134_16- Speakout Intermediate 2nd Pronunciation extra with key_2016(Audio)

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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 1 
 1.1 
 1 A 1.1 SILENT LETTERS Listen to the 
paragraph. What mistake did the speaker 
make about the exam? 
 On Wednesday I studied all night for my 
science exam. I knew I would be able to 
answer all the questions and I was feeling 
confi dent. The next day, as I sat down to write 
the fi nal, three-hour paper, something strange 
happened. The paper in front of me said 
‘Psychology – Final Exam’. Not only was I in the 
wrong room; I’d missed my exam by one day. 
I guess I’m not as smart as I thought. 
 B How many silent letters can you fi nd in the 
paragraph? 
 6 = OK; 8 = good; 10 = very good; 
12 = excellent 
 C 1.2 Listen and check. Then listen again 
and repeat the words. 
 2 A INTONATION: wh- questions Read the
questions. Which use a rising 
intonation? Which use a falling 
intonation? 
 1 Where’s your family from? 
 2 Who was your favourite teacher? 
 3 What’s your mother tongue? 
 4 Do you like learning languages? 
 5 Did you learn other languages at school? 
 6 When did you fi rst speak English? 
 7 Why are you studying here? 
 8 Do you know the other students? 
 B 1.3 Listen and check. Then listen 
again and repeat the questions using the 
same intonation. 
 1.2 
 3 1.4 WORD STRESS Underline the word 
that has a di� erent stress pattern to the 
others. Listen and check. 
 1 mentor godmother in-laws nephew 
 2 ex-husband uncle team-mate partner 
 3 classmate pupil girlfriend boss 
 4 stepfather godfather employee 
grandparents 
 5 teenager customer native speaker 
relative 
 6 stepdaughter sister-in-law grandfather 
ancestor 
 4 A STRESS SHIFT IN NOUNS THAT BECOME VERBS Read the 
Pronunciation tip and do the task.
 P RONUNCIATION TIP 
Some two-syllable words can be nouns and verbs. They are 
spelt the same, but the stress shi� s. When the words below 
are nouns, the stress is on the fi rst syllable. When they are 
verbs, the stress is on the second syllable. Try saying them 
as nouns and then verbs. 
Nouns (Oo): ob ject ex port trans port pre sent pro test re cord 
Verbs (oO): ob ject ex port trans port pre sent pro test re cord 
 B 1.5 Complete the sentences with words from the 
Pronunciation tip box. Use the same word for both 
sentences in each pair. Underline the stressed syllable in 
the words you chose. Then listen and check. 
 1 a) Thanks for the birthday . 
 b) Tomorrow my company will our new 
 product. 
 2 a) I’m out tonight, but I’ll the programme. 
 b) My team has broken another ! 
 3 a) The bicycle is my favourite form of . 
 b) We need to the goods by ship. 
 4 a) UFO stands for Unidentifi ed Flying . 
 b) Would anyone if I opened the window? 
 1.3 
 5 A STRESS IN PHRASES The phrases in the box have two or 
three main stresses. Underline the stressed syllables.
 dress smartly speak clearly answer briefl y 
shake hands fi rmly send references arrive on time 
avoid eye contact be prepared do some research 
show enthusiasm 
 B 1.6 Listen and check. Then listen and repeat. 
 6 A 1.7 INTONATION: sounding polite Listen to two 
passengers on a fl ight from London to Los Angeles. 
Does the man sound polite (P) or impolite (I)? Circle P or I. 
 1 That’s right. P I       
 2 I understand. P I       
 3 Please continue. P I       
 4 Yes, defi nitely. P I       
 5 You’re welcome. P I       
 6 Of course. P I       
 7 Go ahead. P I       
 8 No problem. P I       
 B 1.8 Now listen to the woman and say responses 1–8 
using polite intonation. 
 
 
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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 2 
 2.1 
 1 2.1 WEAK FORMS: present perfect vs 
past simple Listen and number the sentences in 
each pair in the order you hear them. Then listen 
again and repeat. 
 1 a) I met him.       
 b) I’ve met him.       
 2 a) She bought it.       
 b) She’s bought it.       
 3 a) You worked hard.       
 b) You’ve worked hard.       
 4 a) We travelled far.       
 b) We’ve travelled far.       
 5 a) They spent their money.       
 b) They’ve spent their money.       
 2 A PRONUNCIATION and SPELLING: irregular 
forms (consonants) Find one word from each 
circle that … 
 1 has a silent ‘p’                       
 2 has a silent ‘b’                       
 3 has a silent ‘g’                       
 4 has a ‘ch’ that sounds like /k/ 
                       
 5 has a ‘gh’ that sounds like /f/ 
                       
 6 looks like a four-syllable word, but is a 
three-syllable word                       
 
 B 2.2 Listen and check. Then listen again and 
repeat the words. 
 2.2 
 3 A WEAK FORMS: had , was , were Read the story. What 
does it tell us about Einstein’s memory? 
 Forgetful Genius 
 Albert Einstein had done some work for the 
Rockefeller Foundation, so they sent him a cheque. 
But months later he still hadn’t cashed it because he 
was using it as a bookmark. He then lost the book. 
The Rockefeller Foundation was trying to keep its 
records in order, so they sent Einstein a replacement 
cheque. But Einstein had forgotten all about the fi rst 
cheque, and wrote back, ‘What’s this for?’ 
 B Circle the fi ve auxiliary verbs used to form the past 
perfect or past continuous. Which auxiliary verb is 
 not pronounced as a weak form? Why not? 
 C 2.3 Listen and check. Then listen again and 
say the text with the speaker. 
 4 A SOUNDS: the schwa /ə/ Read the Pronunciation 
tip. Then look at the table. Start at ‘attack’ and go 
to ‘attempt ’. Choose only words with the schwa. Go 
up, down, le� or right.
 P RONUNCIATION TIP 
Unstressed vowels are o� en represented by a schwa 
 / ə / sound. This is the fi rst vowel sound in a bout , 
 a way and a round . It’s the fi nal vowel sound in past a , 
 syst e m and wom a n . 
 attack strike raid record
arrested politician hobby fraud
security robber disaster hostage
suspect gang violent destroy
crowd campaign alarm conspiracy
crash fugitive escape attempt
 B 2.4 Listen and check. Then listen and repeat. 
 2.3 
 5 A 2.5 INTONATION: discourse markers for 
telling a story Listen to a story. What was the 
problem and how was it solved? 
 B Complete sentences 1–5 from the story. Then listen 
again and check. 
 1   
 a friend and I were travelling across the States. 
 2 We were driving through the New Mexico desert 
when all 
 we heard a bang. 
 3 The next 
 , the car was skidding o� the road. 
 4   , it began to get dark 
and we really weren’t sure what to do. 
 5 But , 
we didn’t need to. 
 C 2.6 Underline the stresses on the phrases you 
completed in Exercise 5B. Listen again and copy 
the intonation. Then try to retell the story using 
sentences 1–5 to help you.
A
psychology 
comfortable foreign 
enough climb
technology
B
bomb laugh 
vegetable 
stomach receiptdesign
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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 3 
 3.1 
 1 A 3.1 FAST SPEECH: going to Put the words in 
the box in the correct order to make a sentence. 
Then say the sentence fast. How is going to 
pronounced in fast speech? Listen and check.
 going you to I’m visit 
 B 3.2 Listen and repeat 1−10. 
 1 I’m going to 
 I’m going to see her. 
 2 She’s going to 
 She’s going to call us. 
 3 We’re going to 
 We’re going to work late. 
 4 He’s going to 
 He’s going to help us. 
 5 They aren’t going to 
 They aren’t going to stay. 
 6 I’m not going to 
 I’m not going to do that. 
 7 She’s isn’t going to 
 She’s isn’t going to work here. 
 8 Are they going to 
 Are they going to come? 
 9 Is he going to 
 Is he going to win? 
 10 Am I going to 
 Am I going to see you again? 
 3.2 
 2 A 3.3 STRESS IN IDIOMS Complete the 
sentences with the words in the box and circle the 
idioms. Then listen and check.
 dark cup foot water give cake out eye 
 1 She got in hot            
 When the police caught her! 
 2 Almost every minute 
 I put my in it! 
 3 We’re running of time. 
 We have to solve this crime! 
 4 You’re a horse. 
 No one knew, of course! 
 5 You said ‘It’s a piece of !’ 
 And then you made a mistake! 
 6 Please me a hand. 
 I have to move this sand! 
 7 Keep an on him. 
 He doesn’t know how to swim! 
 8 Holidays by the sea 
 Are not my of tea. 
 B There are one or two stressed words in each idiom. 
Which words are stressed? 
 C Listen again and check. Then listen and repeat the 
sentences. Focus on the rhythm of the idiom. 
 3.3 
 3 A 3.4 LINKING IN CONNECTED SPEECH Match 
sentences 1–5 with responses a)–e). Then listen 
and check. 
 1 I can’t fi nd the keys!       
 2 The plane leaves at 12, not 2!       
 3 I forgot to bring my wallet!       
 4 I accidentally sent the email to everyone!       
 5 The document disappeared from my 
computer! 
 a) So you’re saying you can’t pay! 
 b) In other words , we’ve missed our fl ight! 
 c) Didn’t you say you’d made a backup fi le?! 
 d) So what you mean is everyone knows the secret! 
 e) Do you mean to tell me we’re locked out?! 
 P RONUNCIATION TIP 
In connected speech, words are joined together.
Individual sounds sometimes change where the 
words are joined. Here are two common examples: 
 Didn’t you sounds like /dɪdntʃə/ because the ‘t’ in 
 didn’t , when followed by a ‘y’, changes to /tʃ/ . 
 Do you sounds like /dʒə/ because the ‘d’ in do , when 
followed by a ‘y’, changes to /dʒ/ . 
 B Listen again and repeat the responses. Focus on 
how the underlined words link together. 
 4 A 3.5 INTONATION: dealing with 
misunderstandings Listen to the conversations 
and number the expressions in the order you 
hear them. 
 Can you say that again?       
 What exactly do you mean?       
 You’ve lost me.       
 Could you repeat the last name?       
 I didn’t catch any of that.       
 I don’t get what you’re saying.       
 B In the example below, again is emphasised by the 
speaker, who uses a higher tone. Which words are 
emphasised in the other expressions? 
 
 Can you say that again? 
 C Listen again and say B’s part with the speaker. 
Copy the intonation. 
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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 4 
 4.1 
 1 A 4.1 FAST SPEECH: have to, must, 
should Listen and write eight sentences. 
 B Read the Pronunciation tip. Then listen again 
and repeat the sentences.
 P RONUNCIATION TIP 
In fast speech, the fi nal sounds in many 
words change.
 For example: have to is usually pronounced 
/hæftə/ ; and don’t have to o� en loses the fi rst 
 /t/ sound, and is pronounced /dəʊnhæftə/ . 
 The same happens with must/mustn’t , 
which also o� en lose the /t/ sound, and are 
pronounced /mʌs/ and /mʌsn/ . 
 The pronunciation of the fi nal /d/ in should 
changes depending on which sound comes 
next. For example: should go is pronounced 
/ʃʊgəʊ/ and should be is pronounced /ʃʊbi:/ . 
 4.2 
 2 A 4.2 INTONATION: emphasis Underline 
the best word to complete the conversations. 
Then listen and check. 
 1 A: That dinner was tasty. 
 B: Tasty? It was fascinating/delicious/ 
 beautiful ! 
 2 A: That goal was good. 
 B: Good? It was impossible/amazing/ 
 enormous ! 
 3 A: This room’s a bit small. 
 B: Small? It’s freezing/awful/tiny ! 
 4 A: Are you tired? 
 B: Tired? I’m boiling/wonderful/exhausted ! 
 5 A: Was she angry? 
 B: Angry? She was furious/awful/terrible ! 
 6 A: That documentary was interesting. 
 B: Interesting? It was impossible/ 
 fascinating/freezing ! 
 B Notice speaker B’s intonation. Which words 
does he/she emphasise? Draw intonation 
lines for sentences 2–6. 
 Tasty? It was delicious! 
 C Listen again and repeat B’s part, copying 
the intonation. 
 
3 A LINKING: used to Look at 
the photo. Guess which 
sentences are true. 
 He used to be handsome.  
 He didn’t use to work.  
 He used to live by the sea.  
 He didn’t use to like noise.  
 He used to play games.  
 He didn’t use to have pets.  
 B 4.3 Listen to someone describing the man in the 
photo. Tick the sentences you hear. Did you guess 
correctly? 
 C 4.4 Listen and repeat the sentences you ticked. 
Make sure you pronounce used to /ju:stə/ correctly. 
 4.3 
 4 A SENTENCE STRESS: reaching agreement Read the 
Pronunciation tip and the conversations. Which words are 
missing? 
 P RONUNCIATION TIP 
O� en, prepositions like to and by and articles ( a/an , the ) 
are unstressed. They can be di� cult to hear, but they are 
essential to forming correct sentences. 
 Conversation 1 
 A: Do you want to go to the cinema? 
 B: That’s OK me. 
 A: What shall we see? 
 B: How about new Bond fi lm? 
 Conversation 2 
 A: Can we discuss tomorrow’s meeting? 
 B: That’s fi ne me. 
 A: I suggest we focus on the festival arrangements. 
 B: I think that’s great idea. 
 Conversation 3 
 A: This design is too similar to the old one. 
 B: That’s good point. 
 A: A new logo really needs to look new . 
 B: I see you mean. 
 Conversation 4 
 A: Tom is our best player. 
 B: I’m sure that I agree actually. 
 A: He’s certainly our strongest. 
 B: The way I see , he’s strong but slow. 
 B 4.5 Listen and check. Then listen again and say 
B’s part with the speaker. Make sure you stress the 
correct words. 
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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 5 
 5.1 
 1 5.1 WORD STRESS Listen and match the 
technology words to the stress patterns. Then listen 
again and repeat.
 1 solar power 
 2 vaccinations 
 3 genetic engineering 
 4 commercial aeroplanes 
 5 antibiotics 
 6 electricity 
 7 communications satellites 
 8 washing machine 
 5.2 
 2 A 5.2 INTONATION: question tags Listen to the 
question tags. Draw arrows to show the intonation. 
 
 1 You’re a teacher, aren’t you? 
 
 2 You aren’t from Turkey, are you? 
 3 You know my friend Nick, don’t you? 
 4 We didn’t meet Jenny, did we? 
 5 She hasn’t called, has she? 
 6 He will come, won’t he? 
 7 They weren’t very friendly, were they? 
 8 We were on time, weren’t we? 
 B Listen again and repeat the questions. Focus on the 
question tag rising or falling. 
 3 A 5.3 STRESS SHIFT IN WORD BUILDING Read 
the Pronunciation tip. Then listento the pairs of words 
and underline the stressed syllable in each word .
 P RONUNCIATION TIP 
O� en, when we add su� xes, e.g. -ation , -ity , and -ic , 
to words, the stress on the word shi� s to a di� erent 
syllable. For example, re lax – relax a tion ; a ble – ab il ity , 
 fan tasy – fan tas tic . 
 create – creativity 
 response – responsibility 
 immigrant – immigration 
 poem – poetic
a) ooOo
b) ooOoo
c) oooOoOoo
d) oOoooOo
e) oooOo
f) OoOo
g) Oooo
h) oOoOoo
 B 5.4 Complete the words to fi nish the 
sentences. Then listen and check. 
 1 Housework is everyone’s respons . 
 2 Nothing is more important than educa . 
 3 Use your creativ ! 
 4 The process is biologi . 
 5 Writing a novel takes imagina . 
 6 I cannot believe his stupidi . 
 7 The biggest issue today is immigrat . 
 8 Her use of language is very poet . 
 C Listen again and repeat the sentences. Make sure 
you stress the correct syllable in the fi nal word. 
 5.3 
 4 A 5.5 INTONATION: polite requests Listen to 
the conversations. Where are the speakers: a) in a 
bank, b) in a hotel or c) in a tourist o� ce? 
 1 A: Could you give me a refund? 
 B: I’m afraid I can’t. 
 2 A: Could you tell me who I should speak to? 
 B: Yes, of course. 
 3 A: Do you know what the problem is? 
 B: Let me have a look. 
 4 A: Do you know if there’s a bus to the airport? 
 B: Yes, there’s one that leaves every twenty minutes. 
 5 A: Would you mind ordering me a taxi? 
 B: Not at all. 
 6 A: Would you mind calling the restaurant for me? 
 B: No problem. 
 B Listen and say A’s part with the speaker. Copy the 
intonation and make sure your voice starts high in 
order to sound polite. 
 5 A CONTRASTIVE STRESS: emphasising important 
words Read the conversations. Which words do you 
think A emphasises when he/she corrects B? 
 1 A: We bought him a black hat. 
 B: A black cat?! He hates animals! 
 A: No! A black hat! 
 2 A: He’s missed the fl ight. 
 B: Mr. Flight? Never heard of him. 
 A: No! Missed the fl ight! He was late for his plane! 
 3 A: She’s gone to Hungary. 
 B: She’s getting hungry? Well, feed her! 
 A: No! She’s gone to Hungary! The country. 
 4 A: It was a nice sculpture. 
 B: An ice sculpture?! Wow. Was it cold? 
 A: No! A nice sculpture. It looked nice. 
 B 5.6 Listen and check. Then listen and repeat 
speaker A’s part. 
educate – education
biology – biological
stupid – stupidity
imagine – imagination
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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 6 
 6.1 
 1 A 6.1 WORD STRESS: -ing/-ed adjectives 
Complete the sentences with a word from the box 
that matches the stress pattern given. Then listen 
and check your answers.
 annoying/annoyed frightening/frightened 
worrying/worried embarrassing/embarrassed
satisfying/satisfi ed exhausting/exhausted 
confusing/confused relaxing/relaxed 
 1 Lying on a beach is the most oOo 
thing in the world. I love it! 
 2 A� er the race, I was oOo. I lay down 
and fell asleep! 
 3 I don’t understand advanced physics. I fi nd all 
those big words oOo. 
 4 I’m Oo about the environment. 
It’s a big problem. 
 5 Lots of young children are   Oo of 
ghosts. 
 6 I made a stupid mistake in public! I was so
 oOo! 
 7 I was really oO when they cancelled 
our fl ight at the last minute! 
 8 It’s very Oooo when everything 
goes to plan. 
 B 6.2 Listen and repeat the words in the box. 
 6.2 
2 A 6.3 CONNECTED SPEECH: would Complete 
the poem with the words in the box. Then listen and 
check your answers.
 I’d that’s wouldn’t (x2) had if 
 What would you do if you could do anything you wanted? 
 I’d take a plane to Timbuktu. 
 I’d cross the world by kangaroo. 
 1 do all that amazing stu� 
 If only I 2 time enough. 
 I’d swim the sea with sharks and whales. 
 I’d dance all night with tiny snails. 
 I wouldn’t pause, I 3 wait. 
 If only I could name the date. 
 I’d ride upon a dolphin’s back. 
 I’d paint the sky red, blue and black. 
 I’d become best friends with a cow 
 4 only I could do it now. 
 I’d learn a hundred languages. 
 I’d make a million sandwiches. 
 I’d climb up Everest. 5 you? 
 I’d build a boat, 6 what I’d do. 
 B Read the Pronunciation tip and do the task.
 P RONUNCIATION TIP 
Remember that would is pronounced in di� erent 
ways in fast connected speech. Complete the 
sentences with: /d/ /wʊd/ /wʊdənt/ 
 • In the question form we pronounce would as . 
• In fast spoken English in positive sentences we 
pronounce would as . 
• We pronounce the negative, wouldn’t , as . 
 C Listen again and say the poem with the speaker. 
Make sure you use the contracted form of would . 
 6.3 
3 A 6.4 INTONATION: giving news Listen to 
people giving news. Is their voice high or low? Why? 
Which tone is suitable for giving bad news? 
 1 You’ll never guess what. I got a prize for my painting! 
 2 I’m sorry to have to tell you, but your pet rabbit died. 
 3 I’m really pleased to tell you that you got the job! 
 4 There’s something I’ve got to tell you. I lost the 
house key. 
 5 I’ve got some good news. We just won the lottery! 
 6 I’m afraid I’ve got some bad news. I crashed the car. 
 B 6.5 Listen and repeat the phrases for giving 
news. Copy the correct intonation patterns. Then 
repeat the complete sentences. 
 4 A SENTENCE STRESS: responding to news Read 
someone’s news. Which responses (groups A, B 
and C) belong with which piece of news? 
 A 
 That’s a shame. 
 That’s terrible. 
 That’s really 
annoying. 
 B 
 Well done! 
 Congratulations! 
 I’m so pleased 
for you. 
 C 
 You’re joking? 
 You lucky thing! 
 That’s fantastic 
news! 
 B 6.6 Listen and check. Which syllables are 
stressed for emphasis? Underline them. 
 C Listen to the conversations again and repeat the 
responses. 
I’ve just won a prize! I’m 
going to the Caribbean 
for three weeks!
I didn’t go on holiday. 
I missed my fl ight 
because of tra� c.
I got an A in my exam!
 
 
 
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3
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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 7 
 7.1 
 1 A 7.1 WEAK FORMS: have Read the questions. Listen 
and write the answers. 
 1 How long have you known her? 
                 
 2 Does he still visit his hometown?
                    
 3 You’re a mess. What have you been doing? 
                    
 4 Where have they been?
               
 5 Do you want to see the new Bond fi lm?
 
 P RONUNCIATION TIP 
When we use the present perfect simple and continuous, 
the auxiliary verbs have and been are usually contracted in 
connected speech, e.g. I have been is pronounced /aɪvbɪn/ 
 and Has she been …? is pronounced /həzʃɪbɪn/ .
 B Listen again and say the answers you wrote in Exercise 1A 
with the speakers. Focus on contracting the auxiliary verbs. 
 2 A 7.2 COMMONLY CONFUSED CONSONANT SOUNDS: 
/s/ /z/ /θ/ /ð/ /dʒ/ /tʃ/ /ʃ/ Listen and tick the 
sentences youhear. 
 1 a) Choose, please!  b) Juice, please!  
 2 a) Fish don’t sink!  b) Fish don’t think!  
3 a) It’s time for closing.  b) It’s time for clothing.  
 4 a) Shoes, please!  b) Choose, please!  
 5 a) Beautiful zoo!  b) Beautiful Sue!  
 6 a) That’s quite a sock!  b) That’s quite a shock!  
 B 7.3 Look at the words and follow instructions a)–c). 
Then listen and check. 
 a) Circle fi ve nationalities with a /dʒ/ sound. 
 b) Underline fi ve nationalities with a / tʃ / sound. 
 c) Tick fi ve nationalities with a / ʃ / sound.
 Argentinian Bangladeshi British Chilean Chinese
Croatian Czech Dutch French Georgian German 
Japanese Norwegian Russian Spanish 
 7.2 
 3 A WORD STRESS The words are grouped according to their 
stress pattern. Each group has one word that doesn’t belong. 
Cross it out and write the stress pattern of the other words. 
1 expert gi� ed success skilful 
2 hopeless able useless belief 
3 aptitude talented recognised developed
4 ability information incredible approximate 
 
 B 7.4 Listen and check. Then listen and 
repeat. 
 4 A 7.5 PRESENT AND PAST ABILITY 
Listen to a text about a genius. What 
problems has he had? 
 
Jay Greenberg can compose a piece of classical 
music in minutes. He is able to hear completed 
music in his head and then write it down. 
Aged two, he managed to write down the word 
‘cello’ and draw a picture of one. At three, he 
was able to compose short pieces. By the age 
of fi ve, he could compose whole symphonies. 
However, sometimes he didn’t manage to play 
them because the music in his head was too 
complicated. He composed all the time, and 
his teachers couldn’t handle him because he 
was too gi� ed. When asked, Jay wasn’t able to 
explain where the music came from. 
 B Underline eight verb forms for describing 
present and past ability. There is one in each 
sentence. 
 C 7.6 Listen to extracts from the text. 
What happens to the pronunciation of to 
in be able to and manage to in connected 
speech? How do we pronounce can and could 
in connected speech? 
 D Listen again and repeat the extracts. 
 7.3 
 5 A 7.7 STRESS PATTERNS: clarifying 
opinions Read the statement and the 
opinions about it. Which words complete the 
opinions? Listen and check. 
 ‘Success only comes from hard work.’ 
 1 In view, this is true. 
 2 I think talent is important, 
too. 
 3 For , this is defi nitely true. 
 4 I say, I think there’s more to 
it than hard work. 
 5 I agree. For thing, without 
hard work, you’ll never fi nish anything. 
 B Listen again and repeat. Put the stress on 
the words you wrote in Exercise 5A. 
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© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 8 
 8.1 
 1 A STRESS PATTERNS IN COMPOUNDS Circle two 
compounds (nouns or adjectives) in each sentence. 
 1 That sports centre is world famous. 
 2 He wears hand-made running shoes. 
 3 The dining room looks old-fashioned. 
 4 I’ll never buy a second-hand mobile phone again. 
 5 The city centre is safe because it’s brightly lit at night. 
 6 Those washing machines are half price. 
 7 That bookshop is well-known for its rare books. 
 8 That tennis player is really good-looking. 
 B Read the Pronunciation tip. Where is the stress in 
each compound in Exercise 1A? 
 P RONUNCIATION TIP 
Compound nouns are usually stressed on the fi rst 
word but many compound adjectives have the stress 
on both words, e.g. ac tion- packed , low - tech .
 C 8.1 Listen and check. Then listen and repeat. 
 2 A PRONUNCIATION and SPELLING: irregular forms 
(vowels) Which word in each group uses a di� erent 
vowel sound? 
 1 / eɪ /   weight height late great way 
 2 / aɪ /   guy high buy lie stay 
 3 / ɜ: /  heard bored were bird word 
 4 / i: /   freeze kiss sees keys she 
 5 / ɔ: / short fought taught wrote poor 
 6 / əʊ /  cow blow so fl ow though 
 7 / eə / wear fear share fair there 
 8 / u: / mood mud rude you’d chewed 
 B 8.2 Listen and check. Then listen and repeat. 
 8.2 
 3 A 8.3 PAUSES IN RELATIVE CLAUSES Listen to 
the sentences. Which are defi ning and which are 
non-defi ning relative clauses? Add commas where 
necessary. 
 1 That travel site which I used to book my holiday is 
excellent. 
 2 That girl who is always commenting on my blog is 
a nuisance. 
 3 The town where Marie was born is in France. 
 4 The cakes which are free are delicious. 
 5 At that time when we were in London we lived in 
a big house. 
 6 My friend who sold advertisements used to 
work here. 
 B Listen again and repeat the sentences. Make sure 
you leave slight pauses before and a� er the
non-defi ning relative clauses. 
 8.3 
 4 A WORD LINKING Read 1–10. The words have been 
put together to represent the linking between 
consonant sounds and vowel sounds. Write the 
sentences in their correct form. 
 1 I si tOK i fI do this? 
 
 2 Di dI do something wrong?
                     
 3 Is thi sa bad time? 
 
          4 No ta tall. 
                       
 5 That’ sall right. 
                       
 6 I ha vea bi to fa problem. 
              
 7 I’ll sor ti tout. 
                
   8 Come ba cki na minute. 
                       
 9 Di dI ma kea mistake? 
         
         10 I fI were you, I’ dope nit now.
         
 B 8.4 Listen and repeat the sentences. Pay 
attention to the linking between consonants and 
vowels. 
 5 A 8.5 INTONATION: accepting apologies 
Listen to the conversations. What does speaker B 
do to sound positive? a) use a high tone or b) use a 
low tone? 
 1 A: I’m really sorry about that. 
 B: It’s no problem. 
 2 A: I hope we didn’t mess things up for you. 
 B: Not at all. 
 3 A: I’m so sorry about the delay. 
 B: That’s all right. 
 4 A: I must apologise for this. 
 B: You really don’t have to. 
 5 A: Please accept our apologies. 
 B: It’s fi ne. 
 6 A: Sorry about that! 
 B: It’s nothing. 
 B Listen again and say B’s part with the speaker. 
Is it OK if I do this?
9
© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 9 
 9.1 
 1 A 9.1 WORD STRESS: nouns Complete the 
sentences with a word from the box that matches 
the stress pattern given. Four of the words are not 
used. Then listen and check your answers.
 revolution advances colonisation democracy 
independence discovery turning point politics 
development inventor 
 1 India gained its ooOo from Great 
Britain in 1947. 
 2 The French ooOo changed modern 
history, replacing kings and queens with republics. 
 3 The Moon landing of 1969 was a Ooo 
in the history of space travel. 
 4 Thomas Edison was the oOo of 
the light bulb and many other devices. 
 5 TheoOoo of a fl u vaccine saved 
millions of lives. 
 6 The oOoo of gold in California led 
to the Gold Rush in the mid-nineteenth century. 
 B 9.2 Listen and repeat the words in the box. 
 2 A 9.3 CONNECTED SPEECH: hypothetical 
conditional: past Find six verb forms in 
sentences 1–3. Match the verb forms with a)–f). 
Then listen and check. 
 1 I would have stayed if you had 
 not le� . 
 2 He would not have played if he had 
been hurt. 
 3 Would you have come if you had known 
about it? 
 a) /hædn/ c) /wʊdʒu:əv/  e) /dnəʊn/ 
 b) /hi:dbɪn/ d) /wʊdntəv/ f) /wʊdəv/
 B In spoken English, which words can be weakened 
in sentences 1–6? Circle the words that can be 
weakened. 
 1 If we had realised, we would have come earlier. 
 2 She would not have called if she had known you 
were busy. 
 3 If I had seen your keys, I would have picked them up. 
 4 If they had not read the instructions, they would 
never have built it. 
 5 I would not have bought the house if I had known 
about the roof. 
 6 If you had not taken the map, you would have 
got lost. 
 C 9.4 Listen and check. Then listen and repeat. 
Make sure you use the weakened forms of the verbs. 
 9.2 
 3 A 9.5 WEAK FORMS: passives Read a student’s 
lecture notes. What is the lecture about? Listen to 
part of the lecture and add the missing words to 
the notes to make full sentences.
The 1 of chocolate 
 Today chocolate 2 eaten all over the world. 
 3 � rst drunk in Mesoamerica in 1900 BC. 
 4 believed to give strength to the drinker. 
 Large amounts of chocolate 5 given to 
Aztec soldiers. 
 In the sixteenth century, sugar 6 added. 
 Today about 60% of the world’s cocoa supplies 
7   grown in West Africa. 
 Thousands of different types of chocolate bars 
8 developed. 
This variety 9 made possible by adding 
milk, fruit or other ingredients. 
 B 9.6 Listen to the verb forms in the eight 
sentences. Remember that the verb to be is weak in 
passive sentences. Listen again and repeat. 
 9.3 
 4 A INTONATION: showing interest Read the 
Pronunciation tip. Then match sentences 1–5 to 
responses a)–e).
 P RONUNCIATION TIP 
Here are two ways to show interest: 
 • Use a short response with an auxiliary verb: Do 
you? Is she? Did they? Either of the two words can 
be said with a high intonation to show interest. 
• How + adjective!: How amazing! How interesting! 
How wonderful! How awful! The adjective is stressed 
and said with a high intonation to show interest.
 1 Jack and Kris are getting married.       
 2 We’ve been nominated for an award.       
 3 Mara was here yesterday with her pet lizard.       
 4 I didn’t know my friend had a twin.       
 5 My fi tness instructor eats six chocolate bars a day.       
 a) Didn’t you? How funny! 
 b) Have we? How cool! 
 c) Was she? How interesting! 
 d) Does he? How strange! 
 e ) Are they? How nice! 
 B 9.7 Listen and check. Then listen again and 
say B’s part with the speaker. Focus on copying the 
intonation. 
10
© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE UNIT 10 
 10.1 
 1 A WEAK FORMS: auxiliary verbs Read the sentences 
and underline the auxiliary verbs. How are they 
pronounced in fast connected speech? 
 1 They said they had recycled it. 
 2 I said I had bought it second hand. 
 3 He said the houses were insulated. 
 4 They said they were giving up processed food. 
 5 She said it was organic. 
 6 I said the environment was su� ering. 
 7 She said climate change has had a big impact. 
 8 You said modern life has destroyed the environment. 
 9 He said they would begin a recycling programme. 
 10 You said we would reduce carbon emissions. 
 B 10.1 Listen and check. Then listen again and 
say the sentences with the speakers. 
 2 A WORD BUILDING: prefi xes Read the Pronunciation 
tip then underline the word that fi ts the stress 
pattern to complete the sentence.
 P RONUNCIATION TIP 
Prefi xes are usually unstressed. The stress is 
normally on the root word, e.g. misunder stand , 
disa gree , in vis ible, ex- boss .
 1 She was fi red because she ooO her 
boss. ( misunderstood/disobeyed/disliked ) 
 2 Those bottles are oOoo. 
( unused/recycled/reusable ) 
 3 This report is oOoo. It needs to be 
rewritten. ( irresponsible/inappropriate/inaccurate ) 
 4 I fi nd Robert rather ooO. 
( immature/unusual/immoral ) 
 5 These maths problems are   oOoo. 
( impossible/disagreeable/overestimated ) 
 6 The superhero in that fi lm is ooOoo 
( invisible/unreal/unbelievable ) 
 B 10.2 Listen and check. 
 10.2 
 3 A WEAK FORMS IN VERB PATTERNS Match 1–6 to 
a)–f) to make sentences. 
 1 He o� ered to 
 2 We agreed to 
 3 She invited me 
 4 I explained that 
 5 He warned 
6 We agreed that it was 
 B Which two words usually follow the main verbs in 
these sentences? In fast connected speech, how do 
you pronounce them? 
 C 10.3 Listen and say the following with the 
speakers. 
 to help → o� ered to help → He o� ered to help us. 
 that I → that I was tired → I explained that I was tired.
 D 10.4 Now listen and say the complete 
sentences in Exercise 3A with the speakers. Make 
sure you use the weak forms of to and that . 
 10.3 
 4 A 10.5 VOWEL SOUNDS: short and long Read 
and listen to the words below. Which have long 
vowel sounds? 
 hat – hate bet – beat bit – bite not – note 
shut – shoot 
 B Look at the table. Start at ‘leave’ and go to ‘soap’. 
Choose only words with long vowel sounds. Go up, 
down, le� or right. 
 leave live sick strip track
ride cap bone new pain
grow felt fl ies not slide
try shot know get same
shoe tray cheap chat steam
back red bus did soap
 C 10.6 Listen and check. Then listen and repeat. 
 5 A 10.7 WORD STRESS: giving advice/warnings 
Listen to the advice and warnings. Underline the 
two or three stressed words in each sentence. Then 
replace the words in italics with your own ideas.
 Watch out for hippos !                 
 Make sure you lock your car .                 
 Don’t go there !                 
 You’d better take your pills .                 
 If I were you, I’d avoid her .                 
 Be careful – it’s dangerous !                 
 Don’t forget to call .                 
 Whatever you do, don’t fall !                 
 You need to get your visa .                 
 The most important thing is to breathe .                 
 B 10.8 Listen and repeat the sentence stems and 
say the ideas you wrote at the same time. 
 Watch out for (mosquitoes!) 
 
a) a bad idea.
b) pay.
c) help us.
d) I was tired.
e) us not to go.
f) to lunch.
© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 INTERMEDIATE 
ANSWER KEY 
 UNIT 1 
 1.1 
 1 A 
 The speaker was in the wrong room and 
was a day late. 
 1 B
 Note that the third sentence includes 
two examples of elision: in both next day 
and sat down the fi nal ‘t’ of the fi rst word 
disappears in connected speech. However 
these are not classifi ed as silent letters. 
1 C 
 Silent letters: ‘d’ in Wednesday , ‘gh’ in 
 night , the fi rst ‘c’ in science , ‘k’ in knew , ‘l’ in 
 would , ‘w’ in answer , ‘w’ in write , ‘h’ in hour , 
‘p’ and ‘h’ in psychology , ‘w’ in wrong , ‘u’ in 
 guess , ‘gh’ in thought 
 2 B 
 The yes/no questions (questions 4, 5 
and 8) use a rising intonation. The otherquestions are wh- questions, which use a 
falling intonation. 
 If you are doing this in class, for 
further practice Ss can ask and answer 
the questions in pairs. Use this as an 
additional opportunity to monitor their 
pronunciation. 
 1.2 
 3
Do the fi rst item together. Use the visual 
stress pattern Oo to show where the 
stress is in the fi rst example. Elicit the 
fact that godmother is the odd one out 
because of its stress pattern (Ooo).
 1 godmother 2 ex-husband 3 boss 
4 employee 5 native speaker 
6 sister-in-law 
 4 B 
 1 a) pres ent b) pre sent 
 2 a) re cord b) rec ord 
 3 a) tran sport b) trans port 
 4 a) Ob ject b) ob ject 
 1.3 
 5 B 
 dress smart ly speak clear ly 
ans wer brief ly shake hands firm ly 
send ref erences arr ive on time 
a void eye contact be pre pare d 
 do some re search show en thu siasm 
 6 A 
 1 P 2 I 3 I 4 P 5 P 6 I 7 P 8 I 
Audio script
1 A: You’re from England, aren’t you?
 B: That’s right.
2 A: You have to switch o� your laptop 
 when the plane takes o� .
 B: I understand.
3 A: Am I boring you? It’s a long story.
 B: Please continue.
4 A: Are you going to watch a fi lm?
 B: Yes, defi nitely.
5 A: Thanks for lending me your 
 headphones.
 B: You’re welcome.
6 A: Wake me up when they serve 
 breakfast, OK?
 B: Of course.
7 A: May I borrow your pen?
 B: Go ahead.
8 A: Sorry to keep disturbing you.
 B: No problem. 
 UNIT 2 
 2.1 
 1 
 Do the fi rst item with Ss to check they 
know what to do. Ask which sentence 
they heard fi rst and make sure they 
write 1 or 2 accordingly. 
 1 a) 2 b) 1 2 a) 1 b) 2 3 a) 2 b) 1 
4 a) 1 b) 2 5 a) 2 b) 1 
 2 B 
 1 Psychology and receipt have a silent ‘p ’ . 
 2 Climb and bomb have a silent ‘b’. 
 3 Foreign and design have a silent ‘g’. 
 4 Technology and stomach have a ‘ch’ that 
sounds like /k/. 
 5 Enough and laugh have a ‘gh’ that 
sounds like /f/. 
 6 Comfortable and vegetable look like 
four-syllable words, but are three-
syllable words. 
 2.2 
 3 A
 Pre-teach the words cheque , bookmark 
and replacement . 
It tells us that Einstein had a bad memory. 
 3 B
 The auxiliary verbs used to form the past 
perfect: had done , he still hadn’t cashed it , 
 had forgotten ; and the past continuous: 
 he was using it , was trying 
 Hadn’t is not pronounced as a weak form 
because it is a negative. 
 4 B 
 attack, arrested, politician, robber, disaster, 
violent, alarm, conspiracy, attempt
 2.3 
 5 A 
 The problem: a tyre exploded when the 
speaker was travelling in the desert. They 
had no spare tyre. The solution: they were 
rescued by a family in a truck. 
Audio script
This happened when a friend and I were 
travelling across the States. We were 
driving through the New Mexico desert 
when all of a sudden we heard a bang. It 
sounded like a gunshot. The next thing 
we knew, the car was skidding o� the 
road. I got out and saw that the front tyre 
had exploded, so I said to my friend, ‘OK, 
let’s get the spare tyre out of the back to 
change it.’ Then my friend said, ‘Er, that 
was the spare tyre.’ We were stuck in the 
desert and there were no other cars in 
sight. We tried to call for help on our cell 
phones but there was no reception. Before 
long, it began to get dark and we really 
weren’t sure what to do: go looking for 
help or just stay put. Anyway, we decided 
to spend the night there, and look for help 
in the morning. But in the end, we didn’t 
need to. We were rescued by a family in a 
little truck. There were four kids and two 
dogs and the father, who was a farmer. 
They fi xed us up with a spare tyre, and we 
continued on our way.
 5 B/C 
 1 This happ ened when a friend and I 
were travelling across the States. 
 2 We were driving through the New 
Mexico desert when all of a sudd en we 
heard a bang. 
 3 The next thing we knew , the car was 
skidding o� the road. 
 4 Before long , it began to get dark and 
we really weren’t sure what to do. 
 5 But in the end , we didn’t need to. 
© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 UNIT 3 
 3.1 
 1 A 
 I’m going to visit you. 
 Going to is pronounced /gənə/ in fast 
connected speech. 
 3.2 
 2 A/C 
 1 got in hot water 
2 put my foot in it 
3 running out of time 
4 a dark horse 
5 a piece of cake 
6 give me a hand 
7 keep an eye on him 
8 it’s not my cup of tea 
 3.3 
 3 A
 Point out that in fast, connected speech, 
 what you from So what you mean 
becomes /wɒʧə/. 
 1 e) 2 b) 3 a) 4 d) 5 c) 
 4 A 
 Can you say that again? 2 
 What exactly do you mean? 3 
 You’ve lost me. 6 
 Could you repeat the last name? 1 
 I didn’t catch any of that. 5 
 I don’t get what you’re saying. 4 
Audio script
1 A: It’s David Ramchandary.
 B: Could you repeat the last name?
2 A: The company’s name is Rupert Van 
 Holderling Enterprises.
 B: Can you say that again?
3 A: There are fi nancial irregularities in 
 the submission.
 B: What exactly do you mean?
4 A: The MR4 installation was a G65 
 protocol.
 B: I don’t get what you’re saying.
5 A: Scan the LGRS for the Dingwall 9887 
 contract. 
 B: I didn’t catch any of that. 
6 A: Paragraphs 3, 9 and 12 contain 
 dangling modifi ers.
 B: You’ve lost me.
 4 B 
 What exactly do you mean ?
You’ve lost me. 
Could you repeat the last name?
I didn’t catch any of that.
 I don’t get what you’re saying . 
UNIT 4
 4.1 
 1 A
 Check what Ss wrote for the dictation 
before moving on to Ex 1B. 
 1 I have to buy a ticket. 
 2 We have to study. 
 3 You don’t have to pay. 
 4 He must get there early. 
 5 You mustn’t talk. 
 6 I should go now. 
 7 He should be careful. 
 8 We shouldn’t be late. 
 4.2 
 2 A 
 1 delicious 2 amazing 3 tiny 
4 exhausted 5 furious 6 fascinating 
 2 B 
 Speaker B emphasises the two adjectives. 
 3 B
 He used to be handsome. 
 He used to live by the sea. 
 He didn’t use to like noise. 
 He used to play games. 
Audio script
This is my granddad. In this picture, he’s 
in his seventies. Believe it or not, he used 
to be handsome. I know because I’ve 
seen photos of him when he was younger. 
Granddad was a fi sherman. I remember 
he was very strong and he had huge 
hands. In those days he used to live by 
the sea. He would get up extremely early 
in the morning and work until lunchtime. 
I remember he was a very quiet man. He 
didn’t use to like noise. Music or shouting 
– he didn’t want it in his house. We visited 
him o� en and he used to play games with 
us children. I sometimes brought friends 
with me, but when we got too noisy, 
he’d put his fi nger to his mouth and say 
‘Sshhhh’.
3 C
 Explain to Ss that, as in Ex 1, the ‘t’ in 
 didn’t is ususally not pronounced in didn’t 
used to , i.e. /dɪdnjuːstə/. 
 4.3 
 4 B 
 1 by, the 2 by, a 3 a, what 4 not, it 
 UNIT 5 
 5.1 
 1 
 1 f) 2 a) 3 d) 4 h) 5 e) 6 b) 7 c) 
8 g) 
 5.2 
 2 A
Remind Ss that rising intonation is used 
for a real question and falling intonation is 
used when the speaker knows the answer.
 Falling intonation: 1, 4, 6, 7 
 Rising intonation: 2, 3, 5, 8 
 3 A 
 cre ate – crea tiv ity 
re sponse – responsi bil ity 
imm igrant – immi gra tion 
po em – po et ic 
ed ucate – edu ca tion 
bi ol ogy – biol og ical 
stu pid – stu pid ity 
i ma gine – imagi na tion 
 3 B 
 1 responsibility 2 education 
3 creativity 4 biological 5 imagination 
6 stupidity 7 immigration 8 poetic 
 5.3 
 4 A 
 b) in a hotel 
 5 B 
 A emphasises the words that B 
misunderstood: 1 hat, 2 missed the fl ight, 
3 Hungary, 4 nice sculpture 
 UNIT 6 
 6.1 
 1 A
 1 relaxing 2 exhausted 3 confusing 
4 worried 5 frightened 6 embarrassed 
7 annoyed 8 satisfying 
1 B
As an extension, Ss could write sentences 
using some of the words not used, add 
the stress patterns and ask a partner to 
guess the missing words. 
© Pearson Education Limited2016
PRONUNCIATION EXTRA
 6.2 
 2 A
You may need to explain ‘if only’. At this 
level, this is best explained by giving 
examples, e.g. I don’t have enough money 
for that car. If only I had more money. 
 1 I’d 2 had 3 wouldn’t 4 If 
5 Wouldn’t 6 that’s 
 2 B 
 In the question form we pronounce would 
as /wʊd/. 
 In fast spoken English in positive 
sentences we pronounce would as /d/. 
We pronounce the negative, wouldn’t , as 
/wʊdənt/. 
 6.3 
 3 A 
 1 high 2 low 3 high 4 low 5 high 
6 low 
 A low tone is suitable for giving bad news. 
 4 B 
 Conversation 1 (Responses: group C)
 A: I’ve just won a prize ! I’m going to the 
Carib bean for three weeks ! 
 B: You’re jok ing? 
 C: You lucky thing ! 
 D: That’s fan tas tic news! 
Conversation 2 (Responses: group B) 
 A: I got an A in my ex am ! 
 B: Well done ! 
 C: Congratu la tions! 
 D: I’m so pleased for you. 
Conversation 3 (Responses: group A) 
 A: I didn’t go on hol iday. I missed my flight 
because of tra � c. 
 B: That’s a shame . 
 C: That’s terr ible. 
 D: That’s really ann oy ing. 
 UNIT 7 
 7.1 
 1 A 
Make sure Ss have the correct answers 
before moving on to Ex 1B.
 1 I’ve known her for six years. 
 2 No. He hasn’t been here since 2010. 
 3 I’ve been playing in the mud! 
 4 They’ve been studying. 
 5 Sure. I haven’t seen it yet. 
 2 A 
 1 b) 2 b) 3 a) 4 a) 5 a) 6 b) 
 2 B 
 a) Argentinian, Georgian, German, 
Japanese, Norwegian 
 b) Chilean, Chinese, Czech, Dutch, French 
 c) Bangladeshi, British, Croatian, Russian, 
Spanish 
 7.2 
 3 B 
 1 Oo success 2 Oo belief 
3 Ooo developed 4 oOoo information 
 4 A 
 Sometimes he didn’t manage to play his 
symphonies because the music in his head 
was too complicated. His teachers couldn’t 
handle him because he was too gi� ed. 
 4 B 
 can compose 
is able to hear 
managed to write down 
was able to compose 
could compose 
didn’t manage to play 
couldn’t handle 
wasn’t able to explain 
 4 C 
 To in able to and manage to is contracted 
to /tə/. 
Can is pronounced /kən/ in connected 
speech. 
 Could is pronounced /kʊd/ in connected 
speech. 
 7.3 
 5 A 
 1 my 2 do 3 me 4 must 5 one 
 UNIT 8 
 8.1 
 1 A/C 
 1 sports centre, world fam ous 
2 hand-made , run ning shoes 
3 din ing room, old - fash ioned 
4 second- hand , mo bile phone 
5 ci ty cen tre, bright ly lit 
6 wash ing machines, half price 
7 book shop, well - known 
8 ten nis player, good - look ing 
 2 B 
 1 height 2 stay 3 bored 4 kiss 
5 wrote 6 cow 7 fear 8 mud 
 8.2 
 3 A 
 1 That travel site which I used to book my 
holiday is excellent. 
 2 That girl, who is always commenting on 
my blog, is a nuisance. 
 3 The town where Marie was born is in 
France. 
 4 The cakes, which are free, are delicious. 
 5 At that time, when we were in London, 
we lived in a big house. 
 6 My friend who sold advertisements 
used to work here. 
 8.3 
 4 A 
 1 Is it OK if I do this? 
 2 Did I do something wrong? 
 3 Is this a bad time? 
 4 Not at all. 
 5 That’s all right. 
 6 I have a bit of a problem. 
 7 I’ll sort it out. 
 8 Come back in a minute. 
 9 Did I make a mistake? 
 10 If I were you, I’d open it now. 
 5 A
 Explain to Ss that the fi rst listening is 
just to hear the tone in which speaker 
B responds. In the second listening, Ss 
listen to speaker A, then say speaker B’s 
part, then listen to speaker B to check 
they got the tone right. 
 a) use a high tone 
 UNIT 9 
 9.1 
 1 A 
 1 independence 2 Revolution 
3 turning point 4 inventor 
5 development 6 discovery 
 2 A 
 would have – f) /wʊdəv/ 
 had not – a) /hædn/ 
 would not have – d) /wʊdntəv/ 
 he had been – b) /hi:dbɪn/ 
 would you have – c) /wʊdʒu:əv/ 
 had known – e) /dnəʊn/ 
 2 B
 Explain that:
 – in spoken English would and have can 
both be weakened in would have . 
 – in written English, we usually write the 
full forms: would have . 
© Pearson Education Limited 2016
PRONUNCIATION EXTRA
 2 C 
 1 we had becomes we’d 
 we + would + have (sounds like 
/wi:dəv/) 
 2 would + not + have (sounds like 
/wʊdntəv/) 
 she + had + known becomes she’d 
known 
 3 I had becomes I’d 
 I + would + have (sounds like /aɪdəv/) 
 4 had not becomes hadn’t 
 they + would + never + have becomes 
 they’d never’ve (sounds like /nevərəv/) 
 5 would + not + have (sounds like 
/wʊdntəv/) 
 I had known becomes I’d known 
6 had not becomes hadn’t 
 you + would + have (sounds like 
/ju:dəv/) 
 9.2 
 3 A 
 1 history 2 is 3 It was 4 It was 
5 were 6 was 7 are 8 have been 
9 has been
 
Audio script
Today chocolate is eaten all over the 
world. It was fi rst drunk in Mesoamerica in 
1900 BC. It was believed to give strength 
to the drinker. For this reason, large 
amounts of chocolate were given to Aztec 
soldiers. In the sixteenth century, sugar 
was added and chocolate became popular 
in Europe. Today about 60% of the world’s 
cocoa supplies are grown in West Africa. 
Thousands of di� erent types of chocolate 
bars have been developed. This variety has 
been made possible by adding milk, fruit 
or other ingredients
 9.3 
 4 B
 To sound interested, we o� en use short 
responses that look like questions. 
To form short responses, we use the 
appropriate auxiliary verb. If the original 
sentence is in the present simple (but 
not the verb to be ), we use do/does . If the 
sentence is in the past simple, we use did , 
etc. Examples: 
 A: I like beans. B: Do you? 
 A: They played well. B: Did they? 
 A: She’s nice. B: Is she? 
 A: It was a great day. B: Was it? 
 1 e) 2 b) 3 c) 4 a) 5 d) 
 UNIT 10 
 10.1 
 1 A 
 1 They said they had recycled it. 
 2 I said I had bought it second hand. 
 3 He said the houses were insulated. 
 4 They said they were giving up 
 processed food. 
 5 She said it was organic. 
 6 I said the environment was su� ering. 
 7 She said climate change has had a big 
 impact. 
 8 You said modern life has destroyed 
 the environment. 
 9 He said they would begin a recycling 
 programme. 
 10 You said we would reduce carbon 
 emissions. 
 1 B 
 In fast connected speech, would and had 
are contracted to /d/. Were is pronounced 
/wə/, was is pronounced /wəz/ and has is 
pronounced /həz/. 
 2 B 
 1 disobeyed 2 reusable 3 inaccurate 
4 immature 5 impossible 
6 unbelievable 
 10.2 
 3 A
Before going on to Ex 3B, check Ss have 
the correct answers.
 1 c) 2 b) 3 f) 4 d) 5 e) 6 a) 
 3 B 
 to /tə/ and that /ðət/ 
 10.3 
 4 A
 Hate , bite and note 
are here described as long vowels, but 
they are more specifi cally diphthongs. 
These are words with two di� erent vowel 
sounds in the same syllable. 
 Hate , beat , bite , note and shoot have long 
vowel sounds. 
 4 C 
 leave, ride, grow, try, shoe, tray, cheap, 
know, fl ies, bone, new, pain, slide, same, 
steam, soap 
 5 A 
 Watch out for hippos ! 
 Make sure you lock your car . 
 Don’t go there! 
 You’d better take your pills . 
 If I were you , I’d avoid her. 
 Be careful – it’s dangerous ! 
 Don’t forget to call . 
 Whatever you do , don’t fall ! 
 You need to get your visa . 
 The most important thing is to breathe . 
/heɪt/ /nəʊt//baɪt/