NA ME:

DATE:

Pro nu nc iation Activi tie s
(Unit 1)
Con ten t word s an d f un ctio n w ord s
A. Work with a partner to find and circle the content words in each sentence.

Are you burning the candle at both ends? Do you feel you have no time for yourself?
Do you forget to call family on birthdays or holidays? Have you stopped going out with
friends because you’re too busy? Do you have trouble relaxing and having fun?
If you recognize yourself, you should remember to slow down and take more time
for everything. Living a balanced life is about integrating the many vital areas of your life,
including your health, friends, family, work, and romance.
Here are some tips for restoring a healthy perspective. First, remember to take time for the
important people in your life. Stop over-scheduling and spend quality time with friends and family.
Second, learn to eat, talk, walk, and drive more slowly. And don’t forget to turn your cell phone off
sometimes. People who really want to talk to you will call back. Third, learn to live in the present and
stop worrying about the future. And finally, take it easy and begin enjoying the simple things in life.
Stop to smell the roses.

B. Now practice reading the text aloud, putting stress on the content words you circled.
Optio n: Listen to the Unit 1 Grammar Snapshot on page 4 to compare your choices with the words
stressed in the listening. Note that stress may vary according to the intent of the speaker.

Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 1

NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Unit 3)
S enten c e rhythm: thought groups
A. Work with a partner. Decide how you might break the sentences in each commentary below into
thought groups. Use slashes ( / ) to mark the end of each thought group.
1.

I’ve decided to set a long-term goal for myself—to put aside enough money to buy a new car.

By this time next year, I’ll have put away enough cash for a down payment. My short-term goal is to
start living within my means. Once I’ve started sticking to a monthly budget, I think it’ll be easy.

2.

I find it really helps me to try and picture where I want to be over the next few years. By next

year, I hope to have gotten a good job as a financial consultant. That’s my short-term goal. My longterm goal? I plan to have reached real financial independence before I retire.

4.

My long-term goal is to have saved enough money to spend a year traveling. By the time I’m

forty, I’m sure I’ll have saved enough. After I’ve seen some of the world, I plant to settle down and buy
a house.


3.

My college expenses are going to get me into a lot of debt. I don’t expect to have begun

making payments by the time I graduate, but I do have a plan. After I finish school, my short-term goal
is to find a job where I can make some good money and begin a payment plan on my loans. Then, I
figure that by the time I’m thirty, I should have paid back everything I owe.
B. Now take turns reading each commentary aloud, paying attention to what you learned about pitch in
the Unit 3 Pronunciation Booster.
O p tion. Listen to the Unit 3 Grammar Snapshot on page 28 to compare your choices with the sentence
rhythm and intonation patterns in the listening. Note that thought groups vary from speaker to speaker.

Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 3


NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Unit 4)
L in k ing sounds
A. With a partner, discuss and underline where you think sounds may be linked, according to what you
learned about linking sounds in the Pronunciation Booster.
1. Casual dress causes a lot of problems.
2. Most employees say it’s OK.
3. Fashion is a pain in the neck.

4. She wore stylish shoes.

Loo k for:
a. final consonants followed by
vowel sounds
b. final consonants followed by
the same consonant sound

5. He wore a dark coat.
6. That’s a very hot tie!
7. She’s a very fashionable lawyer.
8. It’s an old-fashioned umbrella.
9. I love her elegant tennis skirt!
10. They’re very comfortable loafers.
11. What an offensive vest!
12. I really like it.
13. I like to stand out in a crowd.
14. It’s important to dress well.
15. I don’t like to attract attention.
16. I’m a lot more comfortable in subdued colors.
17. They may cost a bit more.
18. The purses in the magazine are elegant.
B. Now take turns saying each sentence, paying attention to linking sounds.

Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 4



NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Unit 5)
Unstr e s sed syl l abl e s: vowe l reduction to / @ /
A. Each of the following words includes one or more vowel sound that may get reduced to the sound /@/.
With a partner, use what you learned about vowel reduction in the Pronunciation Booster to find and
circle the syllables that are reduced to the /@/ sound in conversational English.

1. ru • ral

10. ob • jec • tion

2. ur • ban

11. pes • si • mis • tic

3. de • vel • oped

12. beau • ti • fy

4. il • lus • tra • tion

13. de • part • ment

5. dis • tri • bu • tion

14. pol • lu • tion


6. pro • ject • ed

15. dis • ease

7. es • ti • mat • ed

16. dis • crim • i • na • tion

8. cen • tu • ry

17. in • ad • e • quate

9. ad • van • tag • es

18. op • por • tu • ni • ties

B. Now take turns saying the words.

Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 5


NAME:

DATE :

Pronuncia tion Acti vi ti e s

(Unit 6)
Sound reduction
A. With a partner, find and circle words in the fable “The Fox and the Crow” that you think will have
sound reductions, according to what you learned in the Pronunciation Booster.
Loo k for:
a. words with unstressed vowels that are
reduced.
b. unstressed words beginning with “h”
in which the /h/ sound is dropped.

The Fox and the Crow

One morning, a hungry fox was walking in the forest. The fox saw a crow in a tree. The
crow had a piece of cheese in his mouth.
“I’d love to eat that cheese for breakfast,” thought the fox. He sat under the tree and
looked up at the crow.
“What a beautiful bird you are!” the fox said. “Your feathers are as black as night. Your
eyes are as yellow as the sun. But I’ve heard you can’t sing. That’s too bad. If only you could sing,
you would be the most beautiful bird of all!”
The crow listened and thought, “The fox is right. I am beautiful! But what does he mean I
can’t sing? I can sing as well as other birds.” Then the crow opened its mouth and went, “Caw, caw!”
The cheese fell to the ground, and the fox ate it. “Thank you for breakfast!” the fox
called. “I see you have a voice, but where is your brain?”

B. Now practice reading the story aloud, paying attention to sound reductions.
O p tion. Listen to “The Fox and the Crow” on page 68 to compare your choices.

Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.


Unit 6


NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Un i t 7)
Vow e l sounds /i / and /I /
PARTNER A
P air Work. Read the words in Column A to your partner, paying attention to pronunciation of the
sounds /i / and /I /. Then listen to your partner and circle the words you hear in Column B.
C O L U MN A

C O L U MN B

1. list

1. sit

2. leave

2. rich

reach

3. slip

3. hill


heal

4. fist

4. dip

deep

5. field

5. sick

seek

6. grin

6. mill

meal

7. ship

7. bitter

beater

8. sin

8. bitten


beaten

9. cheap

9. mitt

meet

10. Tim

team

10. lip

seat

-----------------------------------------------------------------cut here --------------------------------------------------------------NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Unit 7)
Vowe l sounds / i / and / I /
PARTNER B
P air Work. Listen to your partner and circle the words you hear in Column A. Then read the words in
Column B to your partner, paying attention to pronunciation of the sounds /i / and /I /.
C O L U MN A
1. list


C O L U MN B
least

1. sit

2. live

leave

2. reach

3. slip

sleep

3. hill

4. fist

feast

4 deep

5. filled

field

5. sick

6. grin


green

6. meal

ship field
5.7.filled
8. sin cheap
9. chip

sheep

7. bitter

scene

8. bitten

cheap

9. meet

10. lip

leap

10. Tim

Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.


Unit 7


NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Unit 8)
Stre s s pla c ement: pre f i x e s and su f f i x e s
A. With a partner, decide which syllable of each highlighted word gets stressed, according to the rules
you learned in the Pronunciation Booster. Circle the stressed syllables.
1. a. Studies show that the more e ducation women get, the smaller families they have.
b. Studies show that the more e ducat ed women are, the smaller families they have.
2. a. Families are going to have to face the challenges posed by an aging p o pul a tion.
b. As societies are increasingly p o pul at ed by older people, new challenges will have to be faced.
3. a. With fewer children, families may find it more and more d ifficult to care for their older members.
b. With fewer children, families may face more d ifficulties in caring for older members.
4. a. Young drivers need a p ermit before they can learn to drive.
b. Parents should think carefully before p ermitting their children to drive alone.
5. a. No matter how much of an o ptimist you are, the world’s problems can appear quite challenging.
b. No matter how o ptimistic you are, the world’s problems can appear quite challenging.
6. a. The news organization that reported this information is extremely d e p enda bl e .
b. The d e p enda b ility of the news organization that reported this information makes them an
excellent source for information.
7. a. The information they reported about the c onflict does not match what other news organizations
are reporting.
b. The information they reported c onflicts with what the other news organizations have been reporting.
B. Now take turns saying each pair of sentences, paying attention to syllable stress.


Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 8


NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Unit 10)
Vowe l sounds / eI / , / E / , / & / , and / V /
PA R TNE R A
P ai r Wor k . Say the words in Column A, paying attention to the vowel sounds. Then listen to your partner and
circle the words you hear in Column B.
COL UM N A

C OL U M N B

1. letter
2. bread
3. lad
4. bad
5. said
6. Jane
7. fed
8. shade
9. sudden

10. pain
11. banned
12. left
13. begun
14. pest
15. bread
16. tan
17. sale

1. spatial
2. trained
3. age
4. paper
5. Luck
6. waste
7. pen
8. gems
9. date
10. main
11. tailor
12. flesh
13. leather
14. cut
15. hut
16. fed
17. laid

special
trend
edge

pepper
lack
west
pan
James
debt
men
teller
flash
lather
cat
hat
fad
led

----------------------------------------------------------cut here----------------------------------------------------------------------NAME:

DATE :

Pronuncia tion Acti vi ti e s
(Unit 10)
Vowe l sounds / eI / , / E / , / & / , and / V /
PA R TNE R B
P ai r Wor k . Listen to your partner and circle the words you hear in Column A. Then say the words in Column B,
paying attention to pronunciation of the vowel sounds.
COL UM N A
1. later
2. braid
3. led
4. bed

5. said
6. Jane
7. fade
8. shade
9. sudden
10. pain
11. bend
12. left
13. begun
14. pest
15. bread
16. ten
17. sale

C OL UM N B
letter
bread
lad
bad
sad
Jen
fed
shed
sadden
pen
banned
laughed
began
past
Brad

tan
sell

1. special
2. trend
3. edge
4. paper
5. luck
6. waste
7. pen
8. James
9. debt
10. men
11. tailor
12. flesh
13. leather
14. cut
15. hat
16. fad
17. laid

Summit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Unit 10