NA ME: DATE: Pro nu nc iation Activi tie s (Unit 1) Con ten t word s an d f un ctio n w ord s A Work with a partner to find and circle the content words in each sentence Are you burning the candle at both ends? Do you feel you have no time for yourself? Do you forget to call family on birthdays or holidays? Have you stopped going out with friends because you’re too busy? Do you have trouble relaxing and having fun? If you recognize yourself, you should remember to slow down and take more time for everything Living a balanced life is about integrating the many vital areas of your life, including your health, friends, family, work, and romance Here are some tips for restoring a healthy perspective First, remember to take time for the important people in your life Stop over-scheduling and spend quality time with friends and family Second, learn to eat, talk, walk, and drive more slowly And don’t forget to turn your cell phone off sometimes People who really want to talk to you will call back Third, learn to live in the present and stop worrying about the future And finally, take it easy and begin enjoying the simple things in life Stop to smell the roses B Now practice reading the text aloud, putting stress on the content words you circled Optio n: Listen to the Unit Grammar Snapshot on page to compare your choices with the words stressed in the listening Note that stress may vary according to the intent of the speaker Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 3) S enten c e rhythm: thought groups A Work with a partner Decide how you might break the sentences in each commentary below into thought groups Use slashes ( / ) to mark the end of each thought group I’ve decided to set a long-term goal for myself—to put aside enough money to buy a new car By this time next year, I’ll have put away enough cash for a down payment My short-term goal is to start living within my means Once I’ve started sticking to a monthly budget, I think it’ll be easy I find it really helps me to try and picture where I want to be over the next few years By next year, I hope to have gotten a good job as a financial consultant That’s my short-term goal My longterm goal? I plan to have reached real financial independence before I retire My long-term goal is to have saved enough money to spend a year traveling By the time I’m forty, I’m sure I’ll have saved enough After I’ve seen some of the world, I plant to settle down and buy a house My college expenses are going to get me into a lot of debt I don’t expect to have begun making payments by the time I graduate, but I have a plan After I finish school, my short-term goal is to find a job where I can make some good money and begin a payment plan on my loans Then, I figure that by the time I’m thirty, I should have paid back everything I owe B Now take turns reading each commentary aloud, paying attention to what you learned about pitch in the Unit Pronunciation Booster O p tion Listen to the Unit Grammar Snapshot on page 28 to compare your choices with the sentence rhythm and intonation patterns in the listening Note that thought groups vary from speaker to speaker Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 4) L in k ing sounds A With a partner, discuss and underline where you think sounds may be linked, according to what you learned about linking sounds in the Pronunciation Booster Casual dress causes a lot of problems Most employees say it’s OK Fashion is a pain in the neck She wore stylish shoes Loo k for: a final consonants followed by vowel sounds b final consonants followed by the same consonant sound He wore a dark coat That’s a very hot tie! She’s a very fashionable lawyer It’s an old-fashioned umbrella I love her elegant tennis skirt! 10 They’re very comfortable loafers 11 What an offensive vest! 12 I really like it 13 I like to stand out in a crowd 14 It’s important to dress well 15 I don’t like to attract attention 16 I’m a lot more comfortable in subdued colors 17 They may cost a bit more 18 The purses in the magazine are elegant B Now take turns saying each sentence, paying attention to linking sounds Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 5) Unstr e s sed syl l abl e s: vowe l reduction to / @ / A Each of the following words includes one or more vowel sound that may get reduced to the sound /@/ With a partner, use what you learned about vowel reduction in the Pronunciation Booster to find and circle the syllables that are reduced to the /@/ sound in conversational English ru • ral 10 ob • jec • tion ur • ban 11 pes • si • mis • tic de • vel • oped 12 beau • ti • fy il • lus • tra • tion 13 de • part • ment dis • tri • bu • tion 14 pol • lu • tion pro • ject • ed 15 dis • ease es • ti • mat • ed 16 dis • crim • i • na • tion cen • tu • ry 17 in • ad • e • quate ad • van • tag • es 18 op • por • tu • ni • ties B Now take turns saying the words Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 6) Sound reduction A With a partner, find and circle words in the fable “The Fox and the Crow” that you think will have sound reductions, according to what you learned in the Pronunciation Booster Loo k for: a words with unstressed vowels that are reduced b unstressed words beginning with “h” in which the /h/ sound is dropped The Fox and the Crow One morning, a hungry fox was walking in the forest The fox saw a crow in a tree The crow had a piece of cheese in his mouth “I’d love to eat that cheese for breakfast,” thought the fox He sat under the tree and looked up at the crow “What a beautiful bird you are!” the fox said “Your feathers are as black as night Your eyes are as yellow as the sun But I’ve heard you can’t sing That’s too bad If only you could sing, you would be the most beautiful bird of all!” The crow listened and thought, “The fox is right I am beautiful! But what does he mean I can’t sing? I can sing as well as other birds.” Then the crow opened its mouth and went, “Caw, caw!” The cheese fell to the ground, and the fox ate it “Thank you for breakfast!” the fox called “I see you have a voice, but where is your brain?” B Now practice reading the story aloud, paying attention to sound reductions O p tion Listen to “The Fox and the Crow” on page 68 to compare your choices Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit NAME: DATE : Pronuncia tion Acti vi ti e s (Un i t 7) Vow e l sounds /i / and /I / PARTNER A P air Work Read the words in Column A to your partner, paying attention to pronunciation of the sounds /i / and /I / Then listen to your partner and circle the words you hear in Column B C O L U MN A C O L U MN B list sit leave rich reach slip hill heal fist dip deep field sick seek grin mill meal ship bitter beater sin bitten beaten cheap mitt meet 10 Tim team 10 lip seat -cut here NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 7) Vowe l sounds / i / and / I / PARTNER B P air Work Listen to your partner and circle the words you hear in Column A Then read the words in Column B to your partner, paying attention to pronunciation of the sounds /i / and /I / C O L U MN A list C O L U MN B least sit live leave reach slip sleep hill fist feast deep filled field sick grin green meal ship field 5.7.filled sin cheap chip sheep bitter scene bitten cheap meet 10 lip leap 10 Tim Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 8) Stre s s pla c ement: pre f i x e s and su f f i x e s A With a partner, decide which syllable of each highlighted word gets stressed, according to the rules you learned in the Pronunciation Booster Circle the stressed syllables a Studies show that the more e ducation women get, the smaller families they have b Studies show that the more e ducat ed women are, the smaller families they have a Families are going to have to face the challenges posed by an aging p o pul a tion b As societies are increasingly p o pul at ed by older people, new challenges will have to be faced a With fewer children, families may find it more and more d ifficult to care for their older members b With fewer children, families may face more d ifficulties in caring for older members a Young drivers need a p ermit before they can learn to drive b Parents should think carefully before p ermitting their children to drive alone a No matter how much of an o ptimist you are, the world’s problems can appear quite challenging b No matter how o ptimistic you are, the world’s problems can appear quite challenging a The news organization that reported this information is extremely d e p enda bl e b The d e p enda b ility of the news organization that reported this information makes them an excellent source for information a The information they reported about the c onflict does not match what other news organizations are reporting b The information they reported c onflicts with what the other news organizations have been reporting B Now take turns saying each pair of sentences, paying attention to syllable stress Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 10) Vowe l sounds / eI / , / E / , / & / , and / V / PA R TNE R A P r Wor k Say the words in Column A, paying attention to the vowel sounds Then listen to your partner and circle the words you hear in Column B COL UM N A C OL U M N B letter bread lad bad said Jane fed shade sudden 10 pain 11 banned 12 left 13 begun 14 pest 15 bread 16 tan 17 sale spatial trained age paper Luck waste pen gems date 10 main 11 tailor 12 flesh 13 leather 14 cut 15 hut 16 fed 17 laid special trend edge pepper lack west pan James debt men teller flash lather cat hat fad led cut here NAME: DATE : Pronuncia tion Acti vi ti e s (Unit 10) Vowe l sounds / eI / , / E / , / & / , and / V / PA R TNE R B P r Wor k Listen to your partner and circle the words you hear in Column A Then say the words in Column B, paying attention to pronunciation of the vowel sounds COL UM N A later braid led bed said Jane fade shade sudden 10 pain 11 bend 12 left 13 begun 14 pest 15 bread 16 ten 17 sale C OL UM N B letter bread lad bad sad Jen fed shed sadden pen banned laughed began past Brad tan sell special trend edge paper luck waste pen James debt 10 men 11 tailor 12 flesh 13 leather 14 cut 15 hat 16 fad 17 laid Summit Copyright © 2006 by Pearson Education Permission granted to reproduce for classroom use Unit 10