Cambridge english pronunciation illustrated

Contents
PUBLISHED BY THE PRESS SYND1CATE OF THE UNIVERSITY OF CAMBRIDGTI

The Pitt Building,Trumpington Street, Cambridge, United IGngdom
CAMBRIDGE UNIVERSITY PRESS

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Preface

7

I-IotV to Hse this book 9

Pure vowels

http:/;',V\¥Vll.cambridge.org

i:
© Cambridge University Press 1965
This book is in copyrighr. Subject to statutory exception
and to the provisions of l·elevant collective licensing agreements,
no reproduction of any part may take place without
the written permission of Cambridge Universily Press.
First published 1965
Twenty-second printing 2001

Printed in the United Kingdom
at the University Press, Cambridge
Library of Congress catalogue card number: 74-25643
ISBN 0 521 206340 Student's Book
ISBN 0 521 26350 6 Class Cassette Set

a tree, a bee 14
ink, a ship IS
Comparing i: and I 16
e a leg, a tent 17
a hand, a map 18
Comparing e and:;e I9
A
a puff, a cup 20
Comparing re and A 21
a: a heart, a harp 22
Comparing a: and A 23
D
a dog, a fog 24
Comparing A and 0 25
Comparing a: and 0 26
0: a thought, a talk 27
Comparing 0 and J: 28
U
a wood, a cook 29
Comparing u and u: 29
u: a brute, a goose 30
3:
Myrtle, her purse 31

a
a balloon, a banana 32
I

Diphthongs
eI a space-ship, a mate 34
aI an eye, a stile 35
:)1
soil, a quoit 36
Comparing e and eI 37
Comparing er and aT 38
Comparing aI and JI 39
au a goat, a cone 40

a scowl, a cloud 41
Comparing :): and au 42
Comparing 3~ and au 43
Comparing au and u: 43
Comparing au and au 44
ala a fire 45
aua a towel 45
la a seer, a spear 46
ta tear, swear 47
Ui:)
a spoor, a skua 48

QU

ConsOl1ants
p

pimple, a pipe 49
a bow, a bible 50
Comparing p and b 51
t
a tear, a tit 52
d
a dog, a dromedary 53
k
a crown, a cake 54
g a guide, a gargoyle 55
tJ a church, an arch 56
d3 a jelly, a jam-jar 57
Comparing tf, d3 58
Comparing tr and dr 58
f
a fmger, a fly 59
v a stove, a vest 60
9 three, thirty-three 6I
Comparing f and 8 62
o weather, wreaths 63
s
some spinsters 64
z a zoo, a zebra 65
Comparing e, 0, sand z 66,67
J Sheila, a rash 68
3 camouflage, invasion 69
m a comb, the moon 70
n a bone, a tin-can 71
b

5


Preface

a monkey, a tankard 72
a rope, rocks 73,74
alaugh,alock 75,76
a haddock, a hare 77
Comparing words beginning
with h with those beginning
with vowels 78

I)

r
h

w

cube, a new suit 79
a window, the Wild West 80
Comparing v and w 8 I

r'Vord diflisions

82,83

Word indexes 84

The aim of this book is to provide teachers and learners of spoken English with
practice material in an amusing form. Some suggestions for using it will be
found on page 9.
The material is grouped by phonemes, starting in each case with common
concrete nouns and proceeding through noun phrases to sentences. Some
phrases and sentences may seem difficult at first sight. They are not designed as
'tongue-twisters' but as a basis for catenation exercises. Each contains a 'head'
or' core' phrase (normally the first) which can easily be said by itself The whole
sentence can then be built up by adding successive phrases. To facilitate the use
of the book in this way, the sentences (and some longer phrases) have been
subdivided by bars (I) into phrasal elements.
The vocabulary has been chosen to present the sounds of English in a variety
of contexts and combinations. Special emphasis has been placed on minimal
contrasts, which serve to concentrate the learner's attention on the distinctive
sound features which characterise the phonemes of English. For revision and
further practice a forward and reverse word index is provided, together with a
comprehensive classified list of minimally contrastive word pairs.
Inevitably, some of the close-on 1500 words selected are more common than
others. However, even if a number of words are not within the learner's
previous vocabulary, their concrete nature and the illustrations provided
should avoid any serious comprehension problems. It is n.ot intended that the
vocabulary should be memorised; its primary function is to afford phonetic
practice and learners will readily accept it as such.
An account of the type of English pronunciation represented here will be
found in]. D. o'Connor: Better English Pronunciation (CUP, 1967). Further
practice material incorporating English sounds into continuous texts will be
found in the same author's Phonetic Drill Reader (CUP, 1973).

A phonetic transcription is provided throughout, which a teacher may use for

systematic teaching and to focus attention on points of difficulty. Which
transcription to use is nowadays problematic. The long period of stability
based on acceptance of Daniel Jones' English Pronouncing Dictionary is now at an
6

7


How to use this book

cnd and a number of competing systems with trivial differences are again in
use. Somewhat arbitrarily, the system used in A. C. Gimson, An Introduction
to the PromJllciotion of English has becn employed. Little difficulty should
however be experienced by learners in transferring to or from other notational
systems representing the same basic phonological system.

Here are some suggestions for using this book. They have been made as
explicit as possible for the guidance of users with little or no previous
experience of pronunciation teaching. The book can however be used in
many different ways and experienced teachers of spoken English will develop
new ways of their own for working with it.

Though primarily aimed at the foreign learner, this booklet with its visual
appcal an:d light humour should prove useful to teachers of speech and drama
and to speech therapists.

A

J.T.

Elementary class teaching

I The teacheI reads, carefully but naturally, the simple examples. (e.g. 'a
tree ... " 'three leaves ... " 'a bee ... " 'a sheep ... " while the class listen.)
Their attention will at this stage be largely concentrated on the picture.
The teacher reads the examples again. This time the pictures arc covered up
and the class watch the teacher's face. Their attention is thus switched to the
sound and articulation of the words.

2

3 The examples are read a third time. This time the class look at the pictures
and the wording. They thus make a preliminary and approximate association
of sound, sense and written word form.
4 The teacher rc-reads the first example. The pupils repeat it together. The
example is read and imitated again. The second example is then read, and so on.
If the group impression is correct, lllOst individuals will benefit by comparing
their immediate hearing of their own pronunciation and that of the group, to
which they will tend to conform. Care must be taken however that an
incorrect' group accent' is not allowed to develop. This danger is, of course,
greatest in classes composed of pupils who all have the same mother tongue.
5 Each member of the class in turn takes an example, working through them
in order (so that numbers I, 5, 9 say' a tree' , 2, 6, IQ' three leaves' , etc.).
The teacher should respond to any unacceptable pronunciation by repeating
the model. If the pupil does not then correct his ['mIt, it should be noted for
later trcatment, especially if a meaningful contrast (e.g. i:/r) appears not to be
observed. As 3 general rule, however, it does not seem advisable to lose pace by
dwelling on an individual's incapacity for simple imitation. Such cases require
more systematic teaching.

:i

I

8

9


6 At this point, the vocabulary, being simple and concrete, can be used in
simple structures for repetition, e.g. 'Here is a tree', 'Here are three leaves',
'Here is a bee', 'Here is a sheep', 'There is (are) ... ', 'This/that is ... ',
'These/those are ... ' . In addition such questions as 'Is this a tree?', , Yes,
it's a tree'; 'Is this a bee?', 'No, it's a sheep'; 'Which is a bee?', 'This is a
bee' can be asked.

Nineteen of the sets most frequently confused by foreign learners have been
included at intervals in this book. The minimal pairs may be used in the
following ways:

*

a First, the teacher rcads eaeh pair: sheep, ship; bean, bin; meal, mill; lead, lid.
b Secondly, each group: sheep, bean, meal, lead; ship, bin, mill, lid.

7 After dealing with the simple examples, the phrases are treated. These are
best built up element by element; thus: ' a fleet ... (a fleet)' , , a fleet at sea
(a fleet atsea)'.
8 This building principle applies particularly to the longer sentences; thus:
'Stephen', 'Stephen meets Eve', 'Stephen meets Eve one evening', 'Stephen

meets Eve onc evening for a meal'. To a large extent, the sentences are
designed like the example given, so that they can be built up from left to
right. Sometimes a less straightforward order is required; thus on p. IS,
'a witch', 'a wicked witch', 'which is a wicked witch?', 'which of the
women is a wicked witch?', 'which of the six thin women is a wicked witch?'
These examples demand mOTC of the teadler but add variety and develop
a feeling for syntax.
This technique of expansion is an excellent means of developing a rhythmic
sense and the skill of catenation. Pupils who collapse into a non-English
rhythm, or stammer and lose all fluency when confronted by longer selltences
as indigestible wholes, arc delighted to find how far they can get along a
sequence built up in this way.
9 The next sound is dealt with in a similar way. and so on.

Minimal pairs
A particular importance attaches to the sound contrasts (e.g. p. 16 i:jr). The
most important pronunciation errors arc those which i~k~?!,Y~,:thc loss of
a meaningful distinction, since they easily lead to l11i!~£irl1W...f-Q,gjngs.

TI ~':"-~'-'''''-i ";'

10

c Thirdly, the teacher reads each pair, which is imitated by the pupil.lt is
important, however, to realise that pupils who do not make the distinction will
in all probability not hear it either, even when the contrast is apparently
clearly produced in direct contrast, as above.
d In order to find out whether this is so, the teacher points to one of the pair
and says, for example, 'Is this a ship?' The pupil must say Yes or No, and
reveal whether he has identified the word correctly or not. A single question

may of course be right by chance. However, five or six rapid questions
pointing randomly between the two (e.g. R, L, L, R, L, R, or L, L, R, L, R, L,
etc.) will produce a reliable answer.
Alternatively, the teacher may point to a pair and ask: 'Which is a sheep?'
'Which is a ship?' or to the group as a whole, saying: 'Show me the sheep',
'Show me the bird', 'Show me the mill', etc. Clearly these different techniques
can be freely combined to prevent tedious repetition.
e Once the pupil is hearing the distinction consistently, it will still be
necessary to establish the distinction in his speech. This willusllally be easiest
in the contrastive pairs themselves. When these arc mastered, it may be
advisable to go over some of the material given under the individual sounds
again. Most difficulty is to be expected where the different sounds co-occur in
sentences, but not as simple contrastive pairs. Practice in these is given in the
longer phrases and sentences in each page of comparisons. They should be built
up in the usual way (sce 7 and 8 above).

*

On pp. 91-6 a cOlllprchcllSive list ofminilllally cOlltr~15ting word p.complete vocabuhuy of the book. These pairs arc dassificd according to the order of phoncmo:~ in
the book, and should provide ample material for practising any distinction confused by learners.

:.

ti,( Ill~))

II


A phonetic transcription is provided for each phrase and sentence given. The

modest additional effort involved in learning the symbols is well worth while.

particularly the exploitation of British cultural stereotypes. The contrastive
pairs can be used for remedial purposes as described above.

Many pronunciation errors are due, not to the learner's inability to produce the
sounds in themselves, but to a mistaken conception of the phonetic composition
of words. Such errors arc most easily identified by reference to a phonetic
transcription. In many cases, it is only necessary for the learner to realise his
error for him to be able to correct it. In any case, realisation of the proper
phonetic form of the word is an indispensable pre-requisite for overcoming
such' distributional' errors - perhaps the most frequent type of error made by
foreign learners.

Teachers and students of English as a foreign language can have the techniques
explained, and be made to see their errors objectively in terms of the
interference principle, and as paradigmatic for those they will find in their
own pupils.

When set out in detail, the above procedure may look long-winded, especially
for a native English teacher who may not realise how difficult a task learners of
English have to face. Teachers are nevertheless recommended to start off by
follovving this method, using the humour of the material, variations in tempo
within a running rhythm, and their own humanity to keep the pace lively and
the lessons enjoyable.

C Students without a teacher
Students who have access to a native English speaker can easily follow the
course outlined above for class-work by instructing the speaker to carry out
the relatively straightforward actions of the teacher described. With a little

practice, it should become quite easy for the native speaker to play the teacher's
role, though the student cannot, of course, benefit from the skilled teacher's
ability to recognise and analyse errors and to fit special remedies to special
cases.
D Students and classes without a good natille speaker to act as model

Experienced teachers will of course make short cuts where a class is not
expected to fInd problems, and give more practice where it is needed.
Abundant additional practice material can be drawn from the forward and
reverse word indexes on pp. 84- 91, and the classified list of minimal pairs' on
pp.9 1 - 6.
When the material of this book has been mastered, readers are recommended
to work with]. D. O'Connor's Pholletic Drill Reader (CUP, 1973), in which
longer dialogues are skilfully based on particular sounds, contrasts and
combinations.

B Advanced classes
With advanced students, the pages dealing with single sounds are pcrhaps
best used quite light-heartedly for diagnostic purposes, and catenation
exercises, allowing conversation to develop out of the visual humour,
12

'ViTe recommend buying the cassettes or reels on which the complete material

of the book is recorded. These may be used in a straightforward language
laboratory if transferred to the master track. Preferably the recordings
should be managed by a teacher as though a native speaker were present, in
accordance with the procedure detailed above, or worked into a programmed
form by editing.

E Speech therapists and teachers of English as a mother tongue
Adult aphasics will find thc pictures, being simple but not too childish, of help
in re-establishing links between concepts, sounds and spellings. The systematic
sound. contrasts will also be useful for work with dyslalics, and also, if so
desired, in showing differences between the sound pattern of received
pronunciation and the various regional pronunciations of English.

13


·I:::

I

,- /--.5>~
,
,

/,

,

"/

"
....",\\11<,,\1\110,

,,' " ..I..

"

, ,

a3
~,.r,

.. " .. It. "" ",,, ... • '\I! ..

a tree
a'tri:

.

"\I/"

""\1,,\,,,\, \"/,,. 1\1, 'h,1

three leaves
'8ri: 'Ii:vz

ink
'rQk

01/,,,1.1,,,,,.',,' ..

a bee
a 'bi:

a sheep
a 'ji:p

a ship
a'IIp

a fish
a 'flf

~

a biscuit
a 'brsklt

a fleet at sea

ice cream for tea

a lf1i:t at 'si:

'aIS 'kri:m fa 'ti:

I

a tin whistle

a 'tIn 'wIsl

I

Stephen meets Eve
one evening for a meal

I

I

'sti:vn mi:ts 'i:v

I

'WAn 'i:vnIIJ I far a 'mi:1

I

I

Stephen is greedy. He eats
three pieces of cheese
'sti:vn I IZ 'gri:dr I hI i:ts I
'6ri: 'pi:S!Z I av 'tli:z I

I

I

I

I

I

I

I

I

Asleep, Stcphcn dreams of Eve. He secs Eve Beeing from three beasts
a'sli:p I 'sti:vn 'dri:mz I av 'i:v' I hi: 'si:z 'i:v I 'fli:rQ I fram '6ri: 'bi:sts I
14
I',

a higpig

a'brg'prg

a little kitten
a 'IItI 'kltn

I

a kitchen sink with

dishes in it I

a 'kltJln 'sIQk I WIO
'dIJIZ In It I

I

Which I of the six I thin women 1is a wicked witch? I

'wltI I av oa 'S!ks I '6rn 'wlmln I IZ a 'wlkrd 'WItJ I

IS


i!/I

..

.,-

(

e:He.\'4'\llV

~

4i9:\ ~

a ship
" 'SIP

a sheep
" 'Si:p

! AI"

&,.

a bean

a bin

~

~'bln

'bi:n

'--. ."

~

0
a leg
d 'leg

t.I(lMy:'£~

\

a tent

a penny

a 'tent

;) 'peru

,,'

~
:f-'U

'-..

IP·re""

:',\",0-"''(.",,,, 'il',z

,,0-( -,,,-1:1-"<'
-...,?. t).<'I..
.b..

i

a lead
" 'Ii:d

a mill

a meal
a'mi:l

a'mrl

a lid

a'lId

a letter
a '!et<)

a wren' 3 nest
a 'renz ,nest

seven pets

'sevn 'pets

Jean likes gin. I ... but gin doesn' dike Jean! !
'd3i:n ,Ialks 'rl3In I b"t 'd3In 'dAznt ,Ialk 'd3 i: n I

»
!

Sleepy Freda seeks size
six slippers to flt her feet
'sli:PI 'fri:da I,si:ks 'san:
'sIks 'SlIP'" I t" 'fIt h3: 'ft:t

I

16

/

I

I

I

I

Fish and chips are cheap
and easy to eat
'hI I.n 'tSlPS I ,,'tSi:p I
and 'j:ZI tu 'i:t!

I

a treasure chest

a 'tre3a ,tJest

a wedding-dress
a 'wed!!] ,dres

ten well-dressed men
'ten 'wel'drest 'men

I
I

I

I

eleven hens with twelve eggs in ten nests

I'levn 'henz! wI8 'twelv 'egz I In 'ten 'nests

I
17

e


re

ejre
a map
a'm
ahand
<) 'hcend

~

. JJ-i
a flag
• 'fl"'g

a stamp

a pet

a'sta::mp

a 'pet

a pat
a'p;:et

.

:~::;::: .•... ~;~~~~

.....•.

ajazz band
a 'd3
a't<:el)k

many men
'menr'men

~~

~ • ::;;.0---

·:~~PJ:sr~) ~~!N}j':1j
a tank

one man

'WAn'mren

..........•........

"
a gnat

a net
a 'net

pedalling
'pedlIQ

a 'nret

paddling
'p.,dl'Q

Ted I has Dad's hat I on his head I
'ted I h.,z 'd",dz 'h.,t I )n IZ ,hed I

a fat man I clapping I his hands I
• 'f",t 'm",n I 'kl"'PIQ I IZ 'h"'ndz

I

a black cat I catching a fat rat I
• 'bl",k 'k",t I 'k",tJIQ. 'f"'t 'r",t I

•

Q1

•

~

Annc I has plaits I and black slacks. I Harry I has a hacking jacket
Harry and Annc I afC standing I hand-in-hand I
'",n I h",z 'pl"'ts I an 'bl"'k 'sl",ks I 'h",,, I ,h",z a 'h"'kIQ ,d3",kIt I
'h",,, .nd '",n I. 'st",ndIQ I 'h",nd In 'h.,nd I

IS

•

~

Jack has a check
Jack's Czech friend I Franz I
cap I in his hand I is very expansive I
'd3",k h.,z. 'tJek d3.,ks 'tJek 'frend I 'fr",nts I
'k",p In IZ 'h.,nd I IZ ven I k' spcensrv I
I

Franz's French friend I
is very expensive I
'fr.,ntSIz I 'frentJ I 'frend
IZ 'verI Iks'pensrv I

I

19

A

c

~o

a puff

r

a 'pAf

~

acup
a'kAp
a glove
A 'gIAV

ahat
a

ajump
a'd3 Am p

a gun

a 'gAn

'h~t

re/A

a hut
'hAt

to!

a battler
a 'b
a butler
a 'bAtla

a duck
a'dAk

a country cousin
a 'kAntrr 'kAzn

a stamp
a'st
a lovely crusty buttered bun I for supper I
a 'IAvlr 'krAstr 'bAt.d 'bAn I fa 'SApa I

a stump
a 'stAmp

a banker
a' b"'Qic,

a bunker
• 'bAQka

Cuthbert I puts some mustard I
in his Mother's custard I
'kA9bat I ,puts sam 'mAst.d I
In IZ 'mAO;olZ 'kAstad

I

a thump
a '9Amp
These windows were shattered
'ol:z 'wlndauz wa 'Ja:::tad

I

I

Cuthbert's young brother wonders why A40ther doesn't love her other son
'kA9bats 'jAlJ 'brAC).1 'wAndaz I war 'mAil. 'dAznt 'lAY h3r 'Ail. 'SAn I
20

I

mashed potatoes with butter

'm
These windows were shuttered
'8i:z 'wlndauz wa 'fAtad

mushed potatoes with batter
'mAJt p;:,'tertCiuz WIO 'ba:::ta
2r


m/A

or

a bard
'" 'ba:d

a mast
~

'ma:st

a palm

a carpet

a 'pa:m

" 'ka:prt

a castle

a fast car
'fo:st I ka:

a dark barn I in a large farm-yard I
" 'da:k 'ba:n I rn" 'la:d3 'fa:m,ja:d
~

a'pAk

a farm-cart

~

~

a puck

" 'ka:sl

a 'fa:m,ka:t

I

a carp
" 'ka:p

-,.-

a cup
.'kAp

a larva
a'la:va

a lover

a '!AVi;'

e

Mark I can't park I his car I in the barn I because of a calf I and a

large cart! blocking the farm-yard

I

'ma:k I 'ka:nt 'pa:k I hIZ 'ka:r I In 0" 'ba:n I bIkoz
'la:d3 'ka:t I 'blokIQ 0" 'fa:m,ja:d I
22

"y" 'ka:f I "nd"

a barking dog
" 'ba:kIQ 'dog

a bucking horse
• 'bAkIQ'h):s

23


o

~
a dog
e'dDg

~D
a fog
:a 'fog

a shop

a chop
o'tSop

a blot
e 'blot

• 'Sop

hj
a dun
d

a lot of knots

a 'lot av 'nots

ahug
o 'hAg

'don

a hog

o 'hog

Olive
'olxv

John is strong

Olive is not

'd3Dn IZ 'strofJ

'oilY iz 'nDt

John is a docker

I

a suck
a'sAk

a sock

a buddy
o 'bAdI

d'sok

a body
• 'bodI

Olive is a shopper

'd30n IZ 0 'doke
'OilY IZ 0 'Sopo
Olive watches John load a locked strong-box on a yacht in a lock
at the docks I
'Oi,y I 'wotSIz 'd3on I 'loud 0 'Iokt 'strDQ-,boks I on. 'jot I In 0 'Iok I
,t o. 'doks I

24

d

a dog squatting on a rottcn log
a 'dog 'SkWDtII) Dn-d 'rotn 'log

John
'd30n

I

adon

'dAn

I

I

I

I

I

I

I

I

I

The zoologist wonders about bugs. The botanist wanders about bogs
00 z.u'010d3 Ist I 'wAnd.z I ob"ut 'bAgZ 10. 'botonIst I 'wondoz I obaut 'bogz
25

I


a~/D

:>!

a darn

a don

a tart

a tot

Cl'da:n

aldon

a'ta:t

a'tDt

a thought
Cl

o

le):t

\

,

,

\'" "
" " "".......",
"

"

"0' '
-

a shark

a shock

a Rajah

·'Ia:k

• 'IDk

a'ra:d33

This cross-country runner is last.
'ars ,krDs~'kAntrr ,rAnar IZ Ila:st

26

Roger
'rod3·

n

I This cross-country runner is lost
I'ors ,kros-,kAntrr ,rAnar IZ 'lost I

a yawn

CI't:>:k

Cl

"

a call
.'b:1

'j:>:n

z/lE!'------ Maud

a walk
Cl Iw):k

Paul
'po:l

-J1tfil~

-

"'-

...........

,,-

~

--~

~

\ \ I (

~

a talk

'/

~

/

a stormy dawn
a 'st:>!mr 'd:>:n

Maud is short
'mo:d I3 'Io:t

Paul is tall
'po:l IZ 't):1

Maud I is walking I on the lawn. I Paul I is crawling I along a wall I
Maud warns Paul I ' You'll fall!' I 'Not at all !' I retorts Paul I
'mo:d I IZ 'wo:kIg I Dn il. 'b:n I 'po:ll IZ 'kr:>:lrg I .IDg. 'wo:11
'm:>:d 'w:>:nz 'p:>:11 ju:1 '£0:1 I not. 'to:1 I rI,to:ts ,p:>:11

27


:>:/0

.f). . .
:

:'

,o

o

'

., '
I g V -',.

u

o

0

0

o
o

o

a cork

a'b:k

a cock
e 'kok

a dawn
a'd::>:n

a butcher

a cook

• 'butf·

.'kuk

a bull
• 'bul

a rook
a'ruk

a don
a'don

i~

&1

c=.J~

The cook looks at her cookery-book
o. 'kuk 'Iuks .0: 'kuk.rr ,buk

She puts some sugar in the pudding
fI 'puts ,.m 'fug.r In O. 'pudIQ

u/U!

The pudding looks good
o. 'pudIQ ,Iuks 'gud
a sport
a 'sp::>:t

28

a spot

a corset

to cosset

e 'spot

a 'k):srt

ta 'kosrt

a warm hot water bottle

a dog's paw

a 'w):m ,hot 'w::>:ta ,botl

• 'dogz 'po:

Look I at Luke, I pulling a poor fool
out of the pool I in the wood I
'Iuk I.t 'Iu:k I 'puIrQ. 'pu. 'fu:11
aut.v O. 'pu:11 In O. 'wud I

This foolish, bookish Duke I is too
full I of good food I to move I a foot I
Ihs 'fu:llf 'bukrf 'dju:k I IZ 'tu:
'full.v 'gud 'fu:d I t. 'mu:v I. 'fut I

29

)

U1

a rude uncouth youth
a 'ru:d 'Anku:8 'ju:8

3:

Myrtle

..
'm3:tl

a 'nju: 'mu:n

her purse
h3: 'p."

a brute
d

'bru:t

two new shoes
'tu: 'nju: 'Ju:z

her curl
h3: 'k3:1

a goose

a stool

a dirty turtle

a 'gu:s

a'stu:1

a 'd3:tI In:tl

her jersey
h3: 'd33:ZI

her skirt
h3: 'sk3:t

a few used boots
• 'fju: 'ju:zd 'bu:ts

an early bird I with a squirming earth-worm I
.n '3:1r 'b3:d I WIO. 'skw3:mIQ '3:8-,w3:m I

a serpent 1lurking 1
amid the ferns 1
• 's3:p.nt I 'l3:kIQ I
.mld 8. 'f3:nz I

Sue
'su:

Hugh
'hju:

Hllgh's tooth is loose
'hju:z 'tu:8 IZ 'Iu:s

Sue is beautiful
'su: IZ 'bjU:tlfI

Pearl
'p3:1

Pearl is a circlls girl
'p3:1 IZ a 's3:kas ,g3:1

Hugh I shoots I a moose I and loses
his loose tooth 1
'hju: I 'Ju:ts I' 'mu:s I.nd 'lu:zIZ
IZ 'Iu" 'tu:81
JO

Sue 1 is foolish 1and stupid 1
at school! as a rule I
'su: I IZ 'fu:hJ I.n 'stju:prd I
.t 'sku:II'z, 'ru:11

I

An earl gave Pearl a fur 1and a circlet 1of pearls 1for her thirty-first birthday 1
an '3:11 gel V 'p3:1 a '£3: I and a 's3:kllt I aV 'p3:lz I fa h3: '83:tr 'f.:st 'b3:8deI I

Jl


a balloon
a ba'lu:n

e

a banana
a ba'na:na

Alderman Sir Edward Andcrson I is a prosperous

e

government official) at the Treasury \

~

'J:!daman

.~.,

Si3r

'edwad 'rendasan I IZ a 'prosparas

'gAvanmant a'frJII at oa 'tre3arr I

The comfortable apartment) of

!+

.,*
a cactus

a connorant

an abacus

a 'k",ktas

a 'b:marant

an 'rebakas

Sir Edward I Anderson I at Aldeburgh I
oa 'kAmftabl a'pa:tmant I ay
sar 'edwad I ''''ndasan I at '"Idbara I

(~,

o

A professional burglar I has entered)
the apartment I by a ladder I

that was at the baek I of the house I

0

D
o

0

a pra'feJnl 'b3:gla I haz 'entad I
or a' pa:tmant I bar a 'I",da I
oat waz at oa 'b",k I ay oa 'ha"s I

CJc::J

CJ

cS

CJ

a fashionable photographer

an adventurous professor

a 'f"'Janabl fa'tografa

an ad'ventJ<3ras pra'fesa

~

c::J
CJ

CJ

c:::J

But an observant amateur I photographer i has focussed
a camera I on the burglar I and summoned a police-constable
bat an ab'Z3:vant 'remata I fa'tograf~ I h~z 'f~uk~st
• 'k",mara I on ca 'b3:gla I and 'sAmand a pa'li:s-,kAnstabll

an amateur astrologer
an 'tematar a'stroiad33
32

a professional astronomer

a pra'feJanl a'stronama

~

I

As the burglar leaves J there is a policeman J
at the bottom I of the ladder I
az oa 'b3:gla 'li:YZ I oaz a pa'li:sman
at oa 'botam I ay oa 'I",da I

I

3J


/~"

a baby whale
e 'belbl 'well

el

';--"::':~

~
..
......... ,
....,.........

a space-ship
• 'spersJrp

an eye

a wide smile
a 'wald 'small

an 'ar

aI

.",:

...........

'5?

a white kite I
flying high in the sky
a 'wart' kaIt I
,fiaIIQ 'har rn o. 'skar

~~~fum
a sailor

a mate

a great wave

~ 'serl~

~

a I greIt 'weIV

Imelt

itit

a grey, rainy day

a 'greI, 'reInI 'del

a stile
a lstarl

daybreak
'der,brerk

Clive
'klaIV

a train I waiting I at a railway station I
a 'treln I'WeltIl) I at a 'reIlweI ,sterJn

five white mice
'farv 'wart 'mars

f

*

Clive I climbs I high spires I at night r
'klarv I 'klalmz I 'haI 'sparoz I .t 'nartl

James
'd3 ermz

but frightfully shy I
'darn. I IZ 'kwart 'naIS I
b.t 'frartf.II 'Jar I

Jane
'd3 eln

James I takes a cake

I

f,om Jane' s plate I
'd3elmz I 'telks. 'kerk I
fr.m 'd3ernz 'plert I

34

))

a child
• 'tJarld

Dinah I is quite nice, I

James I plays I with
trains I and planes. \
'd3ermz I 'plerz I wro
'trelnz I .nd 'plelnz I
Jane I bakes I eight
cakes I
'd3eln I 'berks I 'ert
'kelks I

a bicycle
a 'baISlk!

Clive I decides I to invite Dinah I
Dinah I decides I she would like to dine I
to dine. I He tries to find a fine
with Clivc I and arrives I on time, J
white wine I
but politely declines I the white wine I
'klalv I dI'saldz I to rn'valt 'dalna I 'daln. I dI'sardz I Jld 'lark t. 'darn I
t~ 'daIn I hI 'traIz ta 'faInd a 'farn
wro 'klalv, I .nd .'raIVz Ion 'tal m, I
'waIt 'warn I
b.t pa'lartlI dI'klalnz I 00 'waIt 'waln I
35


:)1

Mr Hoyle

a boy

,n1Ista 'h:n!

a'b:>I

a quoit
d

soil

~
Mr Hoyle I toils I with the soil

'kJIt

~Efs

ejer

o
~

,:r.,.n ........,. . . ,q .

I

'mIsta 'horll 'tnlz I wIooa 'snll

The boy I is adroit I with his quoit I

8a 'bn I Izo'droIt I WIO IZ 'knt

a taste

a test

a'terst

a 'test

I

a sailor
a 'sella

they raced
'Cier'rerst

a seller
a'sela

~n_

I rest
'ar rest
I

a choice, moist oyster
'tIns, 'mnst 'nsta

~

~.

2~1~
a loyal royalist
a 'bral 'r::HaIIst
Joyee

'd3 jIS

Roy I is a noisy boy I
'r:n I IZ a 'nnZI ,b:n I

Joyee I enjoys annoying I Ray I
'd3jIS I In'd3 jIZ a'nj!IQ 'rOl I
36

Joyee I is spoilt Iand coy I
'd30lS I IZ 'spnit I and 'koI

David failed his exam ...

I

Roy destroys Joyce' s choicest toys
'rn dr'strnz 'd3JIsrz 'tInsIst 't::nz

'dervrd 'ferld

IZ

rg'z
Jane sails boats

'd3ern 'serlz 'bauts

so he felled the examiner!

sac hi: 'feld or rg'zcemrna!

Jen sells boots
'd3en 'selz 'bu:ts
37


-0'\

er/a!

)rJaI

1//

:::/ /

I \

,,~

,o@.

:6

0

00

o@<>(!)

;o~@Q·.@1
'@o®O 0

Oc@®c

-~@~g~~~
)o@oO~

@o@oe

to

lay

ta'ler

to lie

a pain

apme

ta'lar

a'pern

a paIn

~®::o

I

good boys
'gud

hate

height

'hert

'hart

goodbyes
'gud 'balz

'b:HZ

the lake that I like
aa 'Ielk oat aI 'Ialk

David baits his hook .. .
'delvld 'belts IZ 'huk .. .
a point

a pint

a foil

a file

a 'pnnt

a 'paInt

a 'foIl

a 'fall

Joyee walks off with poise
'dJ::ns ,w):ks '::>fWIO 'pnz

~.:::c:;:::::l


Giles walks off with pies

=<<6'

="

rj§IiL~~~
,,#;;'~rJ.~~~.

38

'd3ar1z ,w):ks '::>fWIO 'paIZ

and a whiting bites it
and a 'waIt! IJ 'baIts It
39


ao

_"h;;:v;4,

a goat
a'g;:)ut

a cone
'kaun

Cl

QO

a scowl
• 'skaul

»J

J!

a note
a'naut

a rose
a'rauz

a scout
'skaut

a cow
Cl 'kau

Cl

a plough
a 'plau

a rout
a 'raut

1~1
an overcoat

a,n 'auvakaut

poached eggs on toast
pautJt 'egz on 'taust

an old coastal boat
<;In 'aold 'kaustal 'baut

I

I

This owl has found a brown
mouse I on the ground
or5 'aul I az 'found a 'braun
'maus I on 0. 'graund I

I

a hound I with a grouse I
in its mouth I

• 'hound I wrd. 'graus I
In rts 'mouS I

proud
'proud

cowed
'kaud

JJ
Joan

Joe
'd3",J

'd3,mn

Joan I is combing I her golden hair I

Jae has a noble, Roman nose I
'd30un I rz 'k'lUmrQ 13: 'gouldon 'hEO I 'd3au h.:ez Cl 'ndubl 'rauman 'nauz I

•

])

mountains and fountains
I moontanz and 'fauntanz

a round house

a 'round 'haus

•

•

I

I

I

Joe and Joan go for a stroll.
Joe I shows Joan his roses I
'd30U I.n 'd3oun I 'gou f.r 0 'str.ul I
'd30U I 'J.uz 'd3oun IZ 'rouzrz I

40

I

I

I

Joan won't go home alone,
so Joe goes home I withJoan I
'd30un I 'wount ,gou 'houm I o'loun I
sau 'd3;;m ,gauz 'haum i'wle ,d3<:mn I

I
I

I

I

I

I

The loud shouts and howls of the crowd oflouts from the town
drown the sound of the vows of the devout on the mound
80 'laud 'Jauts I.nd 'houlz I.v 8. 'kraud I.v 'Iauts I fr.m 8. 'taun I
'droun 00 'sound I av o. 'vam I.v oa dr'vaut Ion ca 'mound I

I

I

I

41


euj,:>!

eU!3:

('iI2J~}"'
~

..

>41'''1

I" ... ",......"""',, . ,,"""

a phone
a 'faun

a faun
Cl

'b:n

a load
a 'laud

a lord
a'b:d

'kaulz

ajoke

.jerk

a'd3· uk

• 'd33: k

(~i~i··~

\·V

floating
'f1autIl)

flirting
'fl3:tI Q

~(oh! . .
~)\
a stoker
a'stauka

a stalker

a'st:J:ka

2)

/····i~

[~o:)
a hope
.'haup

John I has bought his adoring daughter Joan I
a motor-boat I with an outboard motor I
'd30n I az 'b>:t Iza'd>:rIQ 'd>:ta 'd3aun I
• 'maut.-,b.ut I WlO.n '.utbo:d 'maut.1

42

a roller
a'rauia

a ruler
a 'ruda

a goal
a 'gaul

a ghoul
a 'gu:1
43

euju!


»

au/
cu

a spIre
a 'spar;)

ala/
cua

a higher spire
a 'hard 'spar'"

wc conspIre
wi: kan'spara
~

a bow
:;;.'bau

bow
a 'bm;

a crone

cl

a 'kraun

a crown
a 'kraun

a fowl
Cl 'faul

~

some wIre
sam 'ware

a tyre
a 'tara

a fire
Cl 'fala

J
a tower
a 'tau;;.

a towel
a'tau@l

our I shower in a flowery bower!

au, 'Sou. I rn. 'flau,rr 'bou,

I

I

Howard I is a coward, says Brian

'hauod

o

44

I

I IZ. 'kauad I sez ,brar," I

0

a cold figure

a cowled figure

, 'k,uld 'frg'

, 'kauld 'frg,

I

I

Brian is a liar, says Howard

I

'braran I rz, 'Iara I sez ,hau,d

I

Brianl glowers I sourly I at Howard

I

'braran I 'glau,z I 'sou,lr I at 'houod

45

I


re

Ee
.. '

a seer
a 'SI;:)

fear

a spear

a'spIa

'fIa

a tear
a tIa

a deer
a'dId

tear

swear

'tEa

'SWEa

share
'JEa

I

despair
dr'spEa

a theatre

I

I

various pairs of things to wear

I

A dreary peer sneers
in the grand tier
a 'drrarr 'pIa! 'snraz
In 00 'gr"'nd 'no I

'YE-arras 'pEaz aY 'BII)Z ta 'WEd

I

I

At the rear
they hear I the peer 1and jeer I
at oa In;:}
I oeI 'h,a I 00 'plar I an 'd3 ,a

Mary
'mEan

I

~C1[J(J
I

I

Mary is scared j of fairies in th~ dairy
'mEan IZ 'skEad I av 'fe::3rIZ I In oa 'dEan

. But-here, clearly

the cheers for the hero arc really

I

fierce
bat 'h,a 'klralI

The weary hero 1
King Lear
is nead y in tears
ca 'wraf! 'hrar<3u

l

11

'lrall

I

['kr~
IZ 'mal! In 'tIaz

Sarah
'SEara

I

I
Sarah has fair hair
'sEara h
46

I

I

I

I

Fair-haired Sarah stares warily at the hairy bear,
glaring from his lair
'IEa-'hEad 'SEara I 'maz I 'wEanlI I atoa 'hEan 'bEa
'glEan ~ Iram IZ 'lEa I

I

1

47


a pimple
a 'plmpl

ua

a pipe

,

a'paIp

a pearl pin

,

a 'p3:1'prn

,=
a spoor
a 'spua

I

askua
CI'skjua

a pork pie
Cl

I

'fjual

a'djual

cF)

a paper
a'perpa

1/

J

passport

a

'pa~sp;):t

'p):k 'par

~ a paper plate
Cl 'perpa 'piert

i!

\

a pIe-packed picnic
a 'pri:,'prekt 'prknrk

@

- __

people

.~~~~Y5

1f'1)11Si-j

0,.
t

a poor curate
Cl 'PUd 'kjuarat

I

a dour, cruel, furious boor
a 'dua 'krual'fjuarias 'bui':)

I

curious tourists with their courier

'kjuarras 'tuansts I wr8 cEa 'kuarra I
A lurid mural is sure to lure curious tourists
a 'Ijuand 'mjuarall 13 'Sua ta 'Ijua I 'kjuanas 'tuarISts

I

48

p

I

I

a lurid mural
a 'Ijuand 'mjuaral

!

a puppy

portrait of a plump, prosperous, purposeful passenger

a'pApr

'p):trert av Cl 'pIAIl1P,

I

I

Pretty Polly Perkins
has a pair of pretty plaits
'pntI pOll I 'p"klnzl
h~z a 'p£ar av 'pntr 'pl;:ets

'prDspar<~s,

I

I

I

'p.3:pasf! 'pa'.:!sIl1d3a

I

Pat peeps at Pip
playing the piano
'paot I 'pi:ps at 'PIP I
'pleI! Q I (la pI '",nau I

I

I

49

b

p/b
@
a bow

a bible

a baboon

a suburb

~'bau

o 'balbl

o bo'bu:n

o'sAb3:b

,,,I,/•... ~

"'''' .... ~ .. ~" ..-.......~,.".'''.''' ...•• \\II...

a large pack

a large back

o 'la:d3 'p"'k

0

'la:d3 'b",k

" ... "'' •• ''', "',.

a poppy
0

'pOPI

H

t.\\I/""''''~I ..

a bobby
0

'bobI

a big pig
0

'bIg 'pIg

Bessie I the buxom barmaid I bringing
a bottle I of best brown I beer I from the bar I
atthe back I of the 'Bull I and Bush' I

'beSI I eo 'bAksm 'ba:meld I ,brIQIQ

o 'botll ov 'best 'braun I 'b,O I from 00 'ba:
otoo b",k ov 00 'bull on 'buJ

I

I

I

~

~

0
0
0
0

people praying
'pi:pl 'preIIQ

0
0

0

0

asses braying
'

o

0

,,

,

,
,
,'

"

Barbara I is a beautiful blonde I with bright blue eyes I Barbara I is baclling I
blissfully in a bubble-bath I

'ba:boro IZ 0' bjU:tlfl 'blond I Wle 'broIt 'blu: 'aIZ I 'ba:boro I IZ 'beloIQ
'blrsfolI In 0 'bAbl-,ba:6 I

Barbara's baby I brother I Bobby I is bouncing I a big beach-ball
'ba:boroz 'belbI I 'brAOO I 'bobI I IZ 'baunsIQ

50

I

I 0 'bIg 'bi:tJ-,bo:11

I

A bold spy I put a big bomb
in a pork pie I

The pork pie I blew up I a politician
with a big bang I in a public bar I

I

o 'bould 'spaI I ,put 0 'bIg 'bom
In 0 'po:k 'pal I

I

I

00 'po:k 'pal I 'blu: 'Ap I 0 pDII 'trSn
WIO 0 'bIg 'b"'Q I In 0 'pAblrk 'ba: I

I
SI