The consonant /s/ is the (a)   in a great number of different consonants, pairs, /s/ may also be the first consonant sound in a group of three consonant sounds.

When there are consonant pairs or groups at the ... of words, many learners add a vowel sound...the consonant group or in the ... of it. Be careful, you may get a different word.

(a)  

Many words which end with ... do not end with (a)  

Sometimes a consonant ... may be (a)   with only ... letter

There may be more than ... at the ... of a word

(a)  

Often, consonant groups at ... of words relate to the ... of the word. 

(a)  

Many speakers .... big consonant groups by .... one of the consonants.

(a)  

You should be sure to pronounce the (a)   in a consonant group because this may ... the meaning.

Some learners of English add ... after a consonant pair to ... to say.

(a)  

Notice that when we add /iz/ to a word, it is an....

Remember that when we add /s/ or /z/ to a word, it is .... an extra syllable. 

(a)  

Make sure you pronounce the -s ending, it is very important to ...

Make sure you pronounce the -s ending, it is very important because it shows that the action ... 

(a)  

It is difficult to say the ... in words like cooked, imagine that the -ed is ... the word after it.

(a)  

If the word after the past tense verb ... a consonant, you may not ... the -ed.

(a)  

In speech, words often... Sometimes it is difficult to know where one word ... and the next word ...

(a)  

The /h/ is often...the beginning of pronouns.

(a)  

When one word ends with ... and the next word begins with ...., it sounds like a consonant is at the .... of the next word.

(a)  

Many words which end with consonant letters in fact end with a... . The letters Y and W are pronounced as vowels at the ... of a word, and the letter R is ... at the end of a word in the accent from the South of England.

(a)  

You may hear the sounds /j/, /w/ and /r/ pronounced even if the...word doesn’t end with those letters in the spelling.

(a)  

Many letters of the alphabet are pronounced with (a)   at the beginning or end, so you hear the sounds /j/, /w/ and /r/ ... letters when spelling aloud.

We can... words into syllables. A syllable is a vowel sound and the consonant sounds that go with it. So for example, if a word has three vowel sounds, it has three ...

If a word has more than one syllable, you ... to one of the syllables. To give it stress, do one or more of these to the syllables.

(a)  

Different words have different....(pattern of stressed and unstressed syllables)

Stress patterns can help you to hear the .... between .... words, e.g. numbers ending in -teen or -ty.

(a)  

Words which come directly from a verb usually keep the ... as the verb.

The stress stays in the ... place when we make ... from these two-syllable nouns, adjectives and verbs.

(a)  

... are made from two smaller words put together. In most compound words, the stress is on the ... part.

(a)  

If the first part of the compound word is an..., there may be stress on the ... too.

(a)  

There may be stress on the second part of a compound noun when:

• the object in the second part is made out of the ... in the first part

• the first part tells us what...the second part is

Sometimes a compound word looks the same as:

• a normal ...

• a normal ...

but the (a)   is different.

We can build ... by adding parts to the beginning or end of shorter words. Usually, it does not change the ..., it stays on the same syllable as in the original word.

Some endings do ... the stress in shorter words.

(a)  

When we add the endings ...., the stress always moves to the syllables .... these endings.
The ending -ic also ... the stress to the syllable before it.

(a)  

When the syllable changes from ... to stressed, or ... to unstressed, the ... sound often changes.

(a)  

The ending -al (a)   the stress of the word.

There are many longer word endings where the last letter -y. In words with these endings, the stress is placed on the syllable which is ... the end.

(a)  

In words for an ... in a subject, the stress stays ... syllable as in the word ending in -y

(a)  

Many words in English are unstressed when they are in sentences. Words which are usually unstressed in the ... of a sentence are called ... words. Words which are stressed are called ... words.

(a)  

Speakers may choose to stress function words to create a (a)  

When you hear sentences in English, you can hear the ... of stressed and unstressed words and syllables as a .... If this pattern is regular, you can hear it as a ....

(a)  

In ... speech, speakers may ... the sound /h/ for he, his, him, her

(a)  

The /r/ at the end of her is often...if the next word begins with (a)  

Pronouns and ... may be stressed to give a special meaning.

Pronouns often ... with be, have and will to form contractions. The pronouns with ... are unstressed.

(a)  

The negative contractions aren’t and weren’t have ..., but isn’t and wasn’t have ...

(a)  

Many speakers don’t pronounce the /r/ in are and were. However the /r/ is pronounced if the next word begins with a ...

(a)  

Speakers often cut the final -t in the (a)   However the final -t is normally pronounced if the next word begins with a vowel sound.

After a pronoun, ‘am is are’ are usually written as a ...

The verb is, are, was and were are normally unstressed, but they are stressed in ... contractions and at the ... of sentences.

(a)  

... verbs and pronouns are usually unstressed. Other stress pattern occur when the sentence contains other unstressed syllable

(a)  

Do as a (a)   is pronounced /du:/ but as an unstressed ... verb it is pronounced /de/

Auxiliary verbs are stressed in negative contractions and at the end of sentences. Auxiliary verbs can also be stressed for (a)  

Short words like ... and prepositions are usually unstressed. The ... in all the unstressed syllables are pronounced the same. Also, in fast speech, the consonant sounds after the vowel in these words may not be pronounced.

(a)  

The vowel sound in, to and the is ... if the following word begins with a... . 

(a)  

When we speak, we divide the words into groups, we call these groups ... units. By changing the way we divide a message into speech units, we can change the ... of the message.

(a)  

Speech units are often shown by ... in writing. The meaning of the messages are ... by the way the words are divided into speech units. The speech units are shown by punctuation (a)  

Speech units help to divide the message into...which the listener can understand easily. For this reason, we often divide long series of letters or numbers into shorter speech units when we are giving our ...

(a)  

Speech units are very often ... grammar. However, this is not a rule. Speakers can divide the message into speech units in different ways, if they choose. We may do this in order to give a special meaning.

(a)  

Places where speech units are divided are very often shown by ... in writing. Sometimes, differences in grammar are reflected in the (a)  

Normally the main stress is on the ... content word in the speech unit, or one of the syllables in it if it is a ... word.

(a)  

The main stress is not on the last word or phrase if it is a... word or phrase.

(a)  

Sometimes, the main stress is not on the last content word: 

When the end of the speech unit is a ... word or phrase, not important to the meaning.

When the speech units end with the ... of the person being addressed 

When the last content word is simply ... something other person just said.

(a)  

Normally, the main stress goes on the last content word in a speech. But in conversation, speakers can choose to put the stress anywhere. We do this so that listeners will pay attention to the ... word.

(a)  

To say the opposite, we often emphasis the (a)  

Auxiliary verbs are normally unstressed but when we ... them, they are stressed.

Auxiliary verbs are often contracted  but when we ... them, they are not contracted. 

The auxiliary do is often said in positive statements. However, it may be used to ...

We can also give a different opinion by ... the pronouns. Pronouns are normally unstressed but when we emphasise them, they are stressed.

(a)  

We can also contrast opinions by using a word with the ... meaning and emphasising it.

(a)  

Sometimes, a conversation begins like a game of ...: one person ... the ball across the net and other person ... it. In a conversation, one person 'serves' a ... and other person ... and returns it

(a)  

Often, one person 'serves' several questions before the other person 'returns' the question. The questioner can use... to direct the conversation.

The questioner may emphasised any of the words in the question to create (a)  

Speakers may emphasise a word to ... it with another word,

Sometime speakers emphasise a word to contrast but the contrast is ...

(a)  

When we hear an (a)   and we correct it, we ... the correct information.

(a)   are words and phrases which do not have an exact meaning in the contact, they just ... in the flow of speech

If a word ends with a consonant sound and the next word begins with a vowel sound, the consonant is often ...to the vowel

(a)  

If a word ends with a vowel sound and the next word begins with a vowel sound, (a)   sound may be added to the beginning of the second word.

The words the and to have a different vowel sound if they come before the word beginning with a...

(a)  

when we say a list, we often use ... tone to show that the list is to be continued and...tone to show that it is completed

(a)  

Open questions often have a (a)   tone and yes/no questions usually have a... tone

A speaker can use (a)   to make a statement into a question, to show that they are not sure about the information

using a ... tone in instructions and to show that she expect to follow

falling tone to show that the instructions are ... and he ... that the instructions are complete

(a)  

(a)   tone : a definite opinion, tag questions

use rising tone to show that her opinion is less sure

The hidden 'but' tone falls ... it rises. Sometimes the fall is (a)   than the rise; the final rise may be very small and difficult to notice

Pronounciation objectives may be divided into feartures which

make your speech easier to understand (...)

make it easier to you to speak quickly (...)

(a)