Newprointernationa L

[ s / ʃ ]

The consonants [s] and [ʃ] are both used a lot in English. In almost every language you will find the sound [s], but in many languages the sound [ʃ] is never or rarely used.

The English sounds [sı] and [si] are produced by leaving the tongue flat in the bottom of the mouth while pushing air through closed teeth. The tongue does not move at any time while making this sound. The sound [ʃi] is the same as the sound [si] except the tongue is pushed up and forward in the mouth a little bit more. In some languages like Japanese, the sound [si] does not exist. Students whose native language does not have this sound may find it useful to start by making the sound [swi] like in the words “sweep,” “swing,” or “sweet.” Then change the [w] sound to a [u] sound, resulting in the sound [sui]. Then take out the vowel [u], and then you will have [si].

Repeat the following:

[siʃisiʃisiʃi] [sıʃısıʃısıʃı] [sisıʃiʃı] [isizisizisi]

To practice:

1) First practice saying all the words in the [ʃi]/[ʃı] column.

(she, she’d, shitty …)

2) Then practice saying all the words in the [si]/[sı] column.

(see, seed, city …)

3) Next practice saying a word in the [sui]/[suı] column and the word in the same line under the [si]/[sı] and [ʃi]/[ʃı] columns.

(swee - see - she, swede - seed - she’d, swity - city - shitty …)

4) Finally say both words together in each line.

(swee/see/she,swede/seed/she’d,swity/city/shitty ….)


[sui] or [suı]
swee*

[sui]
swede

[suid]
swidy*

[suıdi]
sween*

[suin]
sweek*

[suik]
sweep

[suip]
swip*

[suıp]
swift

[suıft]

[si] or [sı]
see/sea

[si]
seed

[sid]
city

[sıdi]
seen

[sin]
seek

[sik]
seep

[sip]
sip

[sıp]
sift

[sıft]

[ʃi] or [ʃı]
she

[ʃi]
she’d

[ʃid]
shitty

[ʃıdi]
sheen

[ʃin]
sheik

[ʃik]
sheep

[ʃip]
ship

[ʃıp]
shift

[ʃıft]

*not English words

Exercise 8

Using the consonants learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:

1. 
   ________ ____________ ready to ______________.
   

[ ʃi simd redi tə fınıʃ ]

2. 
   _________ __________ ___________ _________________ by the _____________________.
   

[ ʃi selz ʃaini siʃelz bai ðə siʃor ]

3. 
   You ____________ _____________ up the _________________ hair.
   

[ ju ʃʊd swip ʌp ðə ʃip her ]

4. 
   We’ll go _______________ at _________________ __________________.
   

[ wıl go ʃapiŋ æt sıdi senr ]

5. 
   _____________ likes to ___________ ______________ on the deck of the ______________.
   

[ ʃi laiks tə sıp sodə an ðə dek əðə ʃıp ]


You can check your answers in Appendix A at the end of the book.
[ Ɂ ]

Probably the sound most commonly overlooked in English classes is the consonant [ʔ]. Although it is used in many languages around the world, it is usually not written as part of the alphabet or character set of those languages. The same is true in English.

The sound [ʔ] is made by stopping the air quickly at the back of the throat. To find the right place in the throat for stopping the air, hold your breath for a few seconds with your mouth open. Although this sound is not very common within words in North American English, often a word ending with [t] will change to [ʔ] if the next word starts with a consonant. We will get into the rules governing such changes in a later chapter. If there is a [t] inside a word it will sometimes change to [ʔ] if the next sound is [l] or [n]. The thing to remember is that [ʔ] is usually heard as a replacement for the letter “t” inside a word.

Repeat the following:

[aiueo] [aaaiiiuuueeeooo] [aiueo]

Now stop the air between each vowel:

[aʔiʔuʔeʔo] [aʔaʔaʔiʔiʔiʔuʔuʔuʔeʔeʔeʔoʔoʔo] [aʔiʔuʔeʔo]
Repeat the following:

Art is art if art has artistic artists artfully making art.

[ardızarıf arʔhæz artısdik ardısts arʔfʊli meikiŋ art]
I’ve eaten rotten meat so I’ve gotten sick.

[aiv iʔn raʔn miʔso aiv gaʔn sık]

Repeat the words in each column on the next page:

[d]
caught an

[kadən]
but an

[bʌdən]
eat an

[idən]
height in

[haidın]
four got in

[forgadın]

rot in

[radın]
beat an

[bidən]
fright inning

[fraidıniŋ]

[t]
caw ton

[katən]
but ton

[bʌtən]
eat ton

[itən]
height tin

[haitın]
forgot tin

[forgatın]

raw ten

[raten]
beat ton

[bitən]
fright tinning

[fraitıniŋ]

[ʔ]
cotton

[kaʔn]
button

[bʌʔn]
eaten

[iʔn]
heighten

[haiʔn]
forgotten

[forgaɁn]

rotten

[raɁn]
beaten

[biɁn]
frightening

[fraiɁniŋ]

Exercise 9

Using the consonants learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:

1. 
   I ___________ ______ orange __________________shirt with big _______________.
   

[ ai badən ornʤ kaɁn ʃrt wıθ bıg bʌɁnz ]

2. 
   I __________________ moved into a new __________________________.
   

[ ai risənɁli muvd ıntu ə nu əparɁmən ]

3. 
   If you had ______________ the ______________________ potatoes you would be sick.
   

[ ıf ju hæd iɁn ðə raɁn pəteidoz ju wʊd bi sık ]

4. 
   I haven’t seen any ______________________ movies __________________________.
   

[ ai hævn sin eni fraiɁniŋ muviz leiɁli ]

5. 
   Have you ______________________ why he was __________________________?
   

[ hæv ju forgaɁn hwai hi wʌz biɁn ]


You can check your answers in Appendix A at the end of the book.
[ v / w ]

The consonants [v], [w], and [f] are found in many languages, but often are used in English in a different way than other languages.

The sounds [v] and [f] are both made by raising the lower lip up to the upper teeth and touching slightly. Air is then forced out between the lower lip and upper teeth. The sound [v] is made with voice and [f] with air only. The consonant [w] is almost the same as the vowel [u]. The only difference is that when you make the consonant [w] you should tighten your lips a little more than you do when you make the vowel [u]. In fact, it is very hard to hear the difference between the words “won” [wʌn] and “one” [uʌn]. They are so close that most native English speakers pronounce both words the same. Just remember that [w] is much closer to the sound [u] than it is to the sound [v].
[bavabavabavaba]

[beiveiueiveibeiveiuei]

[vʌbʌvʌuʌvʌbʌvʌuʌ]
Repeat the words in each column on the next page:

[b]
berry

[beri]
bine

[bain]
Fay bore

[feibor]
fiber

[faibr]
gay bore

[geibor]
cub her

[kʌbr]


[f]
ferry

[feri]
fine

[fain]
Fay for

[feifr]
fifer

[faifr]
gay for

[geifr]
cuff her

[kʌfr]


[v]
very

[veri]
vine

[vain]
favor

[feivr]
fiver

[faivr]
gave her

[geivr]
cover

[kʌvr]


[w]
wary

[weri]
wine

[wain]
Fay were

[feiwr]
fai were*

[faiwr]
gay were

[geiwr]
cuwer*

[kʌwr]

*not English words

Exercise 10

Using the consonants learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:

1. 
   These fine wines are made from the vines of France.
   

[ ðiz ________ ___________ r meid __________ ðə _____________ ə __________________ ]

2. 
   The Fern Island ferry is very fast.
   

[ ðə __________ ailən ___________ ız _________ ______________ ]

3. 
   They’ve decided to leave if the fire covers the field.
   

[ ______________ dısaidəd tə __________ ıf ðə __________ ____________ ðə ______________ ]

4. 
   The police have to cuff her and cover her with a towel.
   

[ ðə pəlis ___________ tə ____________ and _________________ r wıθ ə tæwəl ]

5. 
   If you live in Finland, you’ll find that Finish food is wonderful.
   

[ ıf ju ___________ ın _______________ , jul _____________ ðæt _________________ fud ız _____________________ ]


You can check your answers in Appendix A at the end of the book.

Chapter

6

Transformations of Common Words
In this chapter we will practice words that have pronunciations different than what you would expect just by looking at their spellings. Often these words have sounds that are dropped or changed. Being able to hear these words is an important part of developing listening skill. Practicing these words will also help you with your spelling.
Some words in English seem completely different when they are written than they seem when they are spoken. For example, from reading sentences you would probably not guess that the words “a” and “of” are usually pronounced exactly the same: [ə]. In this chapter you will practice many rules for pronouncing these words. The rules are written in italics so you can find them easily in the future.

… of … → [ ə ]

(except before a vowel)
When the word “of” is between two words and the next word starts with a consonant, the “f” is dropped and the “o” is pronounced [ə]. Notice that the word “a” is also pronounced [ə].
Please give me a piece of chocolate.

[ pliz gımi ə pis ə ʧaklət ]

The post office is in front of the train station.

[ ðə posafıs ız ın frʌnə ðə treinseiʃən ]

Which of these bottles of olive oil do you want to get?

[ hwıʧ ə ðiz badlz ev alıv ojl du jə wanə get ]

… for … → [ fr ]
The word “for” between two words is usually pronounced [fr]. This is different than the word “four,” which is pronounced [for].

We are going to stay there for four days.

[ wır gənə stei ðer fr for deiz ]
How much did you pay for that set of pencils?

[ hæʊmʌʧ ʤə pei fr ðæsedə penslz ]

… to … → [ tə ] (usually)

The word “to” is usually pronounced [tə] if it is between two words. The words “two” and “too” are pronounced [tu]. Sometimes the word “to” is pronounced [də] as we will see in a later section.

I like to take the train from my house to work.

[ ai laiktə teikðə trein frʌmaihæʊs tə wrk ]
It’ll take one to two hours to get there.

[ ıdlteik wʌn tə tu æʊrz tə geðer ]

Exercise 11

Using the rules learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:

1. 
   I don’t know what to think of this.
   

[ ai don no hwə ________ θiŋk _______ ðıs ]

2. 
   I got ___________ ________ these _________ only ___________ dollars.
   

[ ai gaɁ for ə ðiz fr onli for dalrz ]

3. 
   To be successful we like to plan for every outcome.
   

[ _______ bi səksesfʊl wi laik ________ plæn _________ evri æʊɁkəm ]

4. 
   She sang ________ song _________ love __________ her sweetheart.
   

[ ʃi seiŋ ə saŋ ə lʌv fr r swiɁhart ]

5. 
   There were __________ days ____________ auditions _________ the ____________ parts.
   

[ ðer wr tu deiz əv adıʃənz fr ðə for parts ]


You can check your answers in Appendix A at the end of the book.

… you … → [ jə ] (usually)

The word “you” is pronounced [jə] in most cases when it is between other words. We will see a few other rules for the word “you” later.
Have you ever been to Broadway?

[ hæv jə evr bıntə bradwei ]

I think you should try to find a better CD player.

[ aiθiŋk jə ʃʊd traidə faind ə bedr sidi pleijr ]

… and … → [ æn ] or [ ən ] or [ n ]
The word “and” can be pronounced [æn], [ən], or [n]. The “d” is usually silent.

I’ll take a hamburger and some French fries. Oh, and this cookie and a cola.

[ ailteikə hæmbrgr ænsʌm frenʧfraiz . o ӕn ðıs kʊki ǝnǝ kolǝ ]
And then she and her friend went out for dinner and a movie.

[ ænðenʃi ənr frend wenæʊɁfr dınr ænə muvi ]

Like day and night, the change was amazing and impressive.

[ laik dei n nait . ðə ʧeinʤ wəz əmeiziŋ æn ımpresıv ]

In two hours and fifteen minutes they raised a hundred and eighty million, nine hundred and sixty-three thousand, four hundred and fifty dollars and ninety-nine cents.

[ ıntu æʊrz n fıftinmınəts ðeireizd ə hʌndrəd n eidimıljən nainhʌndrəd n sıksdiθri θæʊzənd forhʌndrəd n fıfdidalrz n naininain sens ]

While looking at the chart below, tap out a slow “1, 2, 3, 4” rhythm with your hand on the table. Then say the words while keeping the rhythm on the words “1, 2, 3, 4.” Keep your voice going. Below you will find the rows written out in phonetic script.

1		2		3		4
1	and	2	and	3	and	4	And
1	and a	2	and a	3	and a	4	and a
1	and then a	2	and then a	3	and then a	4	and then a

One Two Three Four…

[ wʌn tu θri for ]

One and Two and Three and Four and…

[ wʌn æn tu æn θri æn for æn ]

One and a Two and a Three and a Four and a…

[ wʌn ənə tu ənə θri ənə for ənə ]

One and then a Two and then a Three and then a Four and then a…

[ wʌn nðenə tu nðenə θri nðenə for nðenə ]

--tion/--sion/--shion/--cion [ ʃən ]
Words ending in “ion” are usually pronounced [ən]. Usually these words are ending in “tion”, “sion”, “shion”, or “cion,” which is pronounced [ʃən].
She made a translation of the information.

[ ʃi meid ə trænzleiʃən əðə ınfrmeiʃən ]

The fashion show was held in the station.

[ ðə fæʃənʃo wʌz held ın ðə steiʃən ]

Exercise 12

Using the rules learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:

1. 
   Can you believe the reaction and reception you got?
   

[ kæn _______ bəliv ðə ____________ ən ________________ _________ gat ]

2. 
   You have a big and powerful voice and good intonation.
   

[ _______________ bıgn pæwrfʊl voisngʊd ______________________ ]

3. 
   I think you should focus on conversation and communication.
   

[ ai θiŋk ________ ʃʊd fokəs an ___________________ ________ _______________________ ]

You can check your answers in Appendix A at the end of the book.

… he → [ i ]

… him → [ ım ]

… her → [ r ]

… his → [ ız ]

… them → [ əm ]
When the words “he,” “him,” “her,” “his,” come after another word, the “h” is usually silent. When the word “them” comes after another word, the “th” is silent. Also, the “e” becomes [ǝ].

Does he have a car?

[ dʌzi hæv ə kar ]
That wasn’t the only party he went to.

[ ðæ wʌzn ðə onli pardi wentu ]

I saw him get into a big black car.

[ ai sa ım gedıntu ə bıg blækar ]

Please tell him I want him to give me a hand.

[ pliz tel ım ai wan ım tə gımi ə hænd ]

I think her boyfriend gave her a necklace.

[ ai θiŋk r boifrend geiv r ə nekles ]

If you see her tell her I said “hi!”

[ ıf jə si r tel r ai sed hai ]

When his boss gave him a raise he fired his team.

[ wen ız bas geiv ım ə reizi faird ız tim ]

Was his car at his house?

[ wʌz ız kar æd ız hæʊs ]

Those are pretty flowers! Where did you get them?

[ ðoz r prıdi flæurz . wer ʤə gedəm ]

I got them at a shop in my neighborhood.

[ ai gadəm ædə ʃap ın mai neibrhʊd ]

Please tell them I can see them on Saturday.

[ pliz tel əm ai kn siəm an sædrdei ]

Wasn’t he happy when you gave them to him?

[ wʌzn i hæpi hwenjə geivəm tu ım ]

… is … → [s] or [z]

(written as ...’s)

… are … → [r] or [ər]

(written as …’re)
When the word “is” is between two words, it is usually pronounced [s], [ıs], [z], or [ız]. When the word “are” is between two words, it is usually pronounced [r] or [ər].

Where is your bag?

[ hwerʒr bæg ]
James is going to go to a city where his health is better.

[ ʤeimzız gənə godə ə sıdi hwerız helθs bedr ]

This park is my favorite.

[ ðıs parks mai feivrıt ]

These are interesting videos.

[ ðiz r ıntrəstiŋ vıdioz ]

Five are enough for me.

[ faiv r inʌfr mi ]

… did … → [d]
When the word “did” comes between to words in a question it usually changes to [d]. We will practice this rule more in chapter eight.
(…did you… → [ʤə] )

How far did you go?

[ hæʊ far ʤə go ]
(…did he… → [di] )

Where did he go?

[ hwər di go ]
(…did she… → [dʃi] )

When did she leave?

[ hwen dʃi liv ]
(…did they… → [dðei] )

Who did they go with?

[ hudðei go wıθ ]
(…did it… → [dıt] )

When did it start?

[ hwen dıt start ]
Exercise 13

Using the rules learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:

1. 
   These _______ ________ papers, but I don’t think ____________ finished ___________.
   

[ ðiz r ız peiprz , bʌdai don θiŋk i fınıʃd əm ]

2. 
   Where _________ she have __________ shoes fixed?
   

[ hwerd ʃi hævr ʃuz fıksd ]

3. 
   Where ____________ ______________ bag?
   

[ hwer z ız bæg ]

4. 
   I saw ___________ talking to ______________ at the mall.
   

[ ai sa ım takiŋ tu əm æɁðə mal ]

5. 
   Why ____________ ______________ leave so early?
   

[ hwai d i liv so rli ]


You can check your answers in Appendix A at the end of the book.

… going to (noun) …

→ [ goiŋtə ]
When the words “going to” are between two words and the next word is a noun, the pronunciation will be [goiŋtə].

Are you going to your co-workers wedding?

[ arjə goiŋtə jr kowrkrz wediŋ ]
I am going to China next month.

[ aim goiŋtə ʧainə neks mʌnθ ]

… going to (verb) …

→ [ gənə ]
When the words “going to” are between two words and the next word is a verb, the pronunication will be [gənə]. In casual writing style, this is written as “gonna.”
I’m going to buy a house near the sea.

[ aim gənə bai ə hæʊs nır ðə si ]

Where is he going to go to university?

[ hwer z i gənə godə junıvrsıdi ]

Are we going to go out for drinks after the meeting?

[ ar wi gənə go æʊfr driŋks æfdr ðə midiŋ ]

My brother is going to move to Canada.

[ mai brʌðr z gənə muv tə kænədə ]

I have to get a pair of shoes, so I’m going to get them tonight.

[ ai gadə gedə per ə ʃuz so aim gənə gedəm tənait ]

… have to (+) …

→ [ gadə ] (have got to…)
When the words “have to” are between two words and the situation is positive and in the simple tense, the pronunciation will usually be [gadə]. Another way of writing this is “have got to.”
I have to go!

[ ai gadə go ]

We have to go to work early tomorrow.

[ wi gadə godə wrk rli təmaro ]

(Note that “got a” is pronounced the same:)

I got a message saying I have to go to L.A.

[ ai gadə mesəʤ seiŋ ai gadə godə elei ]

… have to (-/?) …

→ [ hæftə ]
When the words “have to” are between two words and the situation is negative or a question, or has complex grammar, the pronunciation will be [hæftə].
I don’t have to get any other books.

[ ai don hæftə gedeni ʌðr bʊks ]

When do you have to leave?

[ wen du jə hæftə liv ]

want a (noun) / want to (verb) → [wanə]
When the words “want a” or “want to” are followed by another word, the pronunciation will be [wanə].

I want a cookie and then I want to drink some coffee.

[ ai wanə kʊki æn ðen ai wanə driŋk səm kafi ]


usually → [juʒli]
The word “usually” is often difficult for students to say. Notice that there are only two syllables (beats).
I usually go shopping at the mall.

[ ai juʒli go ʃapiŋ æðə mal ]

comfortable → [kʌmftəbl] or [kʌmftrbl]
The word “comfortable” is also difficult for some students. Notice that there are only three syllables.

That’s a comfortable chair.

[ðætsə kʌmftəbl ʧer ]


interesting → [ıntrəstiŋ]
The word “interesting” has only three syllables.

Program planners should try to make interesting classes.

[ progræm plænrz sʊd traidə meik ıntrəstiŋ klæsəz ]