201 Exercise 1-33; Nationality Intonation Quiz
202 Exercise 1-34: Contrasting Descriptive and Set Phrases
203 Exercise 1-35: Contrast of Compound Nouns
204 Exercise 1-36: Description and Set Phrase Test
205 Exercise 1-37: Descriptions and Set Phrases—Goldilocks
206 Grammar in a Nutshell
207 Exercise 1-38：Consistent Noun Stress in Changing Verb Tenses
208 Exercise 1-39: Consistent Pronoun Stress In Changing Verb Tenses
209 Exercise 1-40: Intonation in Your Own Sentence
210 Exercise 1-41: Supporting Words
211 Exercise 1 -42: Contrast Practice
212 Exercise 1 -43; Yes, You Can or No, You Can't?
213 Exercise 1 -44: Building an Intonation Sentence
215 Exercise 1 -46: Regular Transitions of Nouns and Verbs
216 Exercise 1-47: Regular Transitions of Adjectives and Verbs
217 Exercise 1-48; Regular Transitions of Adjectives and Verbs
218 The Miracle Technique
A Child Can Learn Any Language
219 Exercise 1 -49: Tell Me Wdai Say!
222 Exercise 1-51 : Extended Listening Practice
224 Reduced Sounds：Reduced Sounds Are "Valleys"
225 Exercise 1-52; Reducing Articles
226 Exercise 1-53: Reduced Sounds
227 Exercise 1-54: Intonation and Pronunciation of "That"
229 Exercise 1-56; Reading Reduced Sounds
230 Word Groups and Phrasing
Pauses for Related Thoughts, Ideas, or for Breathing
231 Exercise 1-57: Phrasing
233 Exercise 1-59: Practicing Word Groups
234 Exercise 1-60: Tag Endings
235 Chapter 2. Word Connections
236 Exercise 2-1 : Spelling and Pronunciation
237 Liaison Rule 1 : Consonant / Vowel
Exercise 2-2: Word Connections
238 Exercise 2-3: Spelling and Number Connections
239 Exercise 2-4: Consonant / Vowel Liaison Practice
240 Liaison Rule 2: Consonant / Consonant
Exercise 2-5: Consonant /Consonant Liaisons
241 Exercise 2-6: Consonant / Consonant Liaisons
242 Exercise 2-7: Liaisons with TH Combination
243 Exercise 2-8: Consonant / Consonant Liaison Practice
244 Liaison Rule 3: Vowel / Vowel
Exercise 2-9: Vowel / Vowel Liaison Practice
245 Liaison Rule 4: T, D, S, or Z + Y
246 Exercise 2-11:T, D, S, or Z + Y Liaison Practice
247 Exercise 2-12; Finding Liaisons and Glides
201 Exercise 1-33: Nationality Intonation Quiz
Nationalities When you are in a foreign country, the subject of nationalities naturally comes up a lot. It would be nice if there were a simple rule that said that all the words using nationalities are stressed on the first word. There isn't, of course. Take this preliminary quiz to see if you need to do this exercise. For simplicity's sake, we will stick with one nationality—American.
Exercise 1-33: Nationality Intonation Quiz CD 2 Track 1 录音下载
Pause the CD and stress one word in each of the following examples. Repeat after me. 1. an American guy 2. an American restaurant 3. American food 4. an American teacher 5. an English teacher
上一篇：Two-Word Stress
下一篇：Contrasting Descriptive and Set Phrases
Exercise 1-33: Nationality Intonation Quiz CD 2 Track 1 录音下载
Pause the CD and stress one word in each of the following examples. Repeat after me. 1. an American guy 2. an American restaurant 3. American food 4. an American teacher 5. an English teacher
上一篇：Two-Word Stress
下一篇：Contrasting Descriptive and Set Phrases
202 Exercise 1-34: Contrasting Descriptive and Set Phrases
Exercise 1-34: Contrasting Descriptive and Set Phrases CD 2 Track 2 录音下载
Repeat the following pairs.
Set Phrase .........................................Descriptive Phrase
An English teacher... An English teacher...
...teaches English. ...is from England.
An English book... An English book...is on any subject,
...teaches the English language. but it came from England.
An English test... An English test... is on any subject,
...tests a student on the English language. but it deals with or came from England.
English food... An English restaurant...
. . .is kippers for breakfast. ...serves kippers for breakfast.
上一篇：Nationality Intonation Quiz
下一篇：Contrast of Compound Nouns
Repeat the following pairs.
Set Phrase .........................................Descriptive Phrase
An English teacher... An English teacher...
...teaches English. ...is from England.
An English book... An English book...is on any subject,
...teaches the English language. but it came from England.
An English test... An English test... is on any subject,
...tests a student on the English language. but it deals with or came from England.
English food... An English restaurant...
. . .is kippers for breakfast. ...serves kippers for breakfast.
上一篇：Nationality Intonation Quiz
下一篇：Contrast of Compound Nouns
203 Exercise 1-35: Contrast of Compound Nouns
Intonation can indicate completely different meanings for otherwise similar words or phrases.
For example, an English teacher teaches English, but an English teacher is from England;
French class is where you study French, but French class is Gallic style and sophistication; an
orange tree grows oranges, but an orange tree is any kind of tree that has been painted orange.
Exercise 1-35: Contrast of Compound Nouns CD 2 Track 3 录音下载
In the following list of words, underline the element that should be stressed. Pause the CD.
Afterwards, check Answer Key, beginning on page 193. Repeat after me.
1. The White House ....21. convenience store ........41. a doorknob
2. a white house ..........22. convenient store ..........42. a glass door
3. a dark room ............23. to pick up ......................43. a locked door
4. a dark room .............24. a pickup truck .............44. ice cream
5. Fifth Avenue ...........25. six years old .................45. I scream.
6. Main Street .............26. a six-year-old ..............46. elementary
7. a main street ............27. six and a half.................. 47. a lemon tree
8. a hot dog ................28. a sugar bowl.................... 48. Watergate
9. a hot dog ................29. a wooden bowl ................49. the back gate
10. a baby blanket ....30. a large bowl .....................50. the final year
11. a baby's blanket ...31. a mixing bowl .................51. a yearbook
12. a baby bird ...........32. a top hat .........................52. United States
13. a blackbird ...........33. a nice hat ........................53. New York
14. a black bird ...........34. a straw hat ....................54. Long Beach
15. a greenhouse ........35. a chairperson .................55. Central Park
16. a green house .......36. Ph.D. ................................56. a raw deal
17. a green thumb .........37. IBM.............................. 57. a deal breaker
18. a parking ticket ......38. MIT .............................58. the bottom line
19. a one-way ticket.... 39. USA .............................59. a bottom feeder
20. an unpaid ticket .....40. ASAP ..........................60. a new low
上一篇：Contrasting Descriptive and Set Phrases
下一篇：Description and Set Phrase Test
For example, an English teacher teaches English, but an English teacher is from England;
French class is where you study French, but French class is Gallic style and sophistication; an
orange tree grows oranges, but an orange tree is any kind of tree that has been painted orange.
Exercise 1-35: Contrast of Compound Nouns CD 2 Track 3 录音下载
In the following list of words, underline the element that should be stressed. Pause the CD.
Afterwards, check Answer Key, beginning on page 193. Repeat after me.
1. The White House ....21. convenience store ........41. a doorknob
2. a white house ..........22. convenient store ..........42. a glass door
3. a dark room ............23. to pick up ......................43. a locked door
4. a dark room .............24. a pickup truck .............44. ice cream
5. Fifth Avenue ...........25. six years old .................45. I scream.
6. Main Street .............26. a six-year-old ..............46. elementary
7. a main street ............27. six and a half.................. 47. a lemon tree
8. a hot dog ................28. a sugar bowl.................... 48. Watergate
9. a hot dog ................29. a wooden bowl ................49. the back gate
10. a baby blanket ....30. a large bowl .....................50. the final year
11. a baby's blanket ...31. a mixing bowl .................51. a yearbook
12. a baby bird ...........32. a top hat .........................52. United States
13. a blackbird ...........33. a nice hat ........................53. New York
14. a black bird ...........34. a straw hat ....................54. Long Beach
15. a greenhouse ........35. a chairperson .................55. Central Park
16. a green house .......36. Ph.D. ................................56. a raw deal
17. a green thumb .........37. IBM.............................. 57. a deal breaker
18. a parking ticket ......38. MIT .............................58. the bottom line
19. a one-way ticket.... 39. USA .............................59. a bottom feeder
20. an unpaid ticket .....40. ASAP ..........................60. a new low
上一篇：Contrasting Descriptive and Set Phrases
下一篇：Description and Set Phrase Test
204 Exercise 1-36: Description and Set Phrase Test
Exercise 1-36: Description and Set Phrase Test CD 2 Track 4 录音下载
Let's check and see if the concepts are clear. Pause the CD and underline or highlight the stressed word. Check Answer Key, beginning on page 193. Repeat after me.
1. He's a nice guy.
2. He's an American guy from San Francisco.
3. The cheerleader needs a rubber band to hold her ponytail.
4. The executive assistant needs a paper clip for the final report.
5. The law student took an English test in a foreign country.
6. The policeman saw a red car on the freeway in Los Angeles.
7. My old dog has long ears and a flea problem.
8. The new teacher broke his coffee cup on the first day.
9. His best friend has a broken cup in his other office.
10. Let's play football on the weekend in New York.
11. "Jingle Bells" is a nice song.
12. Where are my new shoes?
13. Where are my tennis shoes?
14. I have a headache from the heat wave in South Carolina.
15. The newlyweds took a long walk in Long Beach.
16. The little dog was sitting on the sidewalk.
17. The famous athlete changed clothes in the locker room.
18. The art exhibit was held in an empty room.
19. There was a class reunion at the high school.
20. The headlines indicated a new policy.
21. We got on line and went to americanaccent dot com.
22. The stock options were listed in the company directory.
23. All the second-graders were out on the playground.
上一篇：Contrast of Compound Nouns
下一篇： Descriptions and Set Phrases—Goldilocks
Let's check and see if the concepts are clear. Pause the CD and underline or highlight the stressed word. Check Answer Key, beginning on page 193. Repeat after me.
1. He's a nice guy.
2. He's an American guy from San Francisco.
3. The cheerleader needs a rubber band to hold her ponytail.
4. The executive assistant needs a paper clip for the final report.
5. The law student took an English test in a foreign country.
6. The policeman saw a red car on the freeway in Los Angeles.
7. My old dog has long ears and a flea problem.
8. The new teacher broke his coffee cup on the first day.
9. His best friend has a broken cup in his other office.
10. Let's play football on the weekend in New York.
11. "Jingle Bells" is a nice song.
12. Where are my new shoes?
13. Where are my tennis shoes?
14. I have a headache from the heat wave in South Carolina.
15. The newlyweds took a long walk in Long Beach.
16. The little dog was sitting on the sidewalk.
17. The famous athlete changed clothes in the locker room.
18. The art exhibit was held in an empty room.
19. There was a class reunion at the high school.
20. The headlines indicated a new policy.
21. We got on line and went to americanaccent dot com.
22. The stock options were listed in the company directory.
23. All the second-graders were out on the playground.
上一篇：Contrast of Compound Nouns
下一篇： Descriptions and Set Phrases—Goldilocks
205 Exercise 1-37: Descriptions and Set Phrases—Goldilocks
Exercise 1-37: Descriptions and Set Phrases—Goldilocks CD 2 Track 5 录音下载
Read the story and stress the indicated words. Notice if they are a description, a set phrase or contrast. For the next level of this topic, go to page 111. Repeat after me.
There is a little girl. Her name is Goldilocks. She is in a sunny forest. She sees a small house. She knocks on the door, but no one answers. She goes inside. In the large room, there are three chairs. Goldilocks sits on the biggest chair, but it is too high. She sits on the middle-sized one, but it is too low. She sits on the small chair and it is just right. On the table, there are three bowls. There is hot porridge in the bowls. She tries the first one, but it is too hot; the second one is too cold, and the third one is just right, so she eats it all. After that, she goes upstairs. She looks around. There are three beds, so she sits down. The biggest bed is too hard. The middle- sized bed is too soft. The little one is just right, so she lies down. Soon, she falls asleep. In the meantime, the family of three bears comes home — the Papa bear, the Mama bear, and the Baby bear. They look around.
They say, "Who's been sitting in our chairs and eating our porridge?" Then they run upstairs. They say, "Who's been sleeping in our beds?" Goldilocks wakes up. She is very scared. She runs away. Goldilocks never comes back.
上一篇：Description and Set Phrase Test
下一篇：Grammar in a Nutshell
Read the story and stress the indicated words. Notice if they are a description, a set phrase or contrast. For the next level of this topic, go to page 111. Repeat after me.
There is a little girl. Her name is Goldilocks. She is in a sunny forest. She sees a small house. She knocks on the door, but no one answers. She goes inside. In the large room, there are three chairs. Goldilocks sits on the biggest chair, but it is too high. She sits on the middle-sized one, but it is too low. She sits on the small chair and it is just right. On the table, there are three bowls. There is hot porridge in the bowls. She tries the first one, but it is too hot; the second one is too cold, and the third one is just right, so she eats it all. After that, she goes upstairs. She looks around. There are three beds, so she sits down. The biggest bed is too hard. The middle- sized bed is too soft. The little one is just right, so she lies down. Soon, she falls asleep. In the meantime, the family of three bears comes home — the Papa bear, the Mama bear, and the Baby bear. They look around.
They say, "Who's been sitting in our chairs and eating our porridge?" Then they run upstairs. They say, "Who's been sleeping in our beds?" Goldilocks wakes up. She is very scared. She runs away. Goldilocks never comes back.
上一篇：Description and Set Phrase Test
下一篇：Grammar in a Nutshell
206 Grammar in a Nutshell
Grammar in a Nutshell CD 2 Track 6 录音下载
Everything You Ever Wanted to Know About Grammar... But Were Afraid to Use English is a chronological language. We just love to know when something happened, and this is indicated by the range and depth of our verb tenses.
I had already seen it by the time she brought it in.
As you probably learned in your grammar studies, "the past perfect is an action in the past that occurred before a separate action in the past." Whew! Not all languages do this. For example, Japanese is fairly casual about when things happened, but being a hierarchical language, it is very important to know what relationship the two people involved had. A high-level person with a low-level one, two peers, a man and a woman, all these things show up in Japanese grammar. Grammatically speaking, English is democratic.
The confusing part is that in English the verb tenses are very important, but instead of putting them up on the peaks of a sentence, we throw them all deep down in the valleys! Therefore, two sentences with strong intonation—such as, "Dogs eat bones" and "The dogs'll've eaten the bones" sound amazingly similar. Why? Because it takes the same amount of time to say both sentences since they have the same number of stresses. The three original words and the rhythm stay the same in these sentences, but the meaning changes as you add more stressed words. Articles and verb tense changes are usually not stressed.
Now let's see how this works in the exercises that follow.
上一篇：Descriptions and Set Phrases—Goldilocks
下一篇：Consistent Noun Stress in Changing Verb Tenses
Everything You Ever Wanted to Know About Grammar... But Were Afraid to Use English is a chronological language. We just love to know when something happened, and this is indicated by the range and depth of our verb tenses.
I had already seen it by the time she brought it in.
As you probably learned in your grammar studies, "the past perfect is an action in the past that occurred before a separate action in the past." Whew! Not all languages do this. For example, Japanese is fairly casual about when things happened, but being a hierarchical language, it is very important to know what relationship the two people involved had. A high-level person with a low-level one, two peers, a man and a woman, all these things show up in Japanese grammar. Grammatically speaking, English is democratic.
The confusing part is that in English the verb tenses are very important, but instead of putting them up on the peaks of a sentence, we throw them all deep down in the valleys! Therefore, two sentences with strong intonation—such as, "Dogs eat bones" and "The dogs'll've eaten the bones" sound amazingly similar. Why? Because it takes the same amount of time to say both sentences since they have the same number of stresses. The three original words and the rhythm stay the same in these sentences, but the meaning changes as you add more stressed words. Articles and verb tense changes are usually not stressed.
Now let's see how this works in the exercises that follow.
上一篇：Descriptions and Set Phrases—Goldilocks
下一篇：Consistent Noun Stress in Changing Verb Tenses
207 Exercise 1-38: Consistent Noun Stress in Changing Verb Tenses
Exercise 1-38: Consistent Noun Stress in Changing Verb Tenses CD 2 Track 7 录音下载
This is a condensed exercise for you to practice simple intonation with a wide range of verb tenses. When you do the exercise the first time, go through stressing only the nouns Dogs eat bones. Practice this until you are quite comfortable with the intonation. The pronunciation and word connections are on the right, and the full verb tenses are on the far left.
eat 1. The dogs eat the bones.
ate 2. The dogs ate the bones.
are eating 3. The dogs're eating the bones.
eat 4. The dogs'll eat the bones (if...)
would eat 5. The dogs'd eat the bones (if...)
would have 6. The dogs'd've eaten the bones (if..)
eaten that have 7. The dogs that've eaten the bones (are..) eaten
(are...) have eaten 8. The dogs've eaten the bones.
had eaten 9. The dogs'd eaten the bones.
will have 10. The dogs'll've eaten the bones.
eaten
ought to eat 11. The dogs ought to eat the bones.
should eat 12. The dogs should eat the bones.
should not eat 13. The dogs shouldn't eat the bones.
should have 14. The dogs should've eaten the bones.
eaten should not 15. The dogs shouldn't've eaten the bones.
have could eat 16. The dogs could eat the bones.
could not eat 17. The dogs couldn't eat the bones.
could have 18. The dogs could've eaten the bones.
eaten could not have 19. The dogs couldn't've eaten the bones.
might eat 20. The dogs might eat the bones.
might have 21. The dogs might've eaten the bones.
eaten
must eat 22. The dogs must eat the bones.
must have 23. The dogs must've eaten the bones.
eaten
can eat 24. The dogs can eat the bones.
can't eat 25. The dogs can't eat the bones.
上一篇：Grammar in a Nutshell
下一篇：Consistent Pronoun Stress In Changing Verb Tenses
This is a condensed exercise for you to practice simple intonation with a wide range of verb tenses. When you do the exercise the first time, go through stressing only the nouns Dogs eat bones. Practice this until you are quite comfortable with the intonation. The pronunciation and word connections are on the right, and the full verb tenses are on the far left.
eat 1. The dogs eat the bones.
ate 2. The dogs ate the bones.
are eating 3. The dogs're eating the bones.
eat 4. The dogs'll eat the bones (if...)
would eat 5. The dogs'd eat the bones (if...)
would have 6. The dogs'd've eaten the bones (if..)
eaten that have 7. The dogs that've eaten the bones (are..) eaten
(are...) have eaten 8. The dogs've eaten the bones.
had eaten 9. The dogs'd eaten the bones.
will have 10. The dogs'll've eaten the bones.
eaten
ought to eat 11. The dogs ought to eat the bones.
should eat 12. The dogs should eat the bones.
should not eat 13. The dogs shouldn't eat the bones.
should have 14. The dogs should've eaten the bones.
eaten should not 15. The dogs shouldn't've eaten the bones.
have could eat 16. The dogs could eat the bones.
could not eat 17. The dogs couldn't eat the bones.
could have 18. The dogs could've eaten the bones.
eaten could not have 19. The dogs couldn't've eaten the bones.
might eat 20. The dogs might eat the bones.
might have 21. The dogs might've eaten the bones.
eaten
must eat 22. The dogs must eat the bones.
must have 23. The dogs must've eaten the bones.
eaten
can eat 24. The dogs can eat the bones.
can't eat 25. The dogs can't eat the bones.
上一篇：Grammar in a Nutshell
下一篇：Consistent Pronoun Stress In Changing Verb Tenses
208 Exercise 1-39: Consistent Pronoun Stress In Changing Verb Tenses
Exercise 1-39: Consistent Pronoun Stress In Changing Verb Tenses CD 2 Track 8 录音下载
This is the same as the previous exercise, except you now stress the verbs: They eat them. Practice this until you are quite comfortable with the intonation. Notice that in fluent speech, the th of them is frequently dropped (as is the h in the other object pronouns, him, her). The pronunciation and word connections are on the right, and the tense name is on the far left.
present 1. They eat them.
past 2. They ate them.
continuous 3. They're eating them.
future 4. They'll eat them (if...)
present 5. They'd eat them (if...)
conditional past 6. They'd' ve eaten them (if...)
conditional relative 7. The ones that've eaten them (are...)
pronoun present 8. They've eaten them (many times).
perfect past perfect 9. They'd eaten them (before...)
future perfect 10. They'll have eaten them (by...)
obligation 11. They ought to eat them.
obligation 12. They should eat them.
obligation 13. They shouldn't eat them.
obligation 14. They should have eaten them.
obligation 15. They shouldn't' ve eaten them.
possibility/ability 16. They could eat them.
possibility/ability 17. They couldn't eat them.
possibility/ability 18. They could have eaten them.
possibility/ability 19. They couldn't have eaten them.
possibility 20. They might eat them.
possibility 21. They might have eaten them.
probability 22. They must eat them.
probability 23. They must have eaten them.
ability 24. They can eat them.
ability 25. They can't eat them.
上一篇：Consistent Noun Stress in Changing Verb Tenses
下一篇：Intonation in Your Own Sentence
This is the same as the previous exercise, except you now stress the verbs: They eat them. Practice this until you are quite comfortable with the intonation. Notice that in fluent speech, the th of them is frequently dropped (as is the h in the other object pronouns, him, her). The pronunciation and word connections are on the right, and the tense name is on the far left.
present 1. They eat them.
past 2. They ate them.
continuous 3. They're eating them.
future 4. They'll eat them (if...)
present 5. They'd eat them (if...)
conditional past 6. They'd' ve eaten them (if...)
conditional relative 7. The ones that've eaten them (are...)
pronoun present 8. They've eaten them (many times).
perfect past perfect 9. They'd eaten them (before...)
future perfect 10. They'll have eaten them (by...)
obligation 11. They ought to eat them.
obligation 12. They should eat them.
obligation 13. They shouldn't eat them.
obligation 14. They should have eaten them.
obligation 15. They shouldn't' ve eaten them.
possibility/ability 16. They could eat them.
possibility/ability 17. They couldn't eat them.
possibility/ability 18. They could have eaten them.
possibility/ability 19. They couldn't have eaten them.
possibility 20. They might eat them.
possibility 21. They might have eaten them.
probability 22. They must eat them.
probability 23. They must have eaten them.
ability 24. They can eat them.
ability 25. They can't eat them.
上一篇：Consistent Noun Stress in Changing Verb Tenses
下一篇：Intonation in Your Own Sentence
209 Exercise 1-40: Intonation in Your Own Sentence
Exercise 1-40: Intonation in Your Own Sentence CD 2 Track 9 录音下载
On the first of the numbered lines below, write a three-word sentence that you frequently use, such as "Computers organize information" or "Lawyers sign contracts" and put it through the 25 changes. This exercise will take you quite a bit of time and it will force you to rethink your
perceptions of word sounds as related to spelling. It helps to use a plural noun that ends in a [z] sound (boyz, dogz) rather than an [s] sound (hats, books). Also, your sentence will flow better if your verb begins with a vowel sound (earns, owes, offers). When you have finished filling in all the upper lines of this exercise with your new sentence, use the guidelines from Ex. 1-38 for the phonetic transcription. Remember, don't rely on spelling. Turn off the CD.
eat 1. ____________ ____________ ____________
____________ ____________ ____________
ate 2. ____________ ____________ ____________
____________ ____________ ____________
are eating 3. ____________ ____________ ____________
____________ ____________ ____________
will eat 4. ____________ ____________ ____________
____________ ____________ ____________
would eat 5. ____________ ____________ ____________
____________ ____________ ____________
would have 6. ____________ ____________ ____________
eaten
____________ ____________ ____________
that have eaten 7. ____________ ____________ ____________
____________ ____________ ____________
have eaten 8. ____________ ____________ ____________
____________ ____________ ____________
had eaten 9. ____________ ____________ ____________
____________ ____________ ____________
will have eaten 10. ____________ ____________ ____________
____________ ____________ ____________
Exercise 1 -40: Intonation in Hour Own Sentence continued CD 2 Track 9
ought to eat 11. ____________ ____________ ____________
____________ ____________ ____________
should eat 12. ____________ ____________ ____________
____________ ____________ ____________
should not eat 13. ____________ ____________ ____________
____________ ____________ ____________
should have 14. ____________ ____________ ____________
eaten
____________ ____________ ____________
should not have 15. ____________ ____________ ____________ eaten ____________ ____________ ____________
could eat 16. ____________ ____________ ____________
____________ ____________ ____________
could not eat 17. ____________ ____________ ____________
____________ ____________ ____________
could have 18. ____________ ____________ ____________
eaten ____________ ____________ ____________
could not have 19. ____________ ____________ ____________
____________ ____________ ____________
might eat 20. ____________ ____________ ____________
____________ ____________ ____________
might have 21. ____________ ____________ ____________
eaten ____________ ____________ ____________
must eat 22. ____________ ____________ ____________
____________ ____________ ____________
1-40: Intonation in Your Own Sentence continued CD 2 Track 9
must have 23. ____________ ____________ ____________ eaten ____________ ____________ ____________
can eat 24. ____________ ____________ ____________
____________ ____________ ____________
can't eat 25. ____________ ____________ ____________
____________ ____________ ____________
上一篇：Consistent Pronoun Stress In Changing Verb Tenses
下一篇：Supporting Words
On the first of the numbered lines below, write a three-word sentence that you frequently use, such as "Computers organize information" or "Lawyers sign contracts" and put it through the 25 changes. This exercise will take you quite a bit of time and it will force you to rethink your
perceptions of word sounds as related to spelling. It helps to use a plural noun that ends in a [z] sound (boyz, dogz) rather than an [s] sound (hats, books). Also, your sentence will flow better if your verb begins with a vowel sound (earns, owes, offers). When you have finished filling in all the upper lines of this exercise with your new sentence, use the guidelines from Ex. 1-38 for the phonetic transcription. Remember, don't rely on spelling. Turn off the CD.
eat 1. ____________ ____________ ____________
____________ ____________ ____________
ate 2. ____________ ____________ ____________
____________ ____________ ____________
are eating 3. ____________ ____________ ____________
____________ ____________ ____________
will eat 4. ____________ ____________ ____________
____________ ____________ ____________
would eat 5. ____________ ____________ ____________
____________ ____________ ____________
would have 6. ____________ ____________ ____________
eaten
____________ ____________ ____________
that have eaten 7. ____________ ____________ ____________
____________ ____________ ____________
have eaten 8. ____________ ____________ ____________
____________ ____________ ____________
had eaten 9. ____________ ____________ ____________
____________ ____________ ____________
will have eaten 10. ____________ ____________ ____________
____________ ____________ ____________
Exercise 1 -40: Intonation in Hour Own Sentence continued CD 2 Track 9
ought to eat 11. ____________ ____________ ____________
____________ ____________ ____________
should eat 12. ____________ ____________ ____________
____________ ____________ ____________
should not eat 13. ____________ ____________ ____________
____________ ____________ ____________
should have 14. ____________ ____________ ____________
eaten
____________ ____________ ____________
should not have 15. ____________ ____________ ____________ eaten ____________ ____________ ____________
could eat 16. ____________ ____________ ____________
____________ ____________ ____________
could not eat 17. ____________ ____________ ____________
____________ ____________ ____________
could have 18. ____________ ____________ ____________
eaten ____________ ____________ ____________
could not have 19. ____________ ____________ ____________
____________ ____________ ____________
might eat 20. ____________ ____________ ____________
____________ ____________ ____________
might have 21. ____________ ____________ ____________
eaten ____________ ____________ ____________
must eat 22. ____________ ____________ ____________
____________ ____________ ____________
1-40: Intonation in Your Own Sentence continued CD 2 Track 9
must have 23. ____________ ____________ ____________ eaten ____________ ____________ ____________
can eat 24. ____________ ____________ ____________
____________ ____________ ____________
can't eat 25. ____________ ____________ ____________
____________ ____________ ____________
上一篇：Consistent Pronoun Stress In Changing Verb Tenses
下一篇：Supporting Words
210 Exercise 1-41: Supporting Words
Exercise 1-41: Supporting Words CD 2 Track 10 录音下载
For this next part of the intonation of grammatical elements, each sentence has a few extra words to help you get the meaning. Keep the same strong intonation that you used before and add the new stress where you see the bold face. Use your rubber band.
1. The dogs eat the bones every day.
2. The dogs ate the bones last week.
3. The dogs 're eating the bones right now.
4. The dogs'll eat the bones if they're here.
5. The dogs'd eat the bones if they were here.
6. The dogs'd've eaten the bones if they'd been here.
7. The dogs that've eaten the bones are sick.
8. The dogs've eaten the bones every day.
9. The dogs'd eaten the bones by the time we got there.
10. The dogs'll have eaten the bones by the time we get there.
上一篇：Intonation in Your Own Sentence
下一篇：Contrast Practice
For this next part of the intonation of grammatical elements, each sentence has a few extra words to help you get the meaning. Keep the same strong intonation that you used before and add the new stress where you see the bold face. Use your rubber band.
1. The dogs eat the bones every day.
2. The dogs ate the bones last week.
3. The dogs 're eating the bones right now.
4. The dogs'll eat the bones if they're here.
5. The dogs'd eat the bones if they were here.
6. The dogs'd've eaten the bones if they'd been here.
7. The dogs that've eaten the bones are sick.
8. The dogs've eaten the bones every day.
9. The dogs'd eaten the bones by the time we got there.
10. The dogs'll have eaten the bones by the time we get there.
上一篇：Intonation in Your Own Sentence
下一篇：Contrast Practice
211 Exercise 1 -42: Contrast Practice
Exercise 1 -42: Contrast Practice CD 2 Track 11 录音下载
Now, let's work with contrast. For example, The dogs'd eat the bones, and The dogs'd eaten the
bones, are so close in sound, yet so far apart in meaning, that you need to make a special point of recognizing the difference by listening for content. Repeat each group of sentences using sound and intonation for contrast.
would eat ...................5. The dogs'd eat the bones.
had eaten ...................9. The dogs'd eaten the bones.
would have eaten .......6. The dogs'd've eaten the bones.
that have eaten .........7. The dogs that've eaten the bones.
will eat .......................4. The dogs'll eat the bones.
would eat .....................5. The dogs'd eat the bones.
would have eaten......... 6. The dogs'd've eaten the bones.
have eaten ......................8. The dogs've eaten the bones.
had eaten....................... 9. The dogs'd eaten the bones.
will have eaten .............10. The dogs'll have eaten the bones.
would eat .....................5. The dogs'd eat the bones.
ought to eat................ 11. The dogs ought to eat the bones.
can eat ........................24. The dogs can eat the bones.
can't eat ......................25. The dogs can't eat the bones.
上一篇：Supporting Words
下一篇：Yes, You Can or No, You Can't?
Now, let's work with contrast. For example, The dogs'd eat the bones, and The dogs'd eaten the
bones, are so close in sound, yet so far apart in meaning, that you need to make a special point of recognizing the difference by listening for content. Repeat each group of sentences using sound and intonation for contrast.
would eat ...................5. The dogs'd eat the bones.
had eaten ...................9. The dogs'd eaten the bones.
would have eaten .......6. The dogs'd've eaten the bones.
that have eaten .........7. The dogs that've eaten the bones.
will eat .......................4. The dogs'll eat the bones.
would eat .....................5. The dogs'd eat the bones.
would have eaten......... 6. The dogs'd've eaten the bones.
have eaten ......................8. The dogs've eaten the bones.
had eaten....................... 9. The dogs'd eaten the bones.
will have eaten .............10. The dogs'll have eaten the bones.
would eat .....................5. The dogs'd eat the bones.
ought to eat................ 11. The dogs ought to eat the bones.
can eat ........................24. The dogs can eat the bones.
can't eat ......................25. The dogs can't eat the bones.
上一篇：Supporting Words
下一篇：Yes, You Can or No, You Can't?
212 Exercise 1 -43: Yes, You Can or No, You Can't?
Exercise 1 -43: Yes, You Can or No, You Can't? CD 2 Track 12 录音下载
Next you use a combination of intonation and pronunciation to make the difference between can and can't. Reduce the positive can to [k 'n] and stress the verb. Make the negative can't ([kn(t)]) sound very short and stress both can't and the verb. This will contrast with the positive, emphasized can, which is doubled—and the verb is not stressed. If you have trouble with can't before a word that starts with a vowel, such as open, put in a very small [(d)]— The keys kn(d) open the locks. Repeat.
I can do it. (positive)
I can't do it. (negative )
I can do it. (extra positive)
I can't do it. (extra negative)
上一篇：Contrast Practice
下一篇：Building an Intonation Sentence
Next you use a combination of intonation and pronunciation to make the difference between can and can't. Reduce the positive can to [k 'n] and stress the verb. Make the negative can't ([kn(t)]) sound very short and stress both can't and the verb. This will contrast with the positive, emphasized can, which is doubled—and the verb is not stressed. If you have trouble with can't before a word that starts with a vowel, such as open, put in a very small [(d)]— The keys kn(d) open the locks. Repeat.
I can do it. (positive)
I can't do it. (negative )
I can do it. (extra positive)
I can't do it. (extra negative)
上一篇：Contrast Practice
下一篇：Building an Intonation Sentence
213 Exercise 1 -44: Building an Intonation Sentence
Exercise 1 -44: Building an Intonation Sentence CD 2 Track 13 录音下载
Repeat after me the sentences listed in the following groups.
1. I bought a sandwich.
2. I said I bought a sandwich.
3. I said I think I bought a sandwich.
4. I said I really think I bought a sandwich.
5. I said I really think I bought a chicken sandwich.
6. I said I really think I bought a chicken salad sandwich.
7. I said I really think I bought a half a chicken salad sandwich.
8. I said I really think I bought a half a chicken salad sandwich this afternoon.
9. I actually said I really think I bought a half a chicken salad sandwich this afternoon.
10. I actually said I really think I bought another half a chicken salad sandwich this afternoon.
11. Can you believe I actually said I really think I bought another half a chicken salad sandwich this afternoon?
1. I did it.
2. I did it again.
3. I already did it again.
4. I think I already did it again.
5. I said I think I already did it again.
6. I said I think I already did it again yesterday.
7. I said I think I already did it again the day before yesterday.
1. I want a ball.
2. I want a large ball.
3. I want a large, red ball.
4. I want a large, red, bouncy ball.
5. I want a large, red bouncy rubber ball.
6. I want a large, red bouncy rubber basketball.
1. I want a raise.
2. I want a big raise.
3. I want a big, impressive raise.
4. I want a big, impressive, annual raise.
5. I want a big, impressive, annual cost of living raise.
Exercise 1 -45; Building Your Own intonation Sentences CD 2 Track 14 录音下载
Build your own sentence, using everyday words and phrases, such as think, hope, nice, really, actually, even, this afternoon, big, small, pretty, and so on. 1.________________________________________________ ________________________________________________ 2._____________________________________________________ ________________________________________________ 3.________________________________________________ ________________________________________________ 4.________________________________________________ ________________________________________________ 5.________________________________________________ ________________________________________________
上一篇：Building an Intonation Sentence
下一篇：Regular Transitions of Nouns and Verbs
Repeat after me the sentences listed in the following groups.
1. I bought a sandwich.
2. I said I bought a sandwich.
3. I said I think I bought a sandwich.
4. I said I really think I bought a sandwich.
5. I said I really think I bought a chicken sandwich.
6. I said I really think I bought a chicken salad sandwich.
7. I said I really think I bought a half a chicken salad sandwich.
8. I said I really think I bought a half a chicken salad sandwich this afternoon.
9. I actually said I really think I bought a half a chicken salad sandwich this afternoon.
10. I actually said I really think I bought another half a chicken salad sandwich this afternoon.
11. Can you believe I actually said I really think I bought another half a chicken salad sandwich this afternoon?
1. I did it.
2. I did it again.
3. I already did it again.
4. I think I already did it again.
5. I said I think I already did it again.
6. I said I think I already did it again yesterday.
7. I said I think I already did it again the day before yesterday.
1. I want a ball.
2. I want a large ball.
3. I want a large, red ball.
4. I want a large, red, bouncy ball.
5. I want a large, red bouncy rubber ball.
6. I want a large, red bouncy rubber basketball.
1. I want a raise.
2. I want a big raise.
3. I want a big, impressive raise.
4. I want a big, impressive, annual raise.
5. I want a big, impressive, annual cost of living raise.
Exercise 1 -45; Building Your Own intonation Sentences CD 2 Track 14 录音下载
Build your own sentence, using everyday words and phrases, such as think, hope, nice, really, actually, even, this afternoon, big, small, pretty, and so on. 1.________________________________________________ ________________________________________________ 2._____________________________________________________ ________________________________________________ 3.________________________________________________ ________________________________________________ 4.________________________________________________ ________________________________________________ 5.________________________________________________ ________________________________________________
上一篇：Building an Intonation Sentence
下一篇：Regular Transitions of Nouns and Verbs
215 Exercise 1 -46: Regular Transitions of Nouns and Verbs
Exercise 1 -46: Regular Transitions of Nouns and Verbs CD 2 Track 15 录音下载
In the list below, change the stress from the first syllable for nouns to the second syllable for verbs. This is a regular, consistent change. Intonation is so powerful that you'll notice that when the stress changes, the pronunciation of the vowels do, too.
Nouns ............................Verbs
an accent [ks'nt] ...........to accent [ksεnt]
a concert [knsert]......... to concert [k'nsert]
a conflict [knflikt] .........to conflict [k'nflikt]
a contest [kntest] ........to contest [k'ntest]
a contract [kntrct] ......to contract [k'ntrkt]
a contrast [kntrst] .......to contrast [k'ntrst]
a convert [knvert] ..........to convert [k'nvert]
a convict [knvikt] ..........to convict [k'nvict]
a default [deeflt] .............to default [d'flt]
a desert* [dεz'rt] ............to desert [d'z'rt]
a discharge [dischrj]....... to discharge [d'schrj]
an envelope [nv'lop] .........to envelop [envel'p]
an incline [inkline]............. to incline [inkline]
an influence [influ(w)'ns] .......to influence [influ(w)ns]
an insert [insert] .................to insert [insert]
an insult [ins'lt] ..................to insult [inslt]
an object [bject].............. to object [bject]
perfect [prf'ct] .................to perfect [prfekt]
a permit [prmit] ..............to permit [prmit]
a present [prεz'nt] ............to present [pr'zεnt]
produce [produce] ..........to produce [pr'duce]
progress [prgr's] .............to progress [pr'grεss]
a project [prject] .............to project [pr'jεct]
a pronoun [pronoun] ......to pronounce [pr'nounce]
a protest [protest] ..........to protest [pr'test]
a rebel [rεbl] ...................to rebel [r'bεl]
a recall [reekll]................. to recall [r'kll]
a record [rεk'rd] ..............to record [r'cord]
a reject [reject] ...............to reject [r'jεct]
research [res'rch]............ to research [r'srch]
a subject [s'bjekt] ...........to subject [s'bjekt]
a survey [s'rvei] .............to survey [s'rvei]
a suspect [s'spekt] ..........to suspect [s'spekt]
上一篇：Building Your Own intonation Sentences
下一篇： Regular Transitions of Adjectives and Verbs
In the list below, change the stress from the first syllable for nouns to the second syllable for verbs. This is a regular, consistent change. Intonation is so powerful that you'll notice that when the stress changes, the pronunciation of the vowels do, too.
Nouns ............................Verbs
an accent [ks'nt] ...........to accent [ksεnt]
a concert [knsert]......... to concert [k'nsert]
a conflict [knflikt] .........to conflict [k'nflikt]
a contest [kntest] ........to contest [k'ntest]
a contract [kntrct] ......to contract [k'ntrkt]
a contrast [kntrst] .......to contrast [k'ntrst]
a convert [knvert] ..........to convert [k'nvert]
a convict [knvikt] ..........to convict [k'nvict]
a default [deeflt] .............to default [d'flt]
a desert* [dεz'rt] ............to desert [d'z'rt]
a discharge [dischrj]....... to discharge [d'schrj]
an envelope [nv'lop] .........to envelop [envel'p]
an incline [inkline]............. to incline [inkline]
an influence [influ(w)'ns] .......to influence [influ(w)ns]
an insert [insert] .................to insert [insert]
an insult [ins'lt] ..................to insult [inslt]
an object [bject].............. to object [bject]
perfect [prf'ct] .................to perfect [prfekt]
a permit [prmit] ..............to permit [prmit]
a present [prεz'nt] ............to present [pr'zεnt]
produce [produce] ..........to produce [pr'duce]
progress [prgr's] .............to progress [pr'grεss]
a project [prject] .............to project [pr'jεct]
a pronoun [pronoun] ......to pronounce [pr'nounce]
a protest [protest] ..........to protest [pr'test]
a rebel [rεbl] ...................to rebel [r'bεl]
a recall [reekll]................. to recall [r'kll]
a record [rεk'rd] ..............to record [r'cord]
a reject [reject] ...............to reject [r'jεct]
research [res'rch]............ to research [r'srch]
a subject [s'bjekt] ...........to subject [s'bjekt]
a survey [s'rvei] .............to survey [s'rvei]
a suspect [s'spekt] ..........to suspect [s'spekt]
上一篇：Building Your Own intonation Sentences
下一篇： Regular Transitions of Adjectives and Verbs
216 Exercise 1-47: Regular Transitions of Adjectives and Verbs
Exercise 1-47: Regular Transitions of Adjectives and Verbs CD 2 Track 16 录音下载
A different change occurs when you go from an adjective or a noun to a verb. The stress stays in the same place, but the -mate in an adjective is completely reduced [-m't], whereas in a verb, it is a full [a] sound [-mεit].
Nouns/Adjectives ...................Verbs
advocate [dv'k't] .....................to advocate [dv'kεit]
animate [n'm't] ......................to animate [n'mεit]
alternate [ltern't] ..................to alternate [lternεit]
appropriate [propre(y)'t]..... to appropriate [propre(y)εit]
approximate [prks'm't] ........to approximate [prks' mεit]
articulate [rticyul't] ..............to articulate [rticylεit]
associate [ssosey't] .............to associate [ssoseyεit]
deliberate [d'libr't].............. to deliberate [d'liberεit]
discriminate [d'skrim'n't] ....to descriminate [d'skrim'nεit]
duplicate [dupl'k't] ...............to duplicate [dupl'kεit]
elaborate [elbr't] .................to elaborate [lberεit]
an estimate [εst'm't].............. to estimate [εst' mεit]
graduate [grjyu(w)'t] ...........to graduate [grjyu(w)εit]
intimate [int'm't].................. to intimate [int' mεit]
moderate [mder't]................. to moderate [mderεit]
predicate [prεd'k't]................ to predicate [prεd'kεit]
separate [sεpr't] ...................to separate [sεperεit]
上一篇：Regular Transitions of Nouns and Verbs
下一篇：Regular Transitions of Adjectives and Verbs
A different change occurs when you go from an adjective or a noun to a verb. The stress stays in the same place, but the -mate in an adjective is completely reduced [-m't], whereas in a verb, it is a full [a] sound [-mεit].
Nouns/Adjectives ...................Verbs
advocate [dv'k't] .....................to advocate [dv'kεit]
animate [n'm't] ......................to animate [n'mεit]
alternate [ltern't] ..................to alternate [lternεit]
appropriate [propre(y)'t]..... to appropriate [propre(y)εit]
approximate [prks'm't] ........to approximate [prks' mεit]
articulate [rticyul't] ..............to articulate [rticylεit]
associate [ssosey't] .............to associate [ssoseyεit]
deliberate [d'libr't].............. to deliberate [d'liberεit]
discriminate [d'skrim'n't] ....to descriminate [d'skrim'nεit]
duplicate [dupl'k't] ...............to duplicate [dupl'kεit]
elaborate [elbr't] .................to elaborate [lberεit]
an estimate [εst'm't].............. to estimate [εst' mεit]
graduate [grjyu(w)'t] ...........to graduate [grjyu(w)εit]
intimate [int'm't].................. to intimate [int' mεit]
moderate [mder't]................. to moderate [mderεit]
predicate [prεd'k't]................ to predicate [prεd'kεit]
separate [sεpr't] ...................to separate [sεperεit]
上一篇：Regular Transitions of Nouns and Verbs
下一篇：Regular Transitions of Adjectives and Verbs
217 Exercise 1-48: Regular Transitions of Adjectives and Verbs
Exercise 1-48: Regular Transitions of Adjectives and Verbs CD 2 Track 17 录音下载
Mark the intonation or indicate the long vowel on the italicized word, depending which part of speech it is. Pause the CD and mark the proper syllables. See Answer Key, beginning on page 193.
1. You need to insert a paragraph here on this newspaper insert.
2. How can you object to this object?
3. I'd like to present you with this present.
4. Would you care to elaborate on his elaborate explanation?
5. The manufacturer couldn't recall if there'd been a recall.
6. The religious convert wanted to convert the world.
7. The political rebels wanted to rebel against the world.
8. The mogul wanted to record a new record for his latest artist.
9. If you perfect your intonation, your accent will be perfect.
10. Due to the drought, the fields didn't produce much produce this year.
11. Unfortunately, City Hall wouldn't permit them to get a permit.
12. Have you heard that your associate is known to associate with gangsters?
13. How much do you estimate that the estimate will be?
14. The facilitator wanted to separate the general topic into separate categories.
上一篇：Regular Transitions of Adjectives and Verbs
下一篇： The Miracle Technique
Mark the intonation or indicate the long vowel on the italicized word, depending which part of speech it is. Pause the CD and mark the proper syllables. See Answer Key, beginning on page 193.
1. You need to insert a paragraph here on this newspaper insert.
2. How can you object to this object?
3. I'd like to present you with this present.
4. Would you care to elaborate on his elaborate explanation?
5. The manufacturer couldn't recall if there'd been a recall.
6. The religious convert wanted to convert the world.
7. The political rebels wanted to rebel against the world.
8. The mogul wanted to record a new record for his latest artist.
9. If you perfect your intonation, your accent will be perfect.
10. Due to the drought, the fields didn't produce much produce this year.
11. Unfortunately, City Hall wouldn't permit them to get a permit.
12. Have you heard that your associate is known to associate with gangsters?
13. How much do you estimate that the estimate will be?
14. The facilitator wanted to separate the general topic into separate categories.
上一篇：Regular Transitions of Adjectives and Verbs
下一篇： The Miracle Technique
218 The Miracle Technique
The Miracle Technique CD 2 Track 18 录音下载
Regaining Long-Lost Listening Skills
The trouble with starting accent training after you know a great deal of English is that you know a great deal about English. You have a lot of preconceptions and, unfortunately, misconceptions about the sound of English.
A Child Can Learn Any Language Every sound of every language is within every child. So, what happens with adults? People learn their native language and stop listening for the sounds that they never hear; then they lose the ability to hear those sounds. Later, when you study a foreign language, you learn a lot of spelling rules that take you still further away from the real sound of that language—in this case, English.
What we are going to do here is teach you to hear again. So many times, you've heard what a native speaker said, translated it into your own accent, and repeated it with your accent. Why? Because you "knew" how to say it.
上一篇：Regular Transitions of Adjectives and Verbs
下一篇：Tell Me What I Say!
Regaining Long-Lost Listening Skills
The trouble with starting accent training after you know a great deal of English is that you know a great deal about English. You have a lot of preconceptions and, unfortunately, misconceptions about the sound of English.
A Child Can Learn Any Language Every sound of every language is within every child. So, what happens with adults? People learn their native language and stop listening for the sounds that they never hear; then they lose the ability to hear those sounds. Later, when you study a foreign language, you learn a lot of spelling rules that take you still further away from the real sound of that language—in this case, English.
What we are going to do here is teach you to hear again. So many times, you've heard what a native speaker said, translated it into your own accent, and repeated it with your accent. Why? Because you "knew" how to say it.
上一篇：Regular Transitions of Adjectives and Verbs
下一篇：Tell Me What I Say!
219 Exercise 1 -49: Tell Me Wdai Say!
Exercise 1 -49: Tell Me Wdai Say! CD 2 Track 19 录音下载
The first thing you're going to do is write down exactly what I say. It will be nonsense to you for two reasons: First, because I will be saying sound units, not word units. Second, because I will be starting at the end of the sentence instead of the beginning. Listen carefully and write down exactly what you hear, regardless of meaning. The first sound is given to you—cher.
CD 2 Track 20 录音下载
The first thing you're going to do is write down exactly what I say. It will be nonsense to you for two reasons: First, because I will be saying sound units, not word units. Second, because I will be starting at the end of the sentence instead of the beginning. Listen carefully and write down exactly what you hear, regardless of meaning. The first sound is given to you—cher.
CD 2 Track 20 录音下载
(答案请到下一篇里找！) CD 2 Track 21 录音下载
上一篇：The Miracle Technique
下一篇：Extended Listening Practice
222 Exercise 1-51 : Extended Listening Practice
(221 上一篇答案： 1. lfdr hzno four nks'nt 2. Wr kwell d ni zrt Laughter has no foreign accent. Work well done is art. 3. T' tee chiz t' lr n gen To teach is to learn again. )
Exercise 1-51 : Extended Listening Practice CD 2 Track 22 录音下载
Let's do a few more pure sound exercises to fine-tune your ear. Remember, start at the end and fill in the blanks right to left, then read them back left to right. Write whichever symbols are easiest for you to read back. There are clues sprinkled around for you and all the answers are in the Answer Key, beginning on page 193
CD 2 Track 23 录音下载
Exercise 1-51 : Extended Listening Practice CD 2 Track 22 录音下载
Let's do a few more pure sound exercises to fine-tune your ear. Remember, start at the end and fill in the blanks right to left, then read them back left to right. Write whichever symbols are easiest for you to read back. There are clues sprinkled around for you and all the answers are in the Answer Key, beginning on page 193
CD 2 Track 23 录音下载
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