Page 135 - Think 3. Teacher's Book B3+

Pronunciation

Unit 1 Unit 5 Unit 10
Linking words with up The schwa /ə/ in word endings Short and long vowel sounds: /ɪ/ – /iː/
1.04 & 1.05 Students learn to 5.06 & 5.07 Students learn to and /ɒ/ – /əʊ/
identify and produce linking words identify and produce the schwa sound 10.03 & 10.04 Students learn to
ending in consonants followed by up. /ə/ in word endings. Ask students to identify and produce the /ɪ/ - /iː/ and
Ask students to read the dialogue and read the tongue twisters and listen to /ɒ/ - /əʊ/ vowel sounds, as well as
listen to the recording, focusing on the recording. Then ask them to say distinguishing between the two. Ask
the words in blue. Ask students to say the words with blue letters in them. students to listen to the recording and
what happens to those words (they are Ask them what sound these syllables read the dialogues. They then listen
linked – the final consonant sound is all have in common (the schwa sound). again and say the words with the
connected to the vowel sound in up). Finally, ask them to listen again to the /ɪ/ (it, Tim, It), /iː/ (we, need, esteem,
Then ask students to listen and repeat tongue twisters and repeat them. mean, Green, really, feel, be, we),
the dialogue. /ɒ/ (copy, pop, Ross, follow, pop, not)
Unit 6 and /əʊ/ (So, clothes, Rose, follow,
Unit 2 The /ʒ/ phoneme don’t, clothes, clone) vowel sounds.
Initial consonant clusters with /s/ 6.02 & 6.03 Students learn to Ask students what position their mouth
2.02 & 2.03 Students learn to identify and produce the /ʒ/ phoneme. is in when producing each sound (/ɪ/: the
identify and produce different Ask students to listen to the recording mouth is small and slack, /iː/: the mouth
consonant clusters beginning with and read the dialogue. Ask them to say is stretched into a wide smile, /ɒ/: the
/s/ correctly. Ask students to read the words with an s in blue. Ask them lips are pushed out in a circle, /əʊ/: the
the tongue twisters and listen to the how the s is pronounced in each of mouth starts in a large circle shape and
recording. Then ask them to say the these words (as /ʒ/). Finally, ask them to turns into a small one). Students then
words with blue letters in them. Finally, listen and repeat the whole dialogue. listen and repeat the whole dialogue.
ask them to listen again to the tongue
twisters and repeat them. Unit 7 Unit 11
Intonation – inviting, accepting and Strong and weak forms: /tuː/ and /tə/
Unit 3 refusing invitations 11.02 & 11.03 Students learn to
Strong and weak forms: /ɒv/ and /əv/ 7.05 & 7.06 Students learn to identify and produce strong and weak
3.05 & 3.06 Students learn to identify and produce correct intonation forms of to in connected speech, as well
identify and produce the weak when issuing, accepting and refusing as distinguishing between the two. Ask
and strong form of of as well as invitations. Ask students to listen to students to listen to the recording and
distinguishing between the two. Ask the recording and read the dialogue. read the dialogue. Then ask them to say
students to read the dialogue and Then, ask students to focus on Gina’s the words in blue (to in its weak form)
listen to the recording. Then ask them intonation when she accepts Max’s and in red (to in its strong form), and
to focus on the word of and how it is invitation and when she turns it down. focus on the difference in pronunciation.
pronounced in each case. Then ask Which one has rising intonation? Students then listen and repeat the
them in which cases of is stressed (when (accepting the invitation) Which one whole dialogue.
it is not followed by another word) and has falling intonation (refusing the
in which cases it is unstressed (when it is invitation). Then ask students to listen Unit 12
followed by a noun, or an adjective and and repeat the whole dialogue. Different pronunciations of ea
a noun). Finally, ask them to listen and 12.04 & 12.05 Students learn to
repeat the whole dialogue. Unit 8 identify and produce the different
Intonation – expressing surprise pronunciations of ea. Ask students
Unit 4 8.06 & 8.07 Students learn to to listen to the recording and read
Consonant-vowel word linking identify and produce sentence the dialogue. Then ask students to
4.05 & 4.06 Students learn to intonation for expressing surprise. say the words in each of the different
identify and produce linking sounds Ask students to listen to the recording colours, and ask them which sounds
between words ending in a consonant and read the dialogue. They then they are (/e/ read, healthy; /ɜː/ research,
and words starting with a vowel. Ask listen again and write down the words learned, early; /ɪə/ appear, year, ideas;
students to read the dialogue and listen Maryanne stresses (Tell, What, awful, /iː/ Eating, really, Heath; /eɪ/ Great,
to the recording. Then ask them to Really). Then ask them to listen and break). Students then listen and repeat
focus on words ending in a consonant repeat the whole dialogue. the whole dialogue.
followed by a word starting with
a vowel (was only, wish I, said it, was Unit 9
unkind, believe I, should I, I’d apologise, Moving word stress
prefer it, looks amazing). Then ask them 9.02 & 9.03 Students learn to
what happens in these cases (the words identify and produce words with
are linked). Finally, ask them to listen moving word stress. Ask students to
and repeat the whole dialogue. listen to the recording and read the
dialogues. They then listen again and
say the words in blue. Ask students
which syllable is stressed in each of
the word pairs (mystery – mysterious,
photograph – photography,
navigation – navigate). Students then
listen and repeat the dialogues.
Pronunciation T121