Cambridge english pronunciation illustrated

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.. Further practice material incorporating Engli

PUBLISHED BY THE PRESS SYND1CATE OF THE UNIVERSITY OF CAMBRIDGTI

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CAMBRIDGE UNIVERSITY PRESS

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http:/;',V\¥Vll.cambridge.org

© 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

Contents

Preface 7 I-IotV to Hse this book 9

U a wood, a cook 29

Comparing u and u: 29 u: a brute, a goose 30 3: Myrtle, her purse 31

au a goat, a cone 40

QU 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

ConsOl1ants

p pimple, a pipe 49

b a bow, a bible 50 Comparing p and b 51

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

I) a monkey, a tankard 72

r a rope, rocks 73,74

alaugh,alock 75,76

h a haddock, a hare 77

Comparing words beginning

with h with those beginning

with vowels 78

6

cube, a new suit 79

w a window, the Wild West 80 Comparing v and w 8 I

r'Vord diflisions 82,83 Word indexes 84

Preface

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

7

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

J.T

8

How to use this book

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

A 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

2 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

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

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

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 ";' :

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

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.<ir~ is given, dr.<wnfrolll the 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

I I

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

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

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

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

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.91 -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,

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

'ViT e 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

",\\11<,,\1\110, ,,' " I " It " " ",,, • '\I! ~,.r, "\I/" ""\1,,\,,,\, \"/,, 1\1, 'h,1 01/,,,1.1,,,,,.',,'

a tree a'tri:

Stephen I meets Eve I

one evening I for a meal 'sti:vn I mi:ts 'i:v I

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

Stephen I is greedy I He eats I

three pieces I of cheese I

'sti:vn I IZ 'gri:dr I hI i:ts I '6ri: 'pi:S!Z I av 'tli:z I

Asleep, I Stcphcn dreams I of Eve I He secs Eve I Beeing I from three beasts I

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

a biscuit

a 'brsklt

ink 'rQk

a higpig

a'brg'prg

a ship a'IIp

IS

I

~

i!/I ( .,- e:He.\'4'\llV ~ 4i9:\ ~

&, ! AI"

' - ." '-

i Jean likes gin I but gin doesn' dike Jean! !

'd3i:n ,Ialks 'rl3In I b"t 'd3In 'dAznt ,Ialk 'd3i: n I

Sleepy Freda ! seeks size

six slippers I to flt her feet I

'sli:PI 'fri:da I,si:ks 'san:

'sIks 'SlIP'" I t" 'fIt h3: 'ft:t I

16

Fish I and chips I are cheap I

and easy to eat I

'hI I.n 'tSlPS I ,,'tSi:p I and 'j:ZI tu 'i:t!

eleven hens I with twelve eggs I in ten nests I

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

t.I(lMy:'£~

a penny

;) 'peru

seven pets 'sevn 'pets

a wedding-dress

a 'wed!!] ,dres

17

a fat man I clapping I his hands I

Annc I has plaits I and black slacks I Harry I has a hacking jacket

a pat a'p;:et

pedalling 'pedlIQ

many men

'menr'men

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

~

Franz's French friend I

Jack's Czech friend I Franz I

a lovely crusty buttered bun I for supper I

a 'IAvlr 'krAstr 'bAt.d 'bAn I fa 'SApa I

a thump

a '9Amp

ajump a'd3Amp

r

acup a'kAp

a glove

A 'gIAV

a duck a'dAk

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

Cuthbert's young brother I wonders why A40ther I doesn't love her other son I

'kA9bats 'jAlJ 'brAC).1 'wAndaz I war 'mAil 'dAznt 'lAY h3r 'Ail 'SAn I

a hut to! 'hAt

a stump

a 'stAmp

These windows were shattered

'ol:z 'wlndauz wa 'Ja:::tad

mashed potatoes with butter 'm<eSt p;:}'telt<::lUZ WIC; 'bAta

a dark barn I in a large farm-yard I

" 'da:k 'ba:n I rn" 'la:d3 'fa:m,ja:d I

~

-,.-~

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 "y" 'ka:f I "nd"

'la:d3 'ka:t I 'blokIQ 0" 'fa:m,ja:d I

a shop

• 'Sop

a dog squatting on a rottcn log

a 'dog 'SkWDtII) Dn-d 'rotn 'log

Olive

'olxv

Olive is not 'oilY iz 'nDt

Olive I watches John I load a locked strong-box I on a yacht I in a lock I

adon

d 'don

a sock d'sok

The zoologist I wonders I about bugs I The botanist I wanders I about bogs I

00 z.u'010d3 Ist I 'wAnd.z I ob"ut 'bAgZ 10 'botonIst I 'wondoz I obaut 'bogz I

25

~D

This cross-country runner is last I This cross-country runner is lost

'ars ,krDs~'kAntrr ,rAnar IZ Ila:st I'ors ,kros-,kAntrr ,rAnar IZ 'lost I

26

Roger 'rod3·

a walk

Cl Iw):k

z - Maud -J1tfil~

Paul 'po:l , , "

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

a warm hot water bottle

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

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

The pudding looks good

o 'pudIQ ,Iuks 'gud

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

u

u/U!

U1 )

a 'nju: 'mu:n

two new shoes

'tu: 'nju: 'Ju:z

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

a rude uncouth youth

a 'ru:d 'Anku:8 'ju:8

a goose

a 'gu:s

a stool

a'stu:1

a few used boots

• 'fju: 'ju:zd 'bu:ts

Sue is beautiful 'su: IZ 'bjU:tlfI

.n '3:1r 'b3:d I WIO 'skw3:mIQ '3:8-,w3:m I

Pearl 'p3:1

her skirt

h3: 'sk3:t

a serpent 1 lurking 1 amid the ferns 1

• 's3:p.nt I 'l3:kIQ I mld 8 'f3:nz I

Pearl is a circlls girl

'p3:1 IZ a 's3:kas ,g3:1

An earl I gave Pearl a fur 1 and a circlet 1 of pearls 1 for 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

3:

government official) at the Treasury \

'gAvanmant a'frJII at oa 'tre3arr I

The comfortable apartment) of

sar 'edwad I ''''ndasan I at '"Idbara I

the apartment I by a ladder I

that was at the baek I of the house I

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

But an observant amateur I photographer i has focussed

a camera I on the burglar I and summoned a police-constable I

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

at the bottom I of the ladder I

az oa 'b3:gla 'li:YZ I oaz a pa'li:sman I

at oa 'botam I ay oa 'I",da I

3J

e

a grey, rainy day

a 'greI, 'reInI 'del

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 train I waiting I at a railway station I

a 'treln I'WeltIl) I at a 'reIlweI ,sterJn

James

Jane 'd3eln

James I takes a cake I

f,om Jane' s plate I

'd3elmz I 'telks 'kerk I fr.m 'd3ernz 'plert I

'farv 'wart 'mars

Clive I climbs I high spires I at night r

'klarv I 'klalmz I 'haI 'sparoz I t 'nartl

Dinah I is quite nice, I

but frightfully shy I

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

Clive I decides I to invite Dinah I

to dine I He tries to find a fine white wine I

'klalv I dI'saldz I to rn'valt 'dalna I t~ 'daIn I hI 'traIz ta 'faInd a 'farn 'waIt 'warn I

Dinah I decides I she would like to dine I

with Clivc I and arrives I on time, J

but politely declines I the white wine I

'daln I dI'sardz I Jld 'lark t 'darn I wro 'klalv, I nd 'raIVz Ion 'tal m, I b.t pa'lartlI dI'klalnz I 00 'waIt 'waln I

35

aI

:)1

Mr Hoyle ,n1Ista 'h:n!

a quoit

d 'kJIt o

a boy a'b:>I

~ ,:r.,.n , ,q

Mr Hoyle I toils I with the soil I

'mIsta 'horll 'tnlz I wIooa 'snll

The boy I is adroit I with his quoit I

Joyee I enjoys annoying I Ray I

'd3jIS I In'd3jIZ a'nj!IQ 'rOl I

36

Joyee 'd3 jIS

Joyee I is spoilt I and coy I

'd30lS I IZ 'spnit I and 'koI I

Roy destroys Joyce' s choicest toys

'rn dr'strnz 'd3JIsrz 'tInsIst 't::nz

a taste a'terst

a test

a 'test

David failed his exam

'dervrd 'ferld IZ rg'z<em ,

Jane sails boats 'd3ern 'serlz 'bauts

'Cier'rerst ~n_ 'ar I rest

so he felled the examiner!

sac hi: 'feld or rg'zcemrna!

Jen sells boots 'd3en 'selz 'bu:ts

37

ejer

David baits his hook

'delvld 'belts IZ 'huk

the lake that I like

aa 'Ielk oat aI 'Ialk

apme

a I paIn

and a 'waIt! IJ 'baIts It

Giles walks off with pies

poached eggs on toast

I pautJt 'egz on 'taust

an old coastal boat

<;In 'aold 'kaustal 'baut

Joan

'd3,mn

Joan I is combing I her golden hair I

'd30un I rz 'k'lUmrQ 13: 'gouldon 'hEO I

Joe I and Joan I go for a stroll I

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

JJ

Joe 'd3",J

Jae has a noble, Roman nose I

]) •

•

•

Joan I won't go home I alone, I

so Joe goes home I withJoan I

'd30un I 'wount ,gou 'houm I o'loun I

This owl I has found a brown

mouse I on the ground I

I moontanz and 'fauntanz

The loud shouts I and howls I of the crowd I oflouts I from the town I

drown the sound I of the vows I of the devout I on the mound I

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

cowed

'kaud

41

QO

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 lord a'b:d

a roller a'rauia

flirting 'fl3:tI Q

a ruler

a 'ruda

ajoke a'd3·uk

our I shower in a flowery bower!

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

Brian I is a liar, I says Howard I

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

Howard I is a coward, I says Brian I

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

Brianl glowers I sourly I at Howard I

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

45

ala/

cua

A dreary peer I sneers I

in the grand tier I

a 'drrarr 'pIa! 'snraz I

In 00 'gr"'nd 'no I

But-here, clearly

fear 'fIa

I oeI 'h,a I 00 'plar I an 'd3,a I

The weary hero 1

l King Lear 11

is nead y in tears I

ca 'wraf! 'hrar<3u I ['kr~ 'lrall

IZ 'mal! In 'tIaz I

tear 'tEa

'

swear

'SWEa

share 'JEa

despair dr'spEa

various pairs of things to wear

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

Mary 'mEan

~C1[J(J

Mary is scared j of fairies I in th~ dairy I

'mEan IZ 'skEad I av 'fe::3rIZ I In oa 'dEan I

Sarah 'SEara

Sarah has fair hair 'sEara h<EZ 'fEa 'hEa

Fair-haired Sarah I stares I warily I at the hairy bear, I

glaring from his lair I

'IEa-'hEad 'SEara I 'maz I 'wEanlI I atoa 'hEan 'bEa 1 'glEan ~ Iram IZ 'lEa I

47

Ee

curious tourists I with their courier I

'kjuarras 'tuansts I wr8 cEa 'kuarra I

a dour, cruel, furious boor

a 'dua 'krual'fjuarias 'bui':)

a lurid mural

a 'Ijuand 'mjuaral

A lurid mural I is sure to lure I curious tourists I

a 'Ijuand 'mjuarall 13 'Sua ta 'Ijua I 'kjuanas 'tuarISts !

4 8

a paper a'perpa

i!

a 'pri:,'prekt 'prknrk people

Pretty Polly I Perkins I

has a pair of pretty plaits I

'pntI pOll I 'p"klnzl

h~z a 'p£ar av 'pntr 'pl;:ets I

Pat I peeps at Pip I

playing I the piano I

'paot I 'pi:ps at 'PIP I

'pleI! Q I (la pI '",nau I

49

p