1 PRONUNCIATION EXTRA

ADVANCED UNIT 1 1.3

1.1 4 A CONNECTED SPEECH: linking Read
the Pronunciation tip. Then read the
1 A STRESSED AND UNSTRESSED AUXILIARY VERBS Read the description and mark examples of
Pronunciation tip. Then look at the sentences and decide linking between words.
whether the underlined auxiliary verbs are stressed or
unstressed. PRONUNCIATION TIP
When one word ends in a consonant
PRONUNCIATION TIP sound and the next word begins with a
Auxiliary verbs are usually stressed in negative forms, short vowel sound, the two words link together
answers and tag questions. They are not usually stressed in as if they were one word:
positive sentences or question forms unless the speaker wishes to It’s amazing.
add extra emphasis to the verb. Sometimes when one word ends in two
or more consonants and the following
1 I have been thinking about changing my name recently.       word also starts in a consonant, the
2 Was he always so sensitive about his name?       middle consonant is lost. This is called
3 I really didn’t like my name when I was a kid.       elision. E.g., notice how the /t/ sound is
4 We were going to call her Lucy, but then my sister got a dog lost in He doesn’t like to have his photo
called Lucy!       taken. /dəznlaɪk/
5 A: They have given him a really unusual name, haven’t they?
B: Yes, they have!       She’s really striking, I mean, you know
you have to stop and look twice. She’s so
6 Do you ever wish you had been given a different name?      
tall for a start. And then there’s her hair.
B 1.1 Listen and check. In which cases are the unstressed It’s amazing, it sort of has a life of its
auxiliaries contracted? Write the contracted form. Then listen own. And her eyes are probably the one
again and repeat. thing you notice most of all. They’re an
incredible light blue, sort of the colour
2A 1.2 Listen to the conversation. Which auxiliary verbs are of ice.
given extra emphasis?
B 1.4 Listen to the linked words
A: Oh come on, I don’t believe you! She hasn’t changed her name and check.
to Rainbow Cloud!
B: But she has changed it, honestly! I saw the papers. C 1.5 Read the description with
A: Nah, really? You are kidding me, aren’t you? the speaker. Pay attention to the
B: Yeah! But admit it, you did believe me there for a minute! linked words.

B Listen again and say A’s part with the speaker. 5A 1.6 CONNECTED SPEECH:
Then practise B’s part. elision Listen to this second
description. Look at the underlined
1.2 consonant clusters. In which clusters is
a consonant sound lost? Cross out the
3A 1.3 IDENTIFYING ATTITUDE Listen and complete the text lost consonants.
with the correct forms: ’ll, ’d, will or would. He looks pretty ordinary, you know, and
My brother’s changed so much since he was a teenager. He used he won’t make any heads turn as he
to be so moody! He 1 never listen to anything anyone said walks down the street. You don’t really
to him. He 2 sit and look out of the window as if no one notice anything unusual unless you take
else was there. And he 3 insist on locking himself in his a direct look straight into his eyes. That’s
room for hours on end. My mother 4 really worry about him. when you realise that one is the darkest
Now he 5 spend hours chatting to Mum in the kitchen. chocolate brown and the other is a soft
Or the two of them 6  go for long walks in the woods. But light honey colour.
he 7  still ignore anyone who tries to give him any advice!
B Listen again and read the description
B What two things does the speaker find particularly annoying? with the speaker. Pay attention to the
How do you know? Practise saying those sentences and consonant clusters.
sounding annoyed.

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2 PRONUNCIATION EXTRA

ADVANCED UNIT 2 2.2

2.1 2A 2.3 STRESSED AND UNSTRESSED VOWEL SOUNDS Listen
to the words/phrases in the box. Mark the main stress and match
1A 2.1 DOUBLE CONTRACTIONS the vowel in the stressed syllable with the vowel sounds 1–3.
Listen and complete the sentences
using the complete form of the verbs convincing eye-opening have second thoughts
in brackets. narrow-minded perspective preconceptions stereotypes
1 If I (be) surer of 1 /e/                
myself, I  (start) my 2 /ɪ/
career so much sooner. 3 /aɪ/                
2 I (not leave) home in
the first place if it PRONUNCIATION TIP
(not be) for my grandfather.
Oen the vowel sound in unstressed syllables reduces to either a
3 I know I (listen) more schwa /ə/ sound or a so /ɪ/ sound.
carefully to my grandmother. She
was a wise woman!
4 I really (not pay) any  B Look at the words/phrases in Exercise 2A again and identify all
attention to him, it was a stupid idea the weak /ə/ and /ɪ/ vowel sounds.
from the very beginning. /ə/ /ɪ/
5 I (not do) what I did convincing
without my family behind me.
6 I honestly think I (be) 3 A Read the text below. Find at least five examples of each of the
better off if I two weak vowel sounds in Exercise 2B in the unstressed syllables.
(just stay) at home! It’s really difficult not to judge people on first appearance. It’s an
7 If he (not follow) her instinct we have. We may well change our minds as we get to know
advice, he (not get) those people a little bit better but that first impression will always
himself in the mess he’s in today! stick in our minds.
8 I wish I (just keep)
quiet about the whole thing, B 2.4 Listen and check.
I (avoid) a lot of
heartache that way. 2.3
PRONUNCIATION TIP 4A 2.5 STRESS FOR EMOTION Listen to two short
conversations. Underline two words in each conversation that are
When writing, we can contract both given extra emphatic stress.
would and had using ’d, e.g. I’d have
been (= I would have been), I’d been Conversation 1
(= I had been), etc. A: You did what?
When speaking, we can also contract B: I just let him go.
have to ’ve, so it sounds like I’d’ve come A: But surely you should have given him some punishment or
(I would have come). something?
We also oen contract have with B: Oh come on, I’d like to see what you’d have done in that situation!
negative forms with would and other Conversation 2
modal verbs when speaking, e.g. A: You will never believe what happened next!
he couldn’t’ve known. B: Try me.
A: Well, he climbed onto the stage …
B 2.2 Look at the verbs you wrote B: The stage?
in Exercise 1A. What are the written A: Oh yes, he climbed onto the stage and planted a huge kiss on
contracted forms of these verbs? Which her cheek.
forms can have a further contraction
in speech? Which verbs have a double B Listen again. What emotion is each speaker showing through the
contraction in speech? Listen and check. extra emphasis?

C Listen again to the sentences in amusement anger defensiveness incredulity

Exercise 1A and say them with the
speakers. C Listen again and say A’s part with the speaker. Then listen again
and say B’s part.
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3 PRONUNCIATION EXTRA

ADVANCED UNIT 3 3.2

3.1 3A 3.4 WORD STRESS: prefixes Look at the words in
the list. Where the words have more than one syllable,
1A 3.1 VOWEL SOUNDS: landscapes mark the main stress. Listen and check.
Match vowel patterns 1–8, with the
adjectives in bold in the sentences below. circle grow sell bar way title centenary power
Listen, check and repeat. skirt fortunately monthly retired rated hero
known stated
1 /ɪ/ > /ə/ > /e/            5 /ʌ/ > /aʊ/           
2 /æ/ > /ɪ/ > /ɪ/ > /ə/ /ɪ/ > /ɜ:/ > /ɪ/           
6          
3 /ʌ/ > /ɪ/            7 /ʌ/ > /ɔɪ/           
B 3.5 Combine each prefix below with two words from
the list in Exercise 3A. Listen and check.
4 /eɪ/ > /ə/            8 /æ/ > /ɪ/
bi       sub          
                        
a) The ancient Roman ruins stood at the
mini super
                                       
top of the hill with the sun setting
out un
                                     
behind them.
semi           under
          
b) The market place was bustling with early
morning activity.                      
c) It was lunchtime and the main square was C 3.6 Read the Pronunciation tip then listen to the
totally deserted. words both with and without the prefixes. With which
d) She lived in a picturesque cottage on the words does the stress shi? Listen again and say the
edge of the village. words with the speakers. Pay special attention to words
e) It was a very tranquil scene, with fishing where the stress shis.
boats bobbing on the sea.
f) This part of the country has not yet been PRONUNCIATION TIP
touched by tourism and is totally unspoilt.
Sometimes when a prefix is added to a word, the stress
g) The café looked very run-down, with a big
shis. For example the stress shis in pilot /ˈpaɪlət/ and
crack in one of the windows.
co-pilot /ˈkəʊpaɪlət/, but not in national /ˈnæʃənl/ and
h) The view from the top of the mountain was international /ɪntəˈnæʃənl/.
magnificent – we could see for miles.

B 3.2 Listen and say the sentences in

3.3
Exercise 1A with the speakers. Pay particular
attention to the pronunciation of the
adjectives in bold.
4A 3.7 MARKING EMPHASIS IN CLEFT SENTENCES
Listen to the sentences below. Which sentence is more
2 A VOWEL SOUNDS: noun phrases Complete emphatic? Which words are stressed in the emphatic
sentence?
the phonemic transcription for the phrases
using the symbols in the box. Write the 1 We plan to reduce vandalism in the town centre.
phrases alongside. 2 What we plan to do is reduce vandalism in the town
centre.
/æ/ /ɑ:/ /ai/ /ɪ/ (x4) /i:/ (x2) /ɒ/
/ɔː/ /ʌ/ /ə/ (x2) /ʊ/ /u:/ (x4) B 3.8 Look at the sentences below. Decide how you
would say the sentences and which words you would
1 /ˈc st ˈt ts/            stress. Listen and check your ideas.
2 /ˈf ŋg pr nts/           
1 What we plan to do is reduce stress for busy commuters.
3 /ˈk l ˈbr z/           
2 What we’re proposing to do is play classical music in
4 /ˈ pl ˈp /            public places.
5 /ˈsw m ŋ ˈp l/            3 What we want to do is make our town centre a safer place
6 /ˈ s ˈw l/            for shoppers.
7 /ˈʃ ˈʃ p/            4 What we’re aiming to do is help tourists enjoy their stay.
8 /ˈsk lˈb ks/            5 What we’re hoping to do is increase local trade.
6 What we intend to do is create more youth employment.
B 3.3 Listen and check. Then listen and
repeat. C Listen again and say the sentences with the speakers.

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4 PRONUNCIATION EXTRA

ADVANCED UNIT 4 4A 4.5 Look at the phrases below. How many of the three
different sounds are there in each phrase? Which sounds are
4.1 they? Listen and check.
1 citizens’ rights two sounds – /z/ and /s/
1A 4.1 CHUNKING and SENTENCE
2 personal information           
STRESS Listen to a movie trailer.
Mark the pauses with a line |. Listen 3 social issues           
again and underline the main stresses. 4 justice system           
Which words are not stressed? What 5 civil liberties           
do they have in common? 6 immigration controls           
In a town where nothing ever happens 7 human rights violations           
the arrival of a mysterious stranger is a 8 guns and ammunition           
big event. 9 a prison sentence           
10 facts and figures           
B Read the Pronunciation tip then listen
and say the trailer in Exercise 1A with B Listen and say the phrases with the speakers.
the speaker.
5 A Read out the pairs of words. Notice which of the three sounds
PRONUNCIATION TIP you need each time.
Movie trailers are oen recorded with 1 eyes ice 5 sew show 8 sip zip
exaggerated pauses and emphatic 2 niece knees 6 sign shine 9 sock shock
stress in order to create tension and 3 sour shower 7 bus buzz 10 rice rise
drama. This exaggeration makes it 4 zinc sink
easier for us to hear how the language
is divided into chunks and how stresses B 4.6 Listen and circle the words you hear in Exercise 5A.
are used to highlight content words. Write the correct symbol, /s/, /z/ or /ʃ/, alongside.
1 eyes /z/
2 A Prepare to read the trailers below in C 4.7 Listen to the tongue twister and then repeat it three
the style of a movie trailer voiceover.
times as quickly as you can.
Mark the pauses and the main stresses.
/ʃ/  /s//z/ /s/ /ʃ/ /z/ /s//ʃ/
In a world where dreams come true
She sells seashells on the seashore.
Rachel Rose has a dream so big it’ll
blow your mind!
4.3
He was in the wrong place at the wrong
time now there’s only one way out but
can he find it?
6A 4.8 CONSONANT CLUSTERS Listen to the sentences and
the underlined letters and answer the questions.
They live in a world of fear where 1 In which word or set of two words
freedom is dead and violence is the law.
a) are all the underlined consonants pronounced?
B 4.2 Listen and say the trailers b) is one of the underlined consonants dropped?
with the speakers. 2 Which sounds are dropped?
i The experience almost ruined their friendship.
4.2 ii Her grandmother never completely recovered from the shock.
iii He confronted her with the sad truth of the situation.
3A 4.3 SIMILAR SOUNDS: /s/ /z/
iv Instead of giving up, it inspired her to try even harder.
/ʃ/ Listen and repeat the three
v I’d probably say it was the most important decision of my life.
similar sounds.
vi It always starts off well, but usually ends up a disaster!
1 /s/ /s/ 2 /z/ /z/ 3 /ʃ/ /ʃ/
B Read the Pronunciation tip. Then listen again and say the
B 4.4 Listen and find examples of
sentences with the speakers. Pay special attention to the
the three sounds in the phrase below. consonant clusters.
How many times does each sound
appear in the phrase?
PRONUNCIATION TIP
An amazing story of social injustices.
Consonant clusters with two or more consonant sounds can occur
C Listen again and say the phrase with within a word or across word boundaries within the same chunk.
the speaker.
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5 PRONUNCIATION EXTRA

ADVANCED UNIT 5 5.2

5.1 4A 5.4 STRESS: multi-word verbs Listen and
write six sentences.
PRONUNCIATION TIP
B Underline the multi-word verb in each sentence.
Elision is the omission of one or more sounds (such Listen again and notice how the stress always falls
as a vowel, a consonant or a whole syllable) in a word on the particle.
or phrase, e.g. I don’t like cheese. We had promised.
Fortunately. Dramatically. C Listen again and say the sentences with the
speakers.

1A 5.1 CONNECTED SPEECH: elision Listen to 5 A STRESS IN CHUNKS Match the phrases to the
the story. Notice the elision where you see the stress patterns.
underlined words and crossed out letters. 1 oOooOo a) a commonly-held perception
My grandmother was a secret smoker. Or at least she 2 oOooOoOo b) a fallacy
thought it was a secret, whereas in fact the whole 3 oOoo c) conventional wisdom
family knew. But in order not to upset her we all
4 oOoooO d) debunk a myth
used to play along. When she visited our house,
5 oOooO e) intuitively true
she’d go into the bathroom to smoke. Me and my
brothers would go out into the garden and watch 6 OooO f) recent research
the smoke coming from the bathroom window 7 OoooOo g) uncover the truth
and giggle at our shared secret! 8 oOoO h) verify the rumours

B Listen again and say the story with the speaker.
2A 5.2 Look at another short story about a family
secret. Find examples of elision in the underlined
words and cross out the letters that aren’t
pronounced. Then listen and check.
Our kids had been asking for a dog for about a
year and we had been steadfastly refusing, so when
we finally relented, we decided to keep it a secret. I
went to pick up the pup on my own and asked the
kids and their dad to meet me in the park. When they
saw me with the dog, they asked me whose she was.
When I said, she’s yours, their mouths literally fell
open with surprise. They had had no idea. We were
very proud not to have let the cat (or should that be
‘dog’?!) out of the bag!
B Practise reading the story aloud, paying attention
to the elision.
3 A ELISION IN MODAL VERBS AND RELATED PHRASES
Look at the underlined verbs. Mark any elision by
striking through the letters that are dropped.
1 We should never have promised them a dog.
2 We’d better not tell her we know her secret.
3 I think we ought to tell her.
4 You really needn’t have said anything.
5 You’re not supposed to lie to your kids.
6 In the end we had to tell them.
B 5.3 Listen and check your answers. Then listen
again and say the sentences with the speakers.
B 5.5 Listen and check. Then listen again and
say the phrases with the speakers.
5.3
6A 5.6 PACE and INTONATION: sounding
hesitant/assertive Listen to the sentences below.
Does the speaker sound hesitant (H) or assertive
(A)?
1 Well, I think I have to disagree with you there.      
2 I’m sorry, but I don’t really see the point of what
you’re suggesting.      
3 If you could stop just a moment and think about
it, you’ll see I’m right.      
4 Well, I don’t know about that. It sounds a bit
strange to me.      
5 That may be, but it’s not what I’ve heard.      
6 Really? I’m sorry, but I don’t believe it.      
7 I don’t know how you can say that.      
8 I’m not sure that I follow what you mean.      
B Match the descriptions below with the two tones:
hesitant (H) or assertive (A). Listen again to check
your answers.
1 The voice is fairly staccato.      
2 The voice range is wider.      
3 The pace is slower.      
4 The pace is faster.      
5 There’s a tendency to use rising intonation.      
6 There’s a tendency to use falling intonation.      
C Read the sentences in Exercise 6A using both a
hesitant tone and an assertive tone. Which do you
find most difficult? Why?

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6 PRONUNCIATION EXTRA

ADVANCED UNIT 6 5A 6.5 ASSIMILATION ACROSS

WORD BOUNDARIES 1: /dʒ/ and /tʃ/
6.1 Listen to the sentences. Notice what
happens to the sounds in bold.
1A 6.1 CONNECTED SPEECH: auxiliary verbs Match the
1 Would you like to learn a third or
phonemic script to the chunks in bold in the sentences. Listen fourth language?
and check.
2 The words you choose will obviously
a) /aɪləvbɪn/ d) /ˈjʊləvbɪn/ depend on what you want to say.
b) /aɪmgənəˈhæftə/ e) /ˈʃɪləvbɪn/ 3 The way you speak tells people a lot
c) /ˈhɪzgənəwɒnə/ f) /wəgənəbɪ/ about you as a person.
1 Oh no! Look at the time! She’ll have been waiting for us for ages!       4 What languages did you study at
2 I guess you’ll have been wondering what’s going to happen next.       school?
3 I’m going to have to give up on this job, it’s too difficult!       5 Could you repeat that please?
4 Next month I’m celebrating a work anniversary. I’ll have been I didn’t catch what you said.
working here for 20 years!       6 Should you modify your accent if it’s
5 You’ll have to tell him, he’s going to want to know what’s going on.       difficult to understand?
6 We’re going to be meeting them at 12, will you be there too?       B Listen again and say the sentences
with the speakers.
B Listen again and say the sentences with the speakers.

2A 6.2 Listen and write six sentences. 6.3

B Listen again and say the sentences with the speaker. 6 A ASSIMILATION ACROSS WORD
BOUNDARIES 2: /n/ to /m/ Read the
C What decision do you think the two people are going to have to
Pronunciation tip. Then look at the
make? What kind of changes do you think they’ll be facing?
sentences below. Underline all the
examples of /n/ changing to /m/.
6.2
PRONUNCIATION TIP
3A 6.3 SIMILAR SOUNDS: /dʒ/ and /tʃ/ Listen to the two
words and notice the sounds /dʒ/ and /tʃ/. When a word that ends with /n/ is
followed by a word that starts with
language /dʒ/                     
/b/, /p/ or /m/, the /n/ will be
future /tʃ/                     pronounced as an /m/.

B 6.4 Look at the words in the box. Match them to the sounds in
1 A lot of fashion trends kick off in
Exercise 3A. Then listen and check.
Manhattan.
actually century culture educate feature fortunately 2 Sometimes all it takes is one person
gradual individual lecture legends Nigerian Portuguese to set a new trend.
procedure punctuation strange structure surge 3 An unknown book can suddenly be a
bestseller overnight.
4 A ASSIMILATION IN WORDS: ‘t’ + ‘u’ and ‘d’ + ‘u’ Look at your 4 A viral video will suddenly get ten
answers to Exercise 3B. Complete the Pronunciation tip with the million hits.
appropriate phonemic symbols. 5 Just one pair of shoes on the right
feet can make all the difference.
PRONUNCIATION TIP 6 It might not look that great on you
Assimilation is when a consonant sound changes to become more or on me, but on the right person it
similar to a neighbouring sound. For example, when the letter ‘t’ can be a hit!
precedes the letter ‘u’ in the middle of a word, we pronounce it as B 6.6 Listen and say the sentences
1
, e.g. feature. Likewise, when the letter ‘d’ precedes with the speakers. Pay special
the letter ‘u’ in the middle of a word, we pronounce it as attention to the assimilation.
2
, e.g. educate.

B Listen again to the words in Exercise 3B and say them with

the speakers.

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7 PRONUNCIATION EXTRA

ADVANCED UNIT 7 B Match the words in the box to the phonemes according to the
sound of the ‘i’s in bold. Three words contain two different
7.1 sounds. Which ones?
1 /aɪ/                    
1 A WORD STRESS: suffixes Look at the 2 /ɪ/                    
groups of words below. Mark the main
stress on each word. 3 /iː/                   
4 /ɜː/                   
group 1: adjective + ise = verb
legal – legalise time mind switch unwind wild shi live (verb)
modern – modernise alive lion childhood piano excited first technique
central – centralise alternative lifestyle third interested physical survival
group 2: verb + ment = noun environment qualified hiking fishing dining
embarrass – embarrassment ingredients bird
enjoy – enjoyment
harass – harassment
C 7.6 Listen and check. Then listen and repeat.
group 3: verb (ate) + ation = noun
motivate – motivation
hesitate – hesitation
4 A HETERONYMS Read the pairs of sentences and circle the correct
pronunciation for the underlined words.
renovate – renovation
1 a) He read the book in two days. /red/ /riːd/
group 4: adjective + ness = noun
b) I always read when I need to relax. /red/ /riːd/
lonely – loneliness
unhappy – unhappiness 2 a) The wind blew in the trees. /wɪnd/ /waɪnd/
tired – tiredness b) I listen to music to wind down aer a
long day. /wɪnd/ /waɪnd/
B 7.1 Listen and check. In which 3 a) He lives in a beautiful place. /lɪvz/ /laɪvz/
group does the word stress shi when b) They have incredibly busy lives. /lɪvz/ /laɪvz/
you add the suffix? 4 a) He was born to lead. /led/ /liːd/
b) The pipes were old and made of lead. /led/ /liːd/
C 7.2 Listen again and say the
words in that group with the speaker. 5 a) She pays such close attention to the
minute details. /ˈmɪnɪt/ /maɪˈnjuːt/
2A 7.3 Listen to the sentences and b) I promise I’ll be with you in a minute. /ˈmɪnɪt/ /maɪˈnjuːt/
write down all the nouns that end in
-ation. B 7.7 Listen and check. Then listen again and say the
sentences with the speakers.
1 accommodation

B Write the root verbs for the nouns in 7.3

Exercise 2A. Underline the stress on
both the verbs and the nouns.
1 accommodation – accommodate
C 7.4 Listen and check your
answers. Notice the shi in the stress.
There is no stress shi on one pair of
words. Which one?
7.2
3A 7.5 PRONUNCIATION: ‘i’ Match
the sounds to the words in the box.
Listen and check. Then listen and repeat.
eat eye her it
1 /aɪ/      
2 /ɪ/      
3 /iː/      
4 /ɜː/      
5 A SENTENCE STRESS: agreeing and disagreeing Look at the
phrases. Underline where you think the two main stresses will
fall in each phrase.
1 Oh come on! You must be joking.
2 That’s absolutely right.
3 Well, I agree with you up to a point.
4 Oh that’s ridiculous!
5 Right. I know what you mean.
6 Where’s the logic in that?
7 You can’t really think that.
8 I couldn’t agree more.
9 Absolutely! I’m with you 100 percent on that.
10 How can you say that?
B 7.8 Listen and check. Which phrases sound a) impatient,
b) enthusiastic and c) tentative?
C Listen again and say the phrases with the speakers, paying
special attention to both the stress and the tone.

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8 PRONUNCIATION EXTRA

ADVANCED UNIT 8 B Listen again and say the questions with the
speakers.
8.1
3 A Look at the phrases below. Find and mark the
1A 8.1 SENTENCE STRESS: future in the past intrusive sound in each phrase.
Match the two halves of the sentences. Listen and 1 Grilled tomato on toast
check.
2 Pasta and cheese
1 Initially we weren’t going to stay overnight,       3 Tinned spaghetti and meatballs
2 They were supposed to be arriving at 7.30       4 A baked potato in its jacket
3 The mayor was to have opened the new park,       5 Pizza in the microwave
4 I was meant to meet her at eight,       6 Sliced salami in a sandwich
5 We were going to stay a second week,      
a) but she was called away on urgent business. B 8.4 Listen, check and repeat. Which of the
b) but the weather got worse and we couldn’t get foods did you eat as a child? What foods remind
home. you of your childhood?
c) but their train got held up and they eventually
got there at midnight. 8.3
d) but we ran out of money and had to go home
early. 4A 8.5 INTONATION: questions Listen and mark
whether the speaker’s voice goes up or down at the
e) but I got caught in traffic and by the time I got
end of the questions.
there, she’d gone!
1 a) What else can you think of?      
B 8.2 Listen again to the first half of each b) Can you think of anything else?      
sentence and mark the main stress. 2 a) Can you tell us more?      
C Listen again and say the sentence halves with the b) What more can you tell us?      
speakers. 3 a) What have you got to add?      
b) Anything to add?      
8.2 4 a) Is there anything we’ve missed?      
b) What have we missed?      
2A 8.3 CONNECTED SPEECH: intrusion Read the 5 a) Anyone managed to come up with other ideas?      
Pronunciation tip. Then listen to sentences 1–5 and b) What other ideas have you come up with?      
add the appropriate sound, /w/, /j/ or /r/, in the
brackets. B Look at your answers to Exercise 4A and notice the
difference in intonation between yes/no questions
PRONUNCIATION TIP and wh- questions. In which type of question does
the intonation a) fall and b) rise?
Intrusion refers to adding an extra sound to mark the
difference between two vowels in connected speech. C Listen again and say the questions with the
This happens when one word ends and the next word speakers.
begins with a vowel sound, e.g.
/w/ Do (/w/) it again! /dʊwɪtəgen/ 5A 8.6 Listen to the words and phrases below
/j/ I (/j/) ate it. /aɪjeɪtɪt/ being said with and without question intonation.
/r/ Maria (/r/) agrees. /mərɪærəgriːz/ Add a question mark (?) or full stop (.) as appropriate.
1 a) Yes     
1 What does the smell of coffee remind you b) Yes     
(/  /) of? 2 a) That’s all     
2 Why (/  /) is it so (/  /) easy to b) That’s all     
remember the bad things? 3 a) We’ll do it tomorrow     
3 Have you (/  / ever listened to (/  /) b) We’ll do it tomorrow     
an elderly person talk about their childhood?
4 a) Nothing else     
4 Do you like the idea (/  /) of using hypnosis
b) Nothing else     
to bring back distant memories?
5 a) No more     
5 Do you have any (/  /) especially clear
memories from when you were three (/  /) b) No more     
or less?
B Listen again and repeat.

© Pearson Education Limited 2016

9 PRONUNCIATION EXTRA

ADVANCED UNIT 9 4 A Look at the table. Start at ‘mother’ and go to ‘door’.

Choose a new pronunciation of ‘o’ each time. You
9.1 can only use each sound once. Go up, down, le or
right.
1 A SILENT LETTERS Look at the groups of words.
Which consonant is silent in all of the words of each mother honey Monday store more
group? Match the groups to the letters.
bother glove shone moon solar
b d g k l n p t w bone cloud spoon joy sorry
1 answer, write, wrist, wrestler       dome sound fool cook actor
2 autumn, government, solemn, column      
zone doubt dog ground door
3 climb, thumb, comb, plumber      
4 cupboard, psychology, pneumonia, receipt      
B 9.5 Listen and check. What is the phonemic
5 handkerchief, sandwich, Wednesday, adjective       symbol for the ‘o’ sound in each word on the route?
6 knock, knuckle, knowledge, knife      
7 listen, castle, Christmas, mortgage       9.3
8 salmon, calm, talk, half      
9 sign, champagne, gnome, campaign       5 CONNECTED SPEECH: linking, elision and intrusion
Match the explanations to the underlined examples
B 9.1 Listen and check. in sentences a)–c).
1 linking: the final consonant of one word links to
C Listen again and say the words with the speakers.
the initial vowel of the next word.            
Can you think of one more word for each group?
2 elision: the final /t/ is dropped in consonant
2 A Look at the words in the box. Which vowel is silent clusters across word boundaries.            
in each word? 3 intrusion: an intrusive sound, /j/, /w/ or /r/,
is used to separate final and initial vowel
every evening different several interesting sounds.            
vegetable literature temperature jewellery
a) I had no idea of the time.
b) You mustn’t say a word.
B 9.2 Listen and say the words with the speaker. c) Sorry, I’m in a hurry.

9.2 6 A Look at the sentences below. Find the connected

speech features in brackets.
3A 9.3 PRONUNCIATION: ‘o’ Listen and read the Raving
short text below. Look at the words with ‘o’ and find It was absolutely incredible.
at least one example of each of the sounds. (elision, linking, intrusive /j/)
My first choice for finding inspiration is to go for a It’s really the best media event.
walk in the woods. Sometimes I listen to music or a (elision (x2))
podcast, but more oen than not, I just listen to the I was one of the lucky ones.
sound of the leaves under my shoes. (linking (x2))
1 /ʌ/ (some)                 I couldn’t believe my luck when I saw it.
2 /ʊ/ (took)                 (elision, intrusive /r/)
3 /ɒ/ (on)                 It’s an all-time great (elision, linking (x2))
4 /ɔɪ/ (coin)                 Ranting
5 /ə/ (actor)                 If there’s one thing I can’t stand, it’s lies.
6 /u:/ (shoot)                 (linking (x2), elision (x2))
7 /aʊ/ (mouth)                 It drives me up the wall. (elision, intrusive /j/)
8 /ɔ:/ (door)                 It was absolutely awful. (elision, linking, intrusive /j/)
9 /əʊ/ (show)                 It was a total waste of money. (elision, linking (x2))
It’s not my cup of tea at all.
B 9.4 Listen and check.
(elision (x2), linking, intrusive /j/, linking)

B 9.6 Listen and say the sentences with the

speakers.

© Pearson Education Limited 2016

10
ADVANCED UNIT 10
10.1
1 A SCHWA IN CONNECTED SPEECH Look
at the sayings about travel. Have you
heard any of them before?
1 Travel is the only thing you buy that
makes you richer. (anon.)
2 The journey of a thousand miles
begins with a single step. (Lao Tzu)
3 We travel not to escape life, but for
life not to escape us. (anon.)
4 The world is a book and those who
do not travel read only one page. (St
Augustine)
5 I love the feeling of being
anonymous in a city I’ve never been
to before. (anon.)
6 It’s better to see something once
than to hear about it a thousand
times. (anon.)
B 10.1 Read the Pronunciation tip.
Then look at the sayings about travel
again and underline all the vowels
that are pronounced as a schwa /ə/.
Listen and check.
PRONUNCIATION TIP
Many unstressed vowel sounds are
pronounced as a schwa /ə/, e.g.
/ə/ /ə/ /ə/
Travel broadens the mind.
C Listen again and say the sayings with
the speakers.
2 A SCHWA and WORD STRESS Look at
the words in the box. Underline the
main stress in each word.
consequence partnership
excitement adventure remarkably
horizon unbreakable continent
civilisation experience explorer
legendary
B 10.2 Listen and circle all the
vowels that are pronounced as a
schwa /ə/.
© Pearson Education Limited 2016
PRONUNCIATION EXTRA
10.2
3A 10.3 STRESS PATTERNS IN COMPARATIVE STRUCTURES
Listen and complete the sentences using the phrases in the box.
every bit as good loads more difficult marginally less stressed
much, much better nowhere near as terrifying
nothing like as nervous significantly better prepared
way, way more excited
1 I really wasn’t looking forward to it, but it turned out to be
than I’d expected.
2 It was as I thought it would be.
3 I was than the first time, but it was
still quite an ordeal!
4 It was as I’d imagined it would be!
5 I was the second time round.
6 It was than they’d told me, but it
was still great fun!
7 I was as I thought I’d be.
8 I was than anyone else, and I’m not
really sure why!
B Look again at the phrases in the box in Exercise 3A. Mark the
main stress.
C Listen again and check your answers. Then listen and say the
sentences with the speakers.
10.3
4 A INTONATION IN NEGOTIATIONS Read the sentences below. In each
case, are the people refusing an offer (R) or stalling for time (S)?
1 I’m not sure we can do that.      
2 That would be quite difficult for us.      
3 I’m afraid that won’t be acceptable.      
4 We’ll need to think about that.      
5 We can’t really accept that offer.      
6 I’ll have to get back to you on that.      
7 I’ll need to confer on that last point.      
8 I’m afraid that’s going to cause problems.      
B 10.4 Listen to the sentences in Exercise 4A. What is the
overall tone in all of them?
a) aggressive b) hesitant c) polite but firm
C Listen again and say the sentences with the speakers.
5A 10.5 Listen and write five sentences.
B Match the sentences you wrote in Exercise 5A with politer
versions from Exercise 4A. What differences do you notice in both
the wording and the intonation?

ADVANCED
ANSWER KEY
UNIT 1
1.1
1A
You may want to do the first item with
the class as an example if you feel they
need the extra support.
1B
In item 4 the stress is on a positive
structure to show that the plan changed.
1 unstressed (I’ve) 2 unstressed
3 stressed 4 stressed
5 unstressed (They’ve), stressed, stressed
6 unstressed, unstressed (you’d)
2A
Clarify that the stress on hasn’t
emphasises the speaker’s disbelief, the
stress on has confirms the information
speaker B gave previous to the extract,
the stress on are stresses the questioning
tone and the stress on the emphatic
auxiliary did emphasises speaker B’s
statement and is gently teasing
speaker A.
hasn’t, has, are, did
2B
If you wish, divide the class in half down
the centre and have one half be A and
the other B and then swap over.
1.2
3A
1 ’d 2 ’d 3 would 4 would 5 ’ll
6 will 7 will
3B
You may want to ask Ss to shadow read
the whole text in Ex 3A to highlight the
differences in intonation.
Locking himself in his room and ignoring
advice.
We know this because the auxiliary verb is
not contracted even though it could be.
1.3
4A
Point out that the final /s/ or /z/ sound
is always pronounced, e.g. He never looks
towards the camera.
/ˈlʊkstəwɔːdzðəˈkɑmrə/.
PRONUNCIATION EXTRA
4B
You may want to ask Ss to repeat the
linked words in isolation before you ask
them to shadow read the whole text.
She’s really striking, I mean, you know you
have to stop and look twice. She’s so tall
for a start. And then there’s her hair.
It’s amazing, it sort of has a life of its
own. And her eyes are probably the one
thing you notice most of all. They’re
an incredible light blue, sort of the
colour of ice.
5A
He looks pretty ordinary, you know, and
he won’t make any heads turn as he walks
down the street. You don’t really notice
anything unusual unless you take a direct
look straight into his eyes. That’s when you
realise that one is the darkest chocolate
brown and the other is a soft light honey
colour.
5B
Again you may want Ss to repeat the
consonant clusters in isolation before
shadow reading the whole text.
UNIT 2
2.1
1A
Make sure Ss understand that they
should not use contractions when
completing the sentences.
Could and should are not focused on in
the Students’ Book, so Ss might need
some extra support with these.
1
2
had been, could have started
would not have le, had not been
3 should have listened
4 should not have paid
5
6
could not have done
would have been, had just stayed
7 had not followed, would not have got
8 had just kept, would have avoided
1B
Written contracted forms:
1 I’d been
2 wouldn’t have le, hadn’t been
3 –
4 shouldn’t have paid
5 couldn’t have done
6 ’d have, ’d just stayed
7 hadn’t followed, wouldn’t have got
8 ’d just kept, ’d have avoided
© Pearson Education Limited 2016
Further contractions in speech (double
contractions shown in bold)
1 could’ve started
2 wouldn’t’ve le
3 should’ve listened
4 shouldn’t’ve paid
5 couldn’t’ve done
6 ’d’ve been
7 wouldn’t’ve got
8 ’d’ve avoided
2.2
2A
1 have second thoughts, perspective,
preconceptions, stereotypes
2 convincing
3 eye-opening, narrow-minded
2B
The /ɪ/ sound can be both strong as seen
in Ex 2A or weak as seen here
1 have second thoughts, perspective,
/ə/ /ɪ/
preconceptions, stereotypes
/ə/ /ə/
2 convincing
/ə/ /ɪ/
3 eye-opening, narrow-minded
/ə//ɪ/ /ɪ/
3A
As you’ll see there are more than five
examples of each, but Ss need only find
five. It makes the task more achievable
to give a lower number then, when they
compare in pairs, Ss may well find they
have different ones. You may want to
point this out to Ss and ask them to
find at least five examples. Alternatively
for stronger classes you could tell them
exactly how many there are and see if
they can find them all.
3B
/ə/ sounds are in bold, /ɪ/ sounds are
underlined.
It’s really difficult not to judge people on
first appearance. It’s an instinct we have.
We may change our minds as we get to
know those people a little bit better but
that first impression will always stick in
our minds.
You may want to ask Ss to read the text
with the speaker for further practice.
2.3
5A
1 what, you
2 never, stage

5B
Some Ss may struggle with the words
defensiveness and incredulity, so you
may want to check they understand
them (defensiveness is a feeling of
being attacked or criticised and wanting
to defend yourself; incredulity is not
believing something) and ask them for
situations where they, or others, might
feel these emotions.
1 Speaker A shows slight anger and
speaker B shows defensiveness.
2 Speaker A shows amusement and
speaker B shows incredulity.
UNIT 3
3.1
1A
You might want to model the first words
together – first ask Ss to identify the
vowel sounds, point out that the fact
that there are three sounds means that
the word must have three syllables, ask
Ss to identify the two adjectives with
three syllables and then to choose the
correct answer. If you feel Ss need extra
help with the phonemic symbols, then go
through all the vowel sounds with simple
examples e.g. /ɪ/ pin.
1 picturesque 2 magnificent 3 bustling
4 ancient 5 run-down 6 deserted
7 unspoilt 8 tranquil
2A
Model the sounds with simple one
syllable examples of your or your Ss’
choice, e.g. /æ/ cat. Alternatively, you
could ask Ss to use a dictionary (print
or online) to check their answers
before they listen to the recording. If
they are struggling, let them listen to
the recording in Ex 2B (track 3.3) and
then complete the exercise with the
phonemes.
2B
When you check the answers, make sure
Ss have used the correct symbols and
have spelt the words correctly.
1 /ʌ/ /ə/ /ɑː/ custard tarts
2 /ɪ/ /ə/ /ɪ/ fingerprints
3 /uː/ /iː/ cool breeze
4 /æ/ /aɪ/ apple pie
5 /ɪ/ /ɪ/ /uː/ swimming pool
6 /iː/ /ɔː/ sea wall
7 /uː/ /ɒ/ shoe shop
8 /uː/ /ʊ/ schoolbooks
PRONUNCIATION EXTRA
3.2
3A
You may want to ask Ss to identify the
words with more than one syllable before
they mark the stress.
circle, title, centenary, power, fortunately,
monthly, retired, rated, hero, stated
3B
bicentenary, bimonthly
mini bar, miniskirt
outgrow, outsell
semicircle, semi-retired
subway, subtitle
superpower, superhero
unfortunately, unknown
underrated, understated
3C
It may be difficult for Ss to hear the shi
at times. If they want, they can check the
stress patterns in a dictionary.
centenary, bicentenary monthly;
bimonthly
(no, stress doesn’t shi)
bar, minibar; skirt, miniskirt
(yes, stress shis to the prefix)
grow, outgrow; sell, outsell
(no, stress doesn’t shi)
circle, semicircle; retired, semi-retired,
(stress shis on semicircle, not on
semi-retired)
way, subway; title, subtitle
(yes, stress shis to the prefix)
power, superpower; hero, superhero
(yes, stress shis to the prefix)
fortunately, unfortunately; known, unknown
(no, stress doesn’t shi)
rated, underrated; stated, understated
(no, stress doesn’t shi)
3.3
4A
Students’ Book, Lesson 3.3 introduces
phrases and expressions for making a
proposal. Some of these expressions
are cle sentences. A cle sentence is a
structure which uses a short introductory
clause to emphasise the subject of the
sentence. e.g. The thing that I like most
is …
Sentence 2 is more emphatic. What we
plan to do is reduce vandalism in the town
centre.
© Pearson Education Limited 2016
4B
1 What we plan to do is reduce stress for
busy commuters.
2 What we’re proposing to do is play
classical music in public places.
3 What we want to do is make our town
centre a safer place for shoppers.
4 What we’re aiming to do is help tourists
enjoy their stay.
5 What we’re hoping to do is increase
local trade.
6 What we intend to do is create more
youth employment.
4C
You may want to ask Ss to write two or
three sentences about their plans and
intentions for the evening/weekend using
the sentence openers: What I plan/want/
aim/propose/hope to do is … . and then
read them out to the class, or in groups.
Their classmates raise their hands or call
out if they have similar plans.
UNIT 4
4.1
1A
In a town | where nothing ever happens |
the arrival of a mysterious stranger | is a
big event.
Words not stressed: in, a, where, the, of, a,
is, a
They are prepositions, articles, pronouns,
and the verb to be i.e. they are not main
‘content’ words.
2A
Ss could read the trailers out to each
other in pairs before listening to the
recording. Encourage them to use
exaggerated stress and intonation and
throw themselves into the part of the
voiceover actor.
As an extension, you could set Ss the task
of finding another movie trailer online,
writing out the voiceover script and then
reading it out to the class in the next
lesson. This could form the basis of a
student-led dictation.
In a world | where dreams come true |
Rachel Rose has a dream so big | it’ll blow
your mind!
He was in the wrong place | at the wrong
time | now there’s only one way out | but
can he find it?
They live | in a world of fear | where
freedom is dead | and violence is the law.

4.2
3A
You may want to ask Ss to suggest
words that contain the three sounds
and you may want to discuss if they
have particular problems with any of the
sounds, for example, Spanish speakers
oen have problems with both the /z/
and the /ʃ/ sound as they don’t use them
in their L1.
Consider challenging stronger Ss by
asking them to explain how the sounds
are different from each other. (/s/ is
unvoiced, /z/ is voiced, /ʃ/ is unvoiced
and the tongue is higher in the mouth.)
3B
You may want Ss to read out the sentence
themselves and decide on the sounds
before they listen to the recording to
check their answers. You could also ask
them to write the phonemic symbols
under the corresponding letters.
/z/ /s/ /s/ /ʃ/  /s//s/
An amazing story of social injustice.
/s/ appears four times, and /z/ and /ʃ/
appear once each.
4A
1 two (/z/ /s/) 2 two (/s/ /ʃ/)
3 three (/s/ /ʃ/ /z/) 4 one (/s/)
5 two (/s/ /z/) 6 two (/ʃ/ /z/)
7 three (/s/ /ʃ/ /z/) 8 two (/z/ /ʃ/)
9 two (/z/ /s/) 10 two (/s/ /z/)
5B
1 eyes /z/ 2 niece /s/ 3 shower /ʃ/
4 sink /s/ 5 sew /s/ 6 shine /ʃ/
7 buzz /z/ 8 sip /s/ 9 shock /ʃ/
10 rise /z/
5C
This is a traditional tongue twister taught
to children learning English as their first
language. You can reassure Ss that they
have problems with it, too! If Ss enjoy
tongue twisters, encourage them to do an
internet search for more examples to test
each other with in the next lesson.
4.3
6A
You may want to ask Ss to decide how
they would pronounce the sentences
before they listen to them in the
recording.
PRONUNCIATION EXTRA
i The experience almost ruined their 5.2
friendship.
ii Her grandmother never completely 4A/B
recovered from the shock. 1 You can’t carry on like this, it’ll kill you!
iii He confronted her with the sad truth of
2 Don’t make a decision until you’ve
the situation. thought it over.
iv Instead of giving up, it inspired her to
3 We’ve narrowed it down to three
try even harder. possibilities.
v I’d probably say it was the most
4 They were hanging around on the
important decision of my life. corner of the street.
vi It always starts off well, but usually 5 Remember to slow down before you
ends up a disaster! turn the corner.
6 She immediately brightened up when
UNIT 5 she heard the news.
5.1 5A
1A To help Ss with this activity, you might
want to ask them to clap the rhythms
Draw attention to the definition in before doing the matching, and to count
the Pronunciation tip box and the the syllables, both in the patterns and in
underlining and crossed out letters in the phrases. This will help them narrow
the text. It might be worth pointing out down their choices.
to Ss that we don’t expect them to speak
like this, but it’s useful to be aware of this
phenomenon in order to be able to follow
5B
and understand fluent speakers. 1 c) 2 a) 3 b) 4 e) 5 g) 6 f) 7 h)
8 d)
Notice in the case of ‘smoke coming’ we
have elision of the /k/ sound which Ss
have not seen before. 5.3
2A 6A
You may want to remind Ss that /t/ or You might want to ask Ss to try saying the
/d/ are dropped when they are followed first sentence in both an assertive and a
by a consonant sound in the following hesitant tone before they complete the
word. activity.
Ss may not be familiar with the words
1H 2A 3A 4H 5H 6A 7A
steadfastly (strongly without moving,
without changing your mind) and
8H
relented (to soen and change your
mind).
6B
If necessary, explain that staccato means
Our kids had been asking for a dog for ‘short, separate sounds’.
about a year and we had been steadfastly
refusing, so when we finally relented, we
Although being assertive can be a
positive quality, in this particular case
decided to keep it a secret. I went to pick on the recording it has been pushed to
up the pup on my own and asked the kids an extreme to help Ss get a feeling for it.
and their dad to meet me in the park. They might not want to go quite so far
When they saw me with the dog, they in real life as it could be interpreted as
asked me whose she was. When I said, rudeness!
she’s yours, their mouths literally fell open
with surprise. They had had no idea. We 1A 2H 3H 4A 5H 6A
were very proud not to have let the cat (or
should that be ‘dog’?!) out of the bag!
UNIT 6
3B 6.1
1 We should never have promised them a
dog.
2 We’d better not tell her we know her
1A
1 e) 2 d) 3 b) 4 a) 5 c) 6 f)
secret.
3 I think we ought to tell her.
4 You really needn’t have said anything.
5 You’re not supposed to lie to your kids.
6 In the end we had to tell them.
© Pearson Education Limited 2016
 PRONUNCIATION EXTRA

2A 1 A lot of fashion trends kick off in

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

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

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

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

1 much, much better

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

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

4B
c) polite but firm

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

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

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