4. Exercise 4. Pronunciation of weak forms.

5. This exercise uses the sentences of Exercise 3. When you hear the number, say the sentence, giving particular attention to the weak forms. (1...5)

7. Tape Unit 13. Revision.

8. Exercise 1. Reading unfamiliar words from transcription.

9. The following are British place-names written in transcription. When you hear the number, say the word, making sure that the stress is correctly placed. You will then hear the correct pronunciation which you should repeat.

1. ['kəult∫istə] 6. [,holi'hed]

2. [ka:'lail] 7. ['fræmliŋəm]

3. ['herifəd] 8. [sauθ'end]

4. ['sk/\nθo:p ] 9. ['t∫eltnəm]

5. [glə'mo:gən] 10. [invə'nəs]

4. Exercise 2. Transcription of unfamiliar words.

5. The following are also place-names. Each will be said twice; write what you hear in transcription, including stress marks. (1-10)

7. Exercise 3. Stress placement in sentences.

8. Put a stress mark ' before each syllable you would expect to be stressed in the following sentences. For example, given the sentence 'I think I’ll be late for work' you should mark the words 'think', 'late' and 'work' like this:

9. I 'think I’ll be 'late for 'work

1. James decided, to type the letter himself.

2. The plane was approaching the runway at high speed.

3. Try to see the other persons point of view.

4. You put your brakes on when the light turns to red.

5. In a short time the house was full of children.

4. Exercise 4. Pronunciation of stressed syllables.

5. When you hear the number, say the sentence from the list in Exercise 3 taking care to stress the correct syllables. You will then hear the correct version, which you should repeat. (1...5)

7. Exercise 5. Weak forms.

8. In the following sentences, those words which are not stressed must be pronounced in their weak forms. When you hear the number, say the sentence:

1. 'Here’s a 'present for your 'brother.

2. 'These are 'all the 'pictures that are 'left.

3. There 'could be a 'bit of 'rain at the 'end of the 'morning.

4. A 'few 'people 'asked him a 'question.

5. Col'lect your 'luggage be'fore 'leaving the 'train.

4. Tape Unit 14. Elisions.

5. Transcription

6. ONE ELISION

1. a beautiful girl

2. we seem to have a definite one there

3. could it be a stool rather than a table

4. a fifth in

5. any peculiarities about that

6. and how many stripes on yours

7. well it appears to button up its got three

8. or the what do you call it the sill

4. TWO ELISIONS

5. 9. by column into columns all right

10. diamond shaped patch

11. and I should think from experience of kitchen knives

12. what shall we do next go down

4. THREE ELISIONS

10. the top of the bottle is projecting outwards into the room

4. Tape Unit 15. Tones.

5. Exercise 1. Repetition of tones.

6. Listen and repeat:

   Fall:	\yes	\no	\well	\four
   Rise:	/yes	/no	/well	/four
   Fall-rise:	\/yes	\/no	\/well	\/four
   Rise-fall:	/\yes	/\no	/\well	/\four
   Level:	_yes	_no	_well	_four

8. Exercise 2. Production of tones.

9. When you hear the number, say the syllabic with the tone indicated:

1. _/them 5. _/what 9. _/now

2. _\why 6. _/\no 10. _\end

3. _\/well 7. _\here

4. _\John 8. _\/you

4. Exercise 3. Identification.

5. You will hear each syllabic twice. Write an appropriate tone symbol. (1...10)

7. Exercise 4. Production in context.

8. When you hear the sentence, say the response with the tone indicated.

1. Hello, is that 661071? _/yes

2. Do you know any scientists? _\/some

3. Keep away from that road! _\why

4. How many dogs have you got? _\two

5. Have you ever heard such a terrible thing? _/\no

6. What colour is your car? _\red

7. Do you want my plate? _/please

8. Don't you like it? _\/yes

9. You haven't seen my watch, have you? _/no

10. What was the weather like? _\wet