding is next month. 3. The pretty woman gave him her name and number. 3. It’s beginning to rain. 4. Let’s meet at the Museum of Modern Art. 4, We're not studying tonight. We’re watching a movie instead. 5. One moment please and I'll page him. 5. The FDA is regulating research and development. 6. Let’s look at this from a different angle. What you should do: To make the /n/ sound do this: A. Touch the tip of your tongue to your gum ridge. B. Begin voicing. C. Make the sound come through your nose. 1. Nothing will stop us now. 2. Let me know if you need anything. 3. When will Ann be in? 4. Do you wanna banana?* 5. Chris can finish on time. * NOTE: “Wanna’” is informal, conversational English for both “want a” and “want to.” 56 57UNIT 2: CONSONANTS Cuapter 22: Consonants /k/ ANI The positioning of the mouth for consonants /k/ and /g/ is difficult to see. This is because the back of the tongue touches the back of the roof of the mouth. The tongue touches the soft part of the roof of the mouth. For this reason, we use a still frame on the CD-ROM, instead of a moving video What you should do: ‘To make the /k/ sound do this: A. Touch the back of your tongue to the soft part of the roof of your mouth. B. Keep your lips ina neutral position. C. Stop, and then quickly release, your airflow, D. /k/is a voiceless consonant. 1. I’m taking a vacation next week. 2. Keep me posted! 3. Come quickly! 4, We'd like an RFQ...a request for quote. What you should do: To make the /g/ sound do this: A. Position your tongue and lips as if you were making a /k/. B. While you quickly release the flow of air, add your voice. 1. You gave a great example. 2. Go get Grandpa. 3. He’s a good guy. 4. Your guess is as good as mine. 58 Part IL: Rhythm, Stress & Everyday Speech Patterns Use with Audio CDUnir 3:0 king: Joining Sounds UNIT 3: LINKING Cuapter 1: Linkinc: Consonant + VOWEL What you should do: When a word beginning with a vowel follows a word ending _ in a consonant sound, join the consonant sound to the vowel. Example #1: “in” follows “one.” Since “one” ends ina consonant sound and “in” starts with a vowel, join the two words together. Do the same for the words “in” and “a.” In this case, the three words run together and sound like just one word: “oncina.” 1. one ina 2. all around 3. is an; an enormous animal 4. bent over §. I’'masking 6. your income 7. works alone 8. an excuse 9. nice and easy 10. from Asia You’re one in a million. We walked all around Paris. A whale is an enormous animal. He bent over to kiss the child. I'm asking for a favor. It’s time to do your income taxes. She works alone. T have an excuse. That task was nice and easy. My colleague is from Asia. 6lUNIT 3: LINKING CHapTer 2: LINKING witH VOWELS WitHin Worps & Between Worps A) Linking with /u/ What you should do: When the vowel /u/ is followed by another vowel, make sure to link (join) the two vowels with a consonant /w/. Example #1: ‘w’ of “knew” is joined to “it.” The two words, “knew it,” sound like just one word: “knewit.” I knew" it! Just do* it! Let’s go to* Amy’s place. Blue* is my favorite color. . The university raised its tu*ition. . What's the situ*ation? RwuNye an B) Linking with /ou/ What you should do: When the vowel /ov/ is followed by another vowel, make sure to link the two sounds with a consonant /w/, 1. Go* away. 2. Thave no* idea. 3. Although* I go there often... 4. He hunts with a bow* and arrow. 62 UNIT 3: LINKING ©) Linking with /ev/ What you should do: When the vowel /e1/ is followed by another vowel, make sure to link the two vowels with a consonant /y/. 1. His ideas are way* out there. 2. Say* it again please. 3. Hey* Ellen! D) Linking with /i/ What you should do: When the vowel /i/ is followed by another vowel, make sure to link the two vowels with a consonant /y/. 1. He* invited me to the party. 2. The gifts are for me* and my family. 3. I saw a bee* and a butterfly. 4. We* agree with you. E) Linking with /ai/ What you should doz When the vowel /a1/ is followed by another vowel, make sure to link the two vowels with a consonant /y/, 1. That's my* aunt Suzie. 2. Hi* Ellen! 3. [need to buy* a new coat. 4. You and I* are buddies. 63UNIT 3: LINKING Cuarter 3: LinkinG wit /i/ IN THE MippLe or A Word What you should do: When the vowel /i/ is followed by another vowel, make sure to link the two vowels with a consonant /y/. _ mysterious . obvi*ous . curi*ous . associ*ation vide*o . pi*ano |. superi*or . re*ality 9. precarious 10. pre*industri*al 11. medi*um 12. re*action 13. marry*ing 14. rati*o 15. radi*o 16, previous 17. ide*a 18. insomni*a 19. resili*ent 20. experi*ence 21. furi*ous 22. differenti*ate 23. study*ing 24. luxuri*ous 25. courte*ous PNAWABWNS 3S 64 UNIT 3: LINKING Cuapter 4: Linkinc with THE Worp “the” A) “The” before words starting with a consonant What you should do: When the word “the” is followed by a word beginning with a consonant, pronounce it as /da/. 7 8. 9. 1 . the method - the result . the project . the first . the last 1 2 3 4. the presentation 5 6 . the same the solution . the text 0. the product B) “The” before words starting with a vowel What you should doz When the word “the” is followed by a word beginning with a vowel, pronounce it as /6i/. Make sure to link the two words with the consonant /y/. q 8. g 1 1 2. 3 4. 5, 6, the* other the* opera the* ink the* ear the* entrance the* information the* exam the* important thing the* amount 0. the* answerUNIT 3: LINKING Cuarrer 5: LINKING WITH THE SAME SOUND What you should do: _ Whena word ends with the same consonant sound (not neces- sarily the same letter) with which the next word begins, only pronounce that consonant sound one time. 4 Example #1: “Bus” ends in /s/ and “system” begins with /s/. The two words run together as one, joined by the /s/ sound. Do : not pause between the two words. ~Unir 4: Syllable Stress 1. bus system Have you learned the bus system? 2. We'll leave We'll leave at 4:00. 3. far-reaching The decision will have far-reaching consequences. 4. tax saving Those are tax saving incentives. 5. half full Her plate is only half full. 6. sun never ‘The sun never shines at midnight. 7. both theories Both theories make sense. 8. wish she’d I wish she'd hurry, 9. higher rent They pay higher rent than we do. 10. help Pam We should help Pam. 11. parallel lines Parallel lines will never intersect. 12, real love This is real love! 66UNIT 4: SYLLABLE STRESS UNIT 4: SYLLABLE STRESS Cuarrer 6: Compounp Nouns Cuapter 7: NuMBERS: TEENS & TENS What you should do: What you should do: When pronouncing compound nouns (such as darkroom and A. When pronouncing a “teen,” stress the second syllable. blackboard), stress the first syllable or word and raise your Note: “teens” are thirteen, fourteen, fifteen, etc... pitch. Lower your pitch on the second syllable or word. B. When pronouncing a “ten,” stress the first syllable. Note: “tens” are thirty, forty, fifty, etc... Example #1: For sentence (a), your yoice will rise on “dark” and fall on “room.” This contrasts with (b), in which your voice pitch will remain steady and the stress will be placed on the second word. L thirtéen We need thirtéen volunteers. thirty We need thirty volunteers. 1. darkroom / a, The photographer develops film in a dark room darkroom. 2. fourteén There are fourteén committee members. b. Put a lamp in the comer, It’s. a dark room. forty There are forty committee members. 2. blackboard / a. The teacher is writing on the blackboard. black board b, Read the sign on the black board. 3. fiftéen I’m fiftéen years old. 3. greenhouse /_ | a. The farmer is growing tomatoes in the fifty I'm fifty years old. greed house greenhouse. b. Mrs. Johnson lives in the green house. 4. sixtéen Thad to count sheep until I got to sixtéen, %, checking a. P'd like to open two checking accounts. sixty Thad to count sheep until I got to sixty. accounts b. I'm checking accounts at the office. 5. make-up / a. The actress wears a lot of make-up. 5.seventéen You're number seventéen on the waiting list. make up b. We need to make up a new list. séventy You're number séventy on the waiting list. ! 6. take-off / a. Prepare for take-off. take off b. Please take off your shoes. 6. eightéen There are eightéen marbles in the jar. 7. put-down/ | a. That insult was a real put-down. eighty There are eighty marbles in the jar. put down |. Put down the chair in the comer. sey } 8. White House / |'a. The President lives in the White House. 7.ninetéen I got ninetéen out of one hundred on the test. white house _ |b. My house is next to the white house. ninety got ninety out of one hundred on the test. 9. cheapskates/ | a. My brothers are real cheapskates. cheap skates _ | b. She bought a pair of cheap skates. 10. hair dryer/ | a. Don’t forget to pack the hair dryer. hair drier b. You need to have your hair drier. 68 69UNIT 4: SYLLABLE STRESS rives* & Veres Cuapter 8: Nouns, Anges What you should do: A. Stress the second syllable when the following words are used as a verb. B. Stress the first syllable when the following words are used asa noun. Example #1: The first “present” is a verb, so put the stress on the second syllable (sént). The second “present” is a noun, so put the stress on the first syllable (pré). 1. Verb: to present He'd like to present you with this present, Noun: present N . Verb: to project He projects that the project will be fin- Noun: project _ ished by June, w . Verb: to conflict The conflict in the region conflicts with Noun: conflict international diplomacy. 4. Verb: to progress We need to progress making progress. Noun: progress 5. Verb: to record Records show that they recorded the CD Noun: record _ last Thursday. 6. Verb: to object ‘The object of the exercise is to object to Noun: object the leader. x Verb: to increase A profit inerease will increase our stock Noun: inerease _ price. ~ Verb: to desert The soldier deserted from the army in the Noun: desert desert. * NOTE: When these words function as adjectives, the stress is usually on the first syllable (e.g., récord sales, cénflict resolution). UNIT 4: SYLLABLE STRESS Cuapter 9: Omrrrep SYLLABLES What you should do: It is common to omit the syllable /a/ when it is unstressed ina multi-syllabic word. Be sure to pronounce the consonant /r/, 1. conference (confrence) ’ll be at the conference, 2. Montgomery I’m based at the Montgomery office. (Montgomry) 3. interesting (intresting) That’s an interesting perspective! 4. naturally (natchrally) Her products are made naturally, the old-fashioned way. 5. aspirin (asprin) Take an aspirin if your head hurts. 6. several (sevral) I knew several people at the party. 7. temperature The temperature is steadily falling. (temprachure) 8. preference (prefrence) What's your preference? 9, different (diffrent) Let's take a different approach. 10. camera (camra) I'd like a digital camera, 11. separate (seprit) Those are two separate issues. 12. generally (genrally) Generally speaking, I like to read fiction. 13. favorable (favrable) We're hoping for a favorable outcome. 14, favorite (fav'rit) Her favorite season is summer. 15. laboratory (labratory) His laboratory is next to mine. 16. deliberate (delibrit) It was a deliberate lie. 17. miserable (misrable) She has the flu and feels miserable, 18. comfortable (comfierbel) This couch is very comfortable, ns | eee 70 7UNIT 5: EVERYDAY SPEECH PATTERNS, Unit 5: Everyday Speech Patterns Cuarter 10: INFORMAL SPEECH What you should do: Be familiar with the following everyday informal speech pat- terns, While you do not have to pronounce these expressions in the informal way, it is important to understand them. 1. want to...wanna 2. going to...gunna 3. can you...kenya 4, don’t know...dunno 5. what do you...whadaya 6. what are you...whadarya 7. got to...gotta 8. has to...hasta 9. have to...hafta 10. can’t you...cancha 11. won't you...woncha 12. don’t you...doncha 13. used to.. .usefa 14. supposed to. ..supposta 15. did you...didja 16. did your...didjer 17. let me..emme 18. give me...gimme 19. or...er 20, for...fer Do you wanna come over? Are you gunna leave early? Kenya help me out? I dunno. Whadaya think about the project? Whadarya wearing to the party? I gotta go. He hasta go. We hafia go. Cancha stay longer? Woncha be able to tag along? Doncha wanna see a movie? I useta eat chocolate after every meal. I'm supposta give a talk tomorrow. Didja hear the news? Didjer dog come home yet? Lemme drive the car. Gimme a hug! Do you like chocolate er vanilla? It’s fer you. 2BUNIT 5: EVERYDAY SPEECH PATTERNS, UNIT 5: EVERYDAY SPEECH PATTERNS. Cuarrer 11: Consonant /t/ CONSONANT Crapter 12: Wuen /t/ Becomes /d/ What you should do: What you should do: When /t/ is between two consonants, and the second conso- When /t/ is between two vowels, between /r/ anda vowel, and nant is /s/, do not pronounce the /t/. The /t/ is silent. between /I/ and a vowel, the /t/ is often pronounced similar to the consonant /d/, Example #1: The ‘t’ in respects is between two consonants and 1. Vowel /t/ Vowel the second consonant is *s.’ Therefore, we do not hear the “t.” cane May CHave alpine ofwelei? Respects” sounds like respeks. Re Buy a liter of Coke. c. hotter It’s hotter in Mexico than in Canada. 1, respects He respects his superiors. dhctiietal ‘The Bean is imate of tela, 2. conducts; experiments She conducts experiments. &. pretty That’s a pretty ring. f. atoms Atoms are electrically charged. 3. tests He runs tests at the tech center. g. better You did a better job. h. heated It’s a heated swimming pool. 4, acts She acts responsibly. i, beautiful She has a beautiful smile. ! ! Z j. ate it Tate it! 5. lifts The space shuttle lifts off at noon. 6. lists Thave four lists of chores. Bae cee NC a. parted They parted ways. 7. feasts The Romans were famous for b. Carter Do you know Mr. Carter? thelr feasts, c. hearted She’s a hard-hearted woman. d. forty There are forty engineers at the plant. 8. facts Give the detective all the facts. ; 3. Vowel + /t/ + A/ a. bottle I'd like a bottle of beer. b, cattle The rancher raises cattle, c, prattle The car prattles when the engine starts, d. little Little by little you’ll get there! e. it'll I'll all work out. 74 m8UNIT 5: EVERYDAY SPEECH PATTERNS Cuapter 13: GLortat Stops 1. Vowel + /t/ + /s/ What you should do: When ‘t’ is between a vowel and ‘s,’ the ‘t’ is frequently pro- nounced as a glottal stop. This is often the case where a word ends with the spelling ‘ts.’ A glottal stop is the sound made in the exclamation, “uh-oh.” Simply prevent the air from flowing out of your mouth, For just an instant, hold the air in the back of your throat before releasing it. a. what’s What's up? b. it’s It’s a boy! c. regrets She regrets her decision. d. habits He has good study habits. e. that’s That’s a good idea. f. forgets He always forgets his wallet g. cats They have two cats and three dogs. h. hits He hits a home run every game. n . In/ + [t/ + Vowel + /n/ What you should doz When ‘t’ is between two ‘n’s, pronounce the ‘t’ like a glottal stop. a. fountain —_- Fountain pens are old-fashioned b. mountain She’s a mountain climber. c. Clinton President Clinton will always be remembered. d. sentence Acomplete sentence needs a subject and a verb, 76 UNIT 5: EVERY DAY SPEECH PATTERNS, Cuaprer 14: PRONOUNCING THE LETTER ‘x’ 1. Pronouneing ‘x’ as /ks/ What you should do: ‘When ‘x’ is between a vowel and a consonant, it is typically pronounced as /ks/. a. explore _Let’s explore the canyon. b. excellent You did an excellent job. c. expert He’s an expert in his field. d. extradite — The suspect will be extradited. e. exciting That’s exciting news! f. exclaim “Wow!” he exclaimed. n . Pronouncing ‘x’ as /gz/ What you should do: When ‘x’ is between two vowels, it is frequently pronounced as /gz/. This sound is similar to the pronunciation of the word “eggs.” a. exam He studied hard and passed the exam. b. exhibit® She exhibited strange and unusual behavior. c. exist Dinosaurs no longer exist. d. exit Be careful getting off the exit ramp. e. example The father set a good example for his son. f. exhaust* — Exhaust fumes are a big cause of pollution, * NOTE: The letier ‘h' is silent here. mnUNIT 5: EVERYDAY SPEECH PATTERNS Cuapter 15: Hippen /w/ CONSONANT What you should do: When a vowel (except for the vowel /w) follows the sound /k/, //, /s/, or /3/, add the sound /w/ before the vowel. 1. req*uest 2. q*uestion . lang*uage 3 4, usu*ally; unusu*al 5. lig*uid 6. casu*al 7. disting*uish 8. req*uired 9. freq*uently 10. pers*uade 11. pers*uasive 12. gtuite; q*uiet 13. visu*al 14, sq*uare 15, conseq*uences 16. squirrel I'd like to make a request. I have a question. What's your first language? Lusually arrive on time. It’s unusual for me to be late. Handle liquid nitrogen with caution. I'll be a casual meeting. We need to distinguish between the sounds We're required to give a presentation. He frequently cats at the cafeteria. He’s trying to persuade me to leave early. Her argument is a persuasive one. She's quite busy. Be quiet so she can work, Please give a visual demonstration. The square root of sixteen is four. ‘The consequences will be far reaching. The squirrel is collecting nuts. 78 UNIT 5: EVERYDAY SPEECH PATTERNS, Cuapter 16: HippEN /y/ CONSONANT What you should do: ‘We often add the sound /y/ when /ff, /k/, /nu/, /p/, /b/, /g/,/v/, or /h/ is followed by the vowel /u/. Usually this happens when /u/ is spelled with a ‘u.’ Add the sound /y/ when (V/ or /n/ comes before the sound /in/ or /a/. 1. un*ion We’re members of the automotive union. 2. circ*ulate Please circulate the memo. 3. sec*urity Airport security is tight. 4. fab*ulous He’s a fabulous cook. 5. amb*ulance Call an ambulance! 6. confused T’'m confused. 7. pec*ul*iar My project manager is a peculiar person. 8. reg*ular I meet with my boss on a regular basis. 9. b*eautiful You look beautiful. 10. mill*ion That’s the million dollar question. 11. view 12. fuel; future 13. c*urious 14. conven*ient 15. h*uman . particularly; in partic*ular 17. sen*ior a 18. rep*utation 19, doc*ument 20. *usually What’s your view on the subject? Hydrogen fuel will be a source of energy in the future. Tm just curious. Is this a convenient time? That’s human nature. She doesn’t particularly like vegetables. In particular, she dislikes tomatoes. She’s the senior advisor to the company’s president. He has a reputation for being an expert in his field. I’ve completed filling out the document, Tusually wake up at 6:30. oc)UNIT 5: EVERYDAY SPEECH PATTERNS UNIT 5: EVERYDAY SPEECH PATTERNS Cuaprer 17: Can & Can’ Cuarrer 18: WHEN THE LerTer ‘h’ 1s NoT PRONOUNCED What you should do: 5 Pronounce the word “can” like /ken/. Pronounce the word What you should aoe r i : “can’t” like /kent/. Many people pronounce the /t/ in “can’t” When the words “he,” “him,” “his,” “her,” and “have” are in | asa glottal stop. This is the voiceless sound made in the middle the middle or at the end of a sentence, do not pronounce the of the exclamation, “uh-oh.” (h/. The *h’ is silent. Note that in this case, the pronunciation of the word “have” is exactly the same as the pronunciation of the word “of.” The exception to this rule is when the specific 1. a. We can sing. “h” word is emphasized. In that case, it may be pronounced. b. We can’t sing. 2. a. She can go. 1. was Ke Was he on time? b. She can’t go. 2. would Ke Would he be fiee tonight? . 3. can ke Can he speak Russian? 3a: Youcan doit, 4. ithe Tell me if he calls. b. You can’t do it. i i hs 5. give Kim Please give him the message. 4, a. We can leave now. 6. let Kim; of Kim Let him know I’m thinking of him b. We can’t leave now. 7. ask Kim Ask him to bring the CDs. 5. a. He can handle it. 8. remind kim Remind him to set the alarm. b, He can’t handle it 9. what's Ker What's her phone number? 10. where’s Ker Where’s her office? : f ae eee re L 11. send Ker; for ker Send her flowers for her birthday. i 12. bet ker I bet her $10 she would win first place. 7. a. My colleague can speak French 13. that’s Kis That’s his can b, My colleague can’t speak French. ih wteaielGs Sinan ite naank 8. a. They can dance the cha-cha. 15. is Kis This is his book. b. They can’t dance the cha-cha 16. has Kis She has his files. 9. a. You can drop by anytime. 17 could ilave Teould have won, b. You can’t drop by anytime. couldn't Kave I couldn’t have won. 18. should Kave I should have won. 10. a. He can read. shouldn’t have Tshouldn’t have won. b. He can’t read. 80 81UNIT 5: EVERYDAY SPEECH PATTERNS UNIT 5: EVERY DAY SPEECH PATTERNS 19. Would have 1 would have won. Cuarrer 19: Wuen “and” Becomes /an/ Wouldn’t kave 1 wouldn’t have won. 20. Might Kave I might have won, What you should do: Might not Kave I might not have won. When the word “and” is between two words in a phrase, pro- nounce it as /on/. Him=/im/ Them =/em/ 1. creamand sugar _ | like coffee with cream and sugar. What you should do: (aa 2. back and forth She flies back and forth between Boston Pronounce the word “him” as /im/ and the and DC. Jem/. These words sound very similar, even to native English 3. rich and famous Someday you'll be rich and famous. speakers. i i 4. now and then I go to the movies every now and then, 1. a) Give Kim the disk. b) Give them the disk. 5. boysand girls The ski club is for boys and girls. 2. a) Tell Kim I called. b) Tell em I called. 6. rock and roll Elvis is the king of rock and roll 3. a) Ask him to come over. _b) Ask fem to come over. 7. up-and-coming —_ He’s an up-and-coming actor. 4. a) Let iim speak. by Let Bem speak. 8. you and me That's between you and me 9. nightandday ——-They’re as different as night and day. 10. up and down His feelings go up and down like a yo-yo. 11. black and white The issue isn’t black and white 12. right and wrong — We know the difference between right and wrong. 13. left and right Look left and right before crossing the street. 14. more and more I love you more and more. 15. time and again I’ve explained it time and again, 82 83UNIT 5: EVERYDAY SPEECH PATTERNS Cuarrer 20: Contractions What you should do: These are the most common contractions, Learn how to pro- nounce them. Remember, most contractions are pronounced as one syllable. 1 oe I'll see you later. 2. you'll You’ll be on time. 3. we'll We'll go too. 4. he'll He’ll organize the event. 5. she'll She'll be joining us later. 6. what'll What’ll you have? 7. where’ll Where’ll you stay on vacation? 8. itll It'll be just fine. 9. he’s He’s very handsome. 10. she’s She’s the brightest child in her class. 11. what’s What’s going on? 12. it’s It’s time to go. 13. that’s That’s great! 14. who’s Who’s calling please? 15. they've They've got everything. 16, we’ve We've got it made! 17. why’ve Why’ve you been working so hard? 18. ve I’ve been coming in early. 19. what’ve What’ve you been doing lately? 84 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31 32 33; 34, Id it'd we'd where'd he'd she’d you'd we're you're they’re how're I'm isn’t haven't aren’t UNIT 5: EVERYDAY SPE H PATTERNS I'd rather not say. It'd better be done by tomorrow. We'd like to see a menu, please. Where'd you put the phone? He’d rather go to a movie than to a play. She'd like a new sweater, You'd do the same if you were me. ‘We're going to Florida next week. You’re invited to the conference. They’re throwing a party over there. How're we supposed to do this? I’m so happy I can hardly sit still! Isn’t this wonderful? Haven’t you heard the news? Aren’t you coming too? 85UNIT 5: EVERYDAY SPEECH PATTERNS UNIT 5: EVERYDAY SPEECH PATTERNS UNIT 5: EVERYDAY SPEECH PATTERNS aE ' CHAPTER 21: PRONOUNCING FINAL CONSONANTS CrapTer 22: ‘s’ at THE END oF A Worp What you should do: What you should do: Practice making a distinction between voiced and voiceless Pronounce ‘s’ and ‘es’ as /s/ after some voiceless consonants. consonants when they are at the end of a word. Put your index These are: /f, k, p, t, and o/. i and middle fingers on your throat. You should feel your voice box vibrating when you are pronouncing a yoiced consonant (such as /g/ and /d/). You should not feel any movement when 1) pronouncing a voiceless consonant (such as /k/ and /t/). Vowel a; Init Wl length is shorter in words and syllables ending with a voice- ee elanens lowly. less consonant. b. bikes There are two bikes in the driveway. c, caps Where are the baseball caps? 1a) back/bag b) think/thing ¢) pick/pig _d) sack/sag d. carts Roll the carts down the hall. 2.a) bed/bet —_b) lived/lift c) led/let d) dead/debt e. months I’ve lived here for three months. 3. a) half/halve b)leaf/leave _c) off/of d) prooffimprove 4.a)tap/tab —b) lap/lab —c) cap/eab_—_d) rope/robe Vesatiyon should des ie ae i ij Pronounce ‘s’ and ‘es’ as /z/ after some voiced consonants and 5.a)ice/eyes _ b) rice/rise c) price/prize d) twice/ties vowels. The voiced consonants are: /b, d, g, v, m, n, 0/. 6. Final /n/* i 2 a) My son has gone to Taiwan a. cabs We took four different cabs. b) Are you done? b. seeds They planted seeds in the garden, ©) Let’s have some fun in the sun. c. bugs He really bugs me! d) The man from Austin was sitting alone. d. halves There are always two halves. e) The brown bears are in their den. e. times. L like to read the New York Times, f) It’s in i é f) It’s going to rain in the afternoon. f. plans Do you have plans for today? g. rings The phi ings 2, * NOTE: The final /n/ is particularly difficult for Korean, Chinese, hope tines day lone: h. blows The whistle blows at noon, Japanese, and Vietnamese native speakers. 86 87UNIT 5: EVERYDAY SPEECH PATTERNS UNIT 5: EVERYDAY SPEECH PATTERNS Seeeerre_ee eA (CHAPTER 23: PRONOUNCING THE FINAL ‘ed’ FOR lhe ne heen eta Past-TENsE ENpINGS OF REGULAR VERBS ‘ronounce *s' as 5 25 Ys ds So Ol What you should do: 3) Pronounce ‘ed’ like /t/ after the voiceless consonants: /p, f, a. classes Classes begin next week. ks, J, and /. b. lunches How many lunches have you brought here? ‘i c. washes He washes the dishes every evening. a. developed He developed a plan for success. d. garages There are two garages near the office. b. laughed She laughed at the joke. e. languages She speaks four languages. c. thanked They thanked me for the gift. d. crossed He crossed it off the list. e. cashed They already cashed the check. f. pitched I pitched the idea to my boss What you should doz Pronounce ‘ed’ like /d/ after vowels and the voiced consonants: /b, 0, &. 6, |, m,n, t, v, 2, and 3/. 2) a. robbed ‘That's the man that robbed the bank! b. banged She banged the book down. c. bagged He bagged the groceries. d. managed They managed the account well. e. called He called me from his business trip f. charmed She charmed him with her beautiful voice. g. rained It rained all afternoon. h, poured I poured him a cup of coffee. \ i. lived They lived in Mexico for two years, j. used used all of the ink k. massaged He massaged her sore shoulders. 88 89UNIT 5: EVERYDAY SPEECH PATTERNS What you should do: Pronounce ‘ed’ like /1d/ after /d/ and /V/. 3) a. devoted . greeted . accepted . decided . provided f attended He’s a devoted employee. They greeted me at the airport L accepted the offer. She decided to apply for the position. They provided the neces He attended the conference. ry information. 90 Glossary of Idiomsa picture tells a thousand words photographs or other images reveal the truth (to) air out (a room ora house) to open a window or a door to let in fresh air all around town everywhere all day long continuously for the whole day all talk and no action refer- ting to someone whose words do not represent their actions; a big talker (to) applaud someone to congratulate or compliment someone as different as night and day very different; opposites as round as a house very fat; obese back and forth traveling be- tween two specific directions or destinations; being unable to decide definitively (e.g., we go back and forth on this issue) (to be) based at the location of one’s office or company be bold be courageous bear in mind remember; con- sider; don’t forget GLOSSARY OF IDIOMS behind the times no longer fashionable or stylish; not curs rent or contemporary between you and me some- thing private between two people black and white when an is- sue is decisive, clear, or non- negotiable (to) bug someone to annoy someone; to bother someone (to) cash a check to deposit a check at the bank and receive cash for its value (to) catch a cold to become sick with a cold cheer up be happy; be cheerful; don’t be sad chin up be content; be satisfied; don’t worry (to) come over to go to some- one’s home; to have someone come to your home count me out don’t include me; I don’t want to be involved (to) count sheep a strategy or mental exercise to help oneself’ fall asleep (to) cut class to miss class without an excuse 93GLOSSARY OF IDIOMS (to be) done to have finished a task; to have finished eating double trouble a lot of trouble or difficulty, twice as much trouble or difficulty (to) drop by to visit someone without having a prearranged plan to do so (to) earn a living to make enough money for expenses every now and then some- times; infrequently everything is relative every- thing is determined by its rela- tionship to something else eye-opener something that surprises or shocks you far and wide everywhere far reaching consequences having a big impact on some- thing fear not don’t worry first come, first served people will receive service in the order in which they arrive (to) fold up a business to close a business permanently (to) follow the law to obey the law for hire a person who is willing and able to work for sure absolutely; definitely for the time being meanwhile, at the present time (to be) free to be available (to) get caught to be seen doing something wrong or illegal (to) give a talk to present a prepared lecture (to) go up and down like a yo-yo when one’s opinions or feelings alternate between two extremes a gold mine a very successful business; a profitable venture a good guy a decent, kind boy or man half-hearted not fully commit- ted, without enthusiasm (to) hand it over to unwillingly give something to someone (to) hand it to someone to con- gratulate someone; to compli- ment someone; to acknowledge someone for some admirable trait or behavior hang in there don’t quit; don’t give up 94 GLOSSARY OF IDIOMS hard and fast unchanging; permanent; inflexible hard-hearted unfeeling; hay- ing no sympathy for others hard times a difficult emotional or economic period have a chair sit down (to) have it made to have everything you want and need; completely satisfied hold on wait; don’t move how ‘bout...2. would you like...(something or to do something)? How much do you charge? What is the price? How’s it going? How are you? hurry up move faster I can hardly sit still I’m anx- ious; I’m nervous; I’m excited I'd love to I’d like to do some- thing very much; with pleasure I have no idea I don’t know the answer I knew it to have been sure of something; to have been correct (to be) in a jam to be ina diffi- cult or uncomfortable situation (to be) in charge to be responsi- ble for someone or something in dire need desperate for something; having extreme need it goes without saying it’s ob- vious (note: “that goes without saying,” can be used as a reply when somebody says something obvious) ill be just fine the result, or outcome, will be okay it’s my pleasure you're wel- come; I’m happy to help judge for yourself decide with- out regard to another person’s opinion just do it do something without planning or forethought; don't hesitate a, keep me posted keep formed (to) kill time to unproductivel unimportant ae waiting to get main activity —GLOSSARY OF IDIOMS (to) learn the hard way to learn a lesson by having experienced a difficult situation; to learn by experience leave it alone don’t touch or disturb something; don’t discuss that topic any further (to) lend an ear to listen to someone let me go. release me; allow me to go let’s go let’s leave; let’s begin light-hearted not serious; not worried; easy going lighten up be less serious; don’t worry so much listen up listen carefully; pay attention little by little slowly; to pro- ceed or advance by small incre- ments (to) look at to consider; to examine (to) look at something from a different angle to consider an issue from another perspective or mindset (to) look like a million bucks to look wonderful; to look beau- tiful or handsome look out be careful (a) loop hole a way to get around or avoid something un- pleasant, such as paying taxes (to) make sense logical; sen- sible; appropriate the $1,000,000 (million dollar) question the most important question; the key issue more and more increasingly nice and easy simple, uncom- plicated; careful no doubt absolutely; for sure nota care in the world no wor- ries; unconcerned (to be) off to be canceled; to take time away from the office (c.g., our secretary will be off on Friday) (to) offer a hand to offer help or assistance on a regular basis regularly; frequently on time punctual; not late one ina million very special; unique; very rare only time will tell the effect will be known only in the dis- tant future 96 GLOSSARY OF IDIOMS out of bounds inappropriate; against the rules (literally: be- yond the boundaries) out of the ordinary unusual; different; atypical; exceptional over here here (to) part ways to say goodbye; to end a relationship (to) pitch an idea to propose and encourage an idea, solution, or option (note: often used when an external service provider, such as an advertising agency, is proposing an idea to a client; an employee can also pitch an idea to a boss) (a) plate half full when one’s situation is incomplete power to the people an idea that the general population, not an elite government, should have political power and authority practice makes perfect repeti- tion leads to success real love a sincere and long- lasting love right now immediately; at the present time someone’s place someone’s home or place of residence something or other a phrase used to describe an object whose name one can’t remember something tells me... I have reason to believe that. .. (to be) spoiled to be used to getting everything one wants; to be used to very good treatment; to be very demanding (the) star of the show the most important person (a) sure thing something that is certain (to) tag along to come with; to accompany (to) take a cab to travel by taxi take a good look consider well; examine closely thankless job a job or task that’s difficult and one for whieh people will not thank you (to) think about it to consider something; to tak me time before making a decision (to) throw a party to host a party: to have a party (to be) tight strict, severe (6.4, security is tight); not vie wo spend money, cheap; ih short supply 97GLOSSARY OF IDIOMS time and again repeatedly, over and over (often used in a negative sense; e.g., the admin- istrative assistant lost important files time and again) time out a pause; a break (of ten used in football, when one or the other team calls a time out to discuss strategy); a short period of punishment for a child timely at the right time; at an opportune time; within a rea~ sonable period of time (e.g., to finish a project in a timely manner) (to) tune into to set a radio or television channel to a particu- lar program; to figure out what's going on in a certain area (e.g., tune into current trends) up and coming becoming more and more popular; gaining popu- larity; emerging (to be) up for review to have one’s job performance evalu- ated; to have an account under evaluation by a client, for pos- sible renewal (often said regard- ing advertising agencies) (to) view a subject to consid- er an issue; to give an opinion about a topic (to) walk in single file when many people walk ina line, one behind the other way out there unusual; out of the ordinary; strange we're not through we haven't finished what'll you have? what would you like to order? (at a restau- rant) what’s up? whatare you doing? what's new? who let the cat out of the bag? who told the secret? why in the world “why” with an element of surp! (often unpleasant surprise) (a) window of opportunity asmall amount of time to make something happen (a) workaholic someone who works too much you can’t teach an old dog new tricks you can’t expect older people to change their behavior; when somebody has been doing something for a long time, it’s hard to get them to change your guess is as good as mine I don’t know eee 98 Judy Ravin is the President of the Accent Reduction Institute of Ai) Arbor, Michigan. The Accent Reduction Institute (ARI) provides training programs to meet the needs of non-native English ers. These include on-site corporate training seminars, one-0} executive training, public courses, intensive workshops, and tance learning programs. ARI’s clients include such corporatit and universities as General Motors, Hyundai, Pfizer, Comput Cisco Systems, the University of Michigan, and Cornell Unive! ARI works with people who are frustrated that their heavy acee! interfere with company team building, self-confidence, sales, ay profitability. Clients find that their training allows them to mi mize their language barrier, maximize productivity, and increw) job performance. Ravin and her methods for rapid language acquisition have been featured by CNN.com, National Public Radio, Voice of China, and in many publications including Computerworld, the Seattle Times, the Dallas Morning News, and the Detroit Free Press, For more information on the Accent Reduction Institute, visit www.lessaccent.com.