Communication and Presentation Skills Supplementary Section

Communication and Presentation Skills – Supplementary section

Pronunciation Practice Answer Key & Audio Script

1.2 Listening: Listen and circle the number of the word you hear. Indicate the IPA symbol for the vowel. You will hear each word twice.

Example: a. pair 1 2 3 b. did 1 2 3

1. fair 1 2 3 2. pawn 1 2 3 3. tack 1 2 3 4. caught 1 2 3 5. dare 1 2 3 6. said 1 2 3 7. feed 1 2 3 8. rod 1 2 3 9. file 1 2 3 10. pill 1 2 3

Part B. English Consonants 1.7 Listening Listen to the following sentences. Circle the one you hear then practice saying them both clearly Note: Instructors may have students practice saying these sentences in pairs

1. Laura prays all day. 2. Please get me a pear. 3. Is it light yet? 4. Can you lead them? 5. The teacher collected the tests.

Part D. Consonant word endings Note: Instructors should emphasize vowel lengthening as a cue before voiced final consonants. Pronunciation of the Final -s Endings 1.11 Listening Listen to the -s endings and put a check (√) in the correct column. The first one is done for you as an example. You will hear the word twice.

/s/ /z/ /ɪz/ 1. pushes √ 2. misses √ 3. visits √ 4. diagnoses √ 5. plans √ 6. treats √

1 7. breathes √ 8. pulls √ 9. stresses √ 10. checks √

Pronunciation of Past Tense -ed Endings 1.13 Listening Listen to the past endings and put a check mark (√) in the correct column. The first one is done for you as an example. You will hear each word twice.

/t/ /d/ /əd/ 1. pushed √ 2. missed √ 3. visited √ 4. diagnosed √ 5. planned √ 6. treated √ 7. breathed √ 8. pulled √ 9. stressed √ 10. checked √

Section III: Word and Sentence Stress 1.15 Listening Listen and circle the number of the stressed syllable. You will hear each word twice. 1. con trast 2 6. in crease 2 2. sub ject 1 7. in sult 1 3. pro gress 2 8. pro duce 2 4. per mit 1 9. ob ject 2 5. de crease 2 10. re cord 1

2 1.16 Listening Listen and circle the word in each group that has a different stress pattern than the others.

1. 2. 3. open total allow oppose taken arrive over toenail angel only today agree

4. 5. 6. program contain extra protein connect explain promote control exam pronoun concrete excite

7. 8. 9. under present (verb) sudden upon prepare stolen until predict severe undo premise swollen

1.17 Listening (Track 17) Listen and circle the syllable that has the primary stress of each word. You will hear each word twice. Example: a. engine 1 2 b. micrometer 1 2 3 4

1. mileage 1 2 11. temperature 1 2 3 2. buffer 1 2 12. procedure 1 2 3 3. engineer 1 2 3 13. information 1 2 3 4 4. workflow 1 2 14. barometer 1 2 3 4 5. assure 1 2 15. utility 1 2 3 4 6. method 1 2 16. ultraviolet 1 2 3 4 5 7. pressure 1 2 17. navigation 1 2 3 4 8. metalic 1 2 3 18. humidity 1 2 3 4 9. filtration 1 2 3 19. technology 1 2 3 4 10. ultimate 1 2 3 20. manufacture 1 2 3 4

3 1.18 Listening (Track 18) Look at the following sets of words. Each common root has a different suffix. Listen to their pronunciation then put a dot over the syllable with main stress. Then practice pronouncing them yourself. Remember to use the /ə/ in most unstressed syllables. Note: Instructors may wish to point out that most of the words in this list have secondary stress as well as primary stress. Schwa is not used in syllables with secondary stress: e.g. /pə lɪ tə saɪz/ ‘politicize’.

1. photograph photographer photographic photography 2. electric electricity electrical electrician 3. politics political politician politicize 4. psychology psychological psychologist psychologize 5. science scientifically scientist scientific 6. product productive productivity production

Section VII: Sentence Stress 1.19 Listening (Track 19) Read the following passage. Some content words are missing. Listen to the passage. Fill in the blanks with the content words you hear. You will hear the passage twice.

Want to learn a new language? Get a partner and play this video game. Erik Andersen, an assistant professor of computer science at Cornell University, and his students, created a language-learning game called “Crystallize.” They found that when players are required to work together they learn more words -- and enjoy the game more.

"Crystallize," is a role-playing game in which the player guides an avatar through a virtual world where all the characters speak the target language. The player must learn to communicate to make friends and get a job. The prototype version teaches Japanese, but versions could be made for any language.

The "Crystallize" player is sent on quests to learn new words by watching game characters talk to each other. For example, As one character walks away, the one left behind says "Sayounara," so the player can infer that "sayounara" means "goodbye." The player can drag the word from the character's speech balloon into an inventory. The words in the inventory can later be used to construct new sentences. Completing a quest earns money that can be spent in the virtual world as well. After completing required tasks, players move to higher levels.

4 There are many language learning programs available but most focus on memorizing vocabulary, using devices such as flashcards. The game’s designers suggest that immersion in a virtual world like this game provides visual and situational context, while gaming elements add motivation.

1.20 Listening Listen to these sentences and decide whether the stressed words indicate contrast, emotion, or clarification. Check (√) the correct box. You will hear the sentence twice. 1. Is this the right schedule for the production plan? (clarification) 2. I am so upset about my physics grade. (emotion) 3. Mr. Benson is only checking for any signs of the problem, not fixing anything. (contrast) 4. This is computer-aided mapping, not geographic information systems. (contrast) 5. We’re scheduled for a meeting tomorrow, not today. (contrast) 6. Oh no! We’re running out of the supplies. (emotion) 7. That's terrible! (emotion) 8. The electricity went out? (clarification) 9. If this doesn’t work, I’m going to download another program to kill this virus. (contrast) 10. We can’t do anything until we know what caused the problems. (contrast)

Listening B. (Track 21) Listen to the following sentences. Pay attention to the focus. Choose the answer that corresponds to the most likely meaning of the speaker. You will hear each sentence twice.

1. Tom saw an American engineer yesterday. a. He was not British. b. He was not a doctor. 2. Sorry, we asked for two cups of tea. a. We wanted coffee. b. We didn’t order just one. 3. I think those tablets are mine. a. They belong to me. b. Not these ones. 4. Joe talked to his supervisor about the problem. a. He didn’t talk to his colleague. b. He didn’t talk about the meeting.

5 5. It wasn't David's aerodynamics book.

a. The book didn’t belong to David. b. It was a physics book.

Section V: Intonation

Now, indicate whether the intonation is rising or falling by marking √ in the table. You will hear each statement/question twice. The first one has been done for you as an example. Rising Falling Example What does she do? √ 1. Is he in a meeting? √ 2. Would you prefer an electric car or a plug-in hybrid? √ 3. Who is your supervisor? √ 4. How will you deal with the suppliers? √ 5. I went to the factory. √ 6. Was it expensive? √ 7. He’s such a reliable technician, isn’t he? √ 8. Robert and Sue interned at Toyota. √ 9. My welfare covers dental treatment costs, doesn’t it? √ 10 They weren’t at work. √