- •Teacher’s book unit one
- •Interdental
- •Interdental
- •Intonation
- •Intonation group
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Unit two
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Unit three
- •Intonation
- •Intonation group
- •The raven and the jug
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Unit four
- •The fox and the grapes
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Unit five
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •The ant and the dove
- •Unit six
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Unit seven
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Unit eight
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Unit nine
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
- •Rumpelstiltskin
- •Unit ten
- •Sound Practice
- •Intonation practice
- •Comprehension Practice
- •Written Practice
- •Cinderella
- •Unit eleven
- •Sound Practice
- •Intonation practice
- •Comprehension Practice
- •Written Practice
- •The princess and the pea
- •Unit twelve
- •Sound Practice
- •Intonation practice
- •Little red riding hood
- •Comprehension Practice
- •Written Practice
- •The gingerbread man
- •Unit thirteen
- •Sound Practice
- •Intonation practice
- •Comprehension Practice
- •Written Practice
- •The elves and the shoemaker
- •Unit fourteen
- •Goldilocks
- •Sound Practice
- •Intonation practice
- •Comprehension Practice
- •Written Practice
- •The hare and the tortoise
- •Unit fiftteen
- •Sleeping beauty
- •The three wishes
- •Sound Practice
- •Intonation Practice
- •Comprehension Practice
- •Written Practice
Sound Practice
A. Listen and repeat:
/i:/ |
// |
|
|
/e/ |
|
// |
he |
it |
river |
in |
anyone |
when |
ran |
see |
with |
bridge |
big |
went |
fell |
catch |
the |
him |
into |
is |
reflection |
end |
that |
greedy |
his |
did |
will |
himself |
less |
has |
|
nothing |
if |
|
said |
|
|
B. Listen to the following sound contrasts, practise their pronunciation.
/i:/ - // |
// - /e/ |
/e/ - // |
he – his |
with – went |
less – has |
see – with |
in – end |
said – that |
the – is |
will – when |
fell – ran |
greedy – bridge |
nothing – anyone |
end – catch |
C. Spell the words according to their transcription:
/hi: |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
/ |
D. Listen and transcribe the words you hear:
he |
him |
himself |
that |
see |
did |
fell |
has |
the |
big |
end |
less |
E. Transcribe the words containing /i:, I, e, / in the sentences you hear:
He ran off with it before anyone could catch him.
He did not know that the dog he saw in the water was a reflection of himself.
He has lost his own bone, too, because it fell as he jumped in.
If you want more because you are greedy, in the end you might find you have less.
F. Transcribe the words containing the phonemes you have learnt. Read them: (, /nd, hIz, eI , , hJ, It, hIm, keIm, z, dId, t, In, hz, bIg, Iz, maIn, sed, aI, teIk, sJ, DJ, aI, hd, end , maIt). Answer the following questions:
1) Which vowel is the most frequent in the words you have written? (I - 7, - 5, - 3, J - 3, eI - 3, aI - 3, e - 2).
2) How many monosyllabic, disyllabic and three-syllable words are there in the text of the fable? Group the monosyllabic words according to the following syllable patterns: V, VC, VCC, CVC, CV, CCVC, CVCC, CVCCC? Note: the letter V stands for a vowel; C stands for a consonant.
Monosyllabic words – 135, disyllabic words – 20, three-syllable words – 4. V – 9, VC – 18, VCC – 6, CVC – 52, CV – 41, CCVC – 3, CVCC – 5, CVCCC – 2.
G. Define the stress patterns of disyllabic and three-syllable words in the fable. Note: the symbol | – stands for a stressed syllable; the symbol stands for an unstressed syllable (disyllabic words: | – , | –; three-syllable words: | – , | – ).