Page 136 - Think 4. Teacher's Book B2

Pronunciation

Unit 1 Unit 5 Unit 9
Diphthongs: alternative spellings The schwa /ə/ sound Linking: intrusive /w/ and /j/
1.02 & 1.03 Students learn to 5.03 & 5.04 Students learn to 9.02 Students learn to identify
identify and produce the diphthongs identify and produce words containing and produce the intrusive sounds
/aɪ/, /əʊ/, /eɪ/, /aʊ/ and /ɔɪ/ in words, a schwa sound (/ə/) in words with /w/ and /j/. Ask students to listen to
e.g. ice /aɪs/, snow /snəʊ/, late /leɪt/, a variety of spellings. Ask students the recording and read the dialogue.
town /taʊn/ and boys /bɔɪz/. Ask to read the text and listen to the Ask them to listen again and identify
students to listen to the recording recording. Then ask them to read the the phrases with the /w/ sounds (so
and identify the sounds in the words dialogue out loud and focus on the angry, you ask, to explain, you always,
in bold. Then ask students to say the words with the short /ə/ sound (the, to, to everything, so annoying) and /j/
words containing the diphthongs in the a, or, an). Finally, ask them to listen and sounds (me off, be able, be angry, be
dialogue. repeat the whole text. annoying), focusing on the difference
between the two. Students then listen
Unit 2 Unit 6 and repeat the whole dialogue, focusing
Phrasal verb stress Linking words with /dʒ/ and /tʃ/ on the linking sounds.
2.04 & 2.05 Students learn to 6.02 & 6.03 Students learn to
identify syllables and stress within a discriminate between the /dʒ/ and /tʃ/ Unit 10
phrasal verb. Ask students to read the consonant sounds. Ask students to Linking: omission of the /h/ sound
dialogue and listen to the recording. listen to the recording and read the 10.02 & 10.03 Students learn
Then ask them to count how many dialogue. They then listen again and to identify silent h at the beginning
syllables each of the phrasal verbs has say the phrases with the /dʒ/ sounds of words, as well as practising not
(turned out, pick up and hung out have (Would you, Do you, Did you, told you) pronouncing them. Ask students to listen
two; run into has three). Ask them to and /tʃ/ sounds (Didn’t you, Don’t you), to the recording and read the dialogue.
say these and stress the correct syllable focusing on the difference between the They should then listen and underline
to help them choose the correct option two. Students then listen and repeat the the silent h. Ask students whether it is
(1 primary, 2 secondary, 3 particle, 4 whole dialogue, focusing on the linking silent in stressed or unstressed words (it
verb). Finally, ask them to listen again to sounds. is silent in unstressed words, e.g. he and
the dialogue and repeat. Ask students her). Students then listen and repeat the
to try and repeat the stress patterns. Unit 7 whole dialogue.
Intonation: encouraging someone
Unit 3 7.05 & 7.06 Students learn to Unit 11
Adding emphasis identify and produce correct intonation Stress on modal verbs for speculation
3.04 & 3.05 Students learn to when encouraging someone. Ask 11.02 & 11.03 Students learn to
identify and recreate emphatic stress students to listen to the recording and recreate speculative intonation and stress
in a sentence. Ask students to read the read the dialogue. Then ask students to within a sentence. Ask students to read
dialogue and listen to the recording, look at the blue phrases in the dialogue, the dialogue and listen to the recording,
focusing on the stress of the words in listen again and mark if the voice focusing on the stress of the underlined
bold. Ask students to say which words goes up or down. Ask them why the words. Ask students to say which words
create the emphasis in each sentence speaker does this (it makes the meaning are emphasised (might have discovered;
(such, so, did/do). Ask them why the stronger). Students then listen and might have, I suppose; may have built
words in bold are emphasised (they repeat the whole dialogue, focusing on some villages; could be true; may be
make the meaning stronger). Ask the intonation. the greatest explorers in history). Then
students to act out the dialogue in pairs ask students to listen and repeat the
and try to repeat the emphatic stress on ˈdon’t let it get you ˌdown dialogue, focusing on the stress and
the words in bold. intonation.
ˌLook on the bright side ˈIt’ll be all ˌright!
Unit 4 Unit 12
Pronouncing words with gh Linking: intrusive /r/
I ˈknow you can ˌdo it!
4.04 & 4.05 Students learn to 12.04 & 12.05 Students learn to
identify and produce different sounds identify and produce the intrusive /r/
that are represented by gh. Ask Unit 8 sound. Ask students to listen to the
students to listen to the recording Weak forms with conditionals recording and read the dialogue. Ask
and read the dialogue. If students 8.04 & 8.05 Students learn to them to listen again and identify the
are struggling to notice anything, tell identify and produce weak forms of the phrases with the /r/ sound, focusing on
them that in some of the words the conditionals would have /wədəv/, could how it links two words. Students then
gh is silent (thought, through, brought have /kədəv/ and should have /ʃəd əv/. listen and repeat the whole dialogue,
and right) and ask them to identify the Ask students to listen to the recording. focusing on the linking sounds.
sound in the other two words (/f/ in Then ask students to say the words in 2 We’re going far away to
laugh and enough). They then listen blue. Ask them when the /v/ sound in explore amazing places.
again and say the words with the gh ’ve is pronounced (when the contraction
spelling. Then ask them to listen and is followed by a vowel sound, e.g. 3 We hope to learn more about
repeat the dialogue, focusing on the should’ve asked /ˈʃʊdəˈvaːskt/). Students our incredible Earth.
sounds. then listen and repeat the whole 4 We’ll remember our adventure for ever!
dialogue, focusing on the weak sounds. 5 Join us on our adventure – follow
our excellent blog!

Pronunciation T121