ENGLISH QUIZ

1. A, An or The?
When do we say "the dog" and when do we say "a dog"? (On this page we talk
only about singular, countable nouns.)
The and a/an are called "articles". We divide them into "definite" and
"indefinite" like this:
Articles
Definite Indefinite
the a, an
We use "definite" to mean sure, certain. "Definite" is particular.
We use "indefinite" to mean not sure, not certain. "Indefinite" is general.
When we are talking about one thing in particular, we use the. When we are
talking about one thing in general, we use a or an.
Think of the sky at night. In the sky we see 1 moon and millions of stars. So
normally we would say:
 I saw the moon last night.
 I saw a star last night.
Look at these examples:
the a, an
 The capital of France is Paris.
 I have found the book that I lost.
 Have you cleaned the car?
 There are six eggs in the fridge.
 Please switch off the TV when you
finish.
 I was born in a town.
 John had an omelette for
lunch.
 James Bond
ordered a drink.
 We want to
buy an umbrella.
 Have you got a pen?
Of course, often we can use the or a/an for the same word. It depends on the
situation, not the word. Look at these examples:
 We want to buy an umbrella. (Any umbrella, not a particular umbrella.)
 Where is the umbrella? (We already have an umbrella. We are looking
for our umbrella, a particular umbrella.)
This little story should help you understand the difference between the and a,
an:
A man and a woman were walking in Oxford Street. The woman saw a dress

2. that she liked in a shop. She asked the man if he could buy the dress for her.
He said: "Do you think the shop will accept a check? I don't have a credit
card."
We have listed some examples in the following table. There you can see when we use the definite article and
when we don't.
without the definite article with the definite article

3. general words (indefinite) general words (definite)
Life is too short.
I like flowers.
I've read a book on the life of Bill Clinton.
I like the flowers in your garden.
names of persons on the singular, relatives family names in the plural
Peter and John live in London.
Aunt Mary lives in Los Angeles.
The Smiths live in Chicago.
public buildings, institutions, means of
transport (indefinite)
public buildings, institutions, means of
transport (definite)
Mandy doesn't like school.
We go to school by bus.
Some people go to church on Sundays.
The school that Mandy goes to is old.
The bus to Dresden leaves at 7.40.
The round church in Klingenthal is famous.
names of countries in the singular; summits
of mountains; continents; towns
names of countries in the plural; mountain
ranges; regions
Germany, France;
Mount Whitney, Mount McKinley;
Africa, Europe;
Cairo, New York
the United States of America, the Netherlands;
the Highlands, the Rocky Mountains, the Alps; the
Middle East, the west of Australia
single islands groups of islands
Corfu, Bermuda, Sicily the Bahamas, the British Isles, the Canaries
parks; lakes; streets name with of-phrase; oceans; seas; rivers
Central Park, Hyde Park;
Lake Michigan, Loch Ness;
42nd Street, Oxford Street
the Statue of Liberty, the Tower (of London), the
Isle of Wight;
the Atlantic (Ocean);
the Mediterranean (Sea);
the Nile, the Rhine, the Suez Canal
months, days of the week (indefinite) months, days of the week (definite)
The weekend is over on Monday morning.
July and August are the most popular months for
holidays.
I always remember the Monday when I had an
accident.
The August of 2001 was hot and dry.
We use the seasons of the year (spring, summer, autumn, winter) with or without the definite article.
in summer or in the summer
The American English word for autumn >fall< is always used with the definite article.
Sometimes we use the article and sometimes we do not. It often depends on the context. Watch the following
example:
The student goes to school.
The mother goes to the school.
In the first sentence we do not use the definite article, in the second we do. The student goes to school for its
primary purpose, so we do not use the article.
The mother might talk to a teacher, for example. She visits the school for a different reason. That's why we
use the definite article in the second sentence.

4. ENGLISH HELP. “INGLÉS A TU MEDIDA”
PRACTICE: THE
Student name: ______________________________________________ Key: ____________
Professor Oscar Neyra Date: ___/ ___ / 2014
Decide whether to use the definite article “the” or not. If you do not need the article “the”, use “x”.
1) My grandmother likes ______ flowers very much.
2) I love _______ flowers in your garden.
3) See you on ______ Wednesday.
4) I always listen to _____ radio in the morning.
5) Alex goes to work by _______ bus.
6) Don't be late for ______ school.
7) Listen! Dennis is playing ______ trumpet.
8) We often see our cousins over ______ Easter.
9) She has never been to Alps before.
10) What about going to Australia in ____ February?
11) Last year we visited _______ St. Paul's Cathedral and _____ Tower.
12) _______ Mount Everest is _______ highest mountain on earth.
13) _______ Loch Ness is ______ most famous lake in Scotland.
14) ________ most children like ______ sweets.
15) _______ summer of 1996 was hot and dry.
16) _______ Plaza Hotel is on the corner of ______ 59th Street and 5th Avenue.
17) My sister often stays at _____ Uncle Tim's in Detroit.
18) Our friends _____ Millers moved to Florida last August.
19) _______ smog is a problem in ______ big cities.
20) Our children go to ________ school by ______ bus.
Hi John,
I arrived in USA last Monday. We left Rome, flew over Alps and made a quick stop
in London. There we went shopping in Harrods, visited Tower and enjoyed a sunny afternoon
in Hyde Park. On the following day we left for New York. time on board wasn't boring as
there were two films to watch on monitor. people on plane were all Italian. Before we
landed at JFK airport, we saw Statue of Liberty, Ellis Island and Empire State
Building. hotel I stayed in was on corner of 42nd Street and 5th Avenue. I don't
like hotels very much, but I didn't have time to rent an apartment.
Please say hello to Peter and Mandy.
Yours,
Peter
Grade

5. RESPUESTAS

6. Connected speech 2
Submitted by TE Editor on 28 February, 2005 - 12:00
An advanced student of mine speaks both clearly and usually correctly, but can often sound over formal and at
times stilted. He has learnt his English "through the eye" and has trouble interpreting the utterances of native
speakers who do not monitor their output. His delivery is an attempt at a precise version of every sound. With
native speakers, articulatory precision is a stylistic device, a conscious choice if we want to emphasize a point,
be insistent or threatening. In normal social interaction though, this is not usually the case and articulatory
imprecision is the more natural and functional option.
 Aspects of connected speech
 Intrusion and linking
 Elision
 Working on connected speech
 Integrating work on connected speech
 Conclusion
Aspects of connected speech
Speech is a continuous stream of sounds, without clear-cut borderlines between them, and the different aspects
of connected speech help to explain why written English is so different from spoken English.
So, what is it that native speakers do when stringing words together that causes so many problems for
students?

7. Intrusion and linking
When two vowel sounds meet, we tend to insert an extra sound which resembles either a / j /, / w / or / r
/ , to mark the transition sound between the two vowels, a device referred to as intrusion. For example:
 Intruding / r/
The media / r /are to blame.
Law(r)and order.
 Intruding / j /
I / j / agree.
They / j /are here!
 Intruding / w/
I want to/ w/eat.
Please do/ w/it.
Word boundaries involving a consonant and a vowel are also linked, as we tend to drag final consonants to
initial vowels or vice versa. For example:
 Get on. ( geton )
 Not at all. ( notatall )
 It´s no joke. ( snow joke)
Elision
As I have mentioned, a native speaker's aim in connecting words is maximum ease and efficiency of tongue
movement when getting our message across. In minimizing our efforts, we weaken our articulation. If
articulation is weakened too much, the sound may disappear altogether, a process known as elision. It is the
vowels from unstressed syllables which are the first to be elided in non-precise pronunciation.
 Common sound deletions
A syllable containing the unstressed "schwa" is often lost. For example,
o int(e)rest,
o sim(i)lar,
o lib(a)ry,
o diff(e)rent,
o t(o)night.
 / t / and / d /
With consonants, it is / t / and / d / which are most commonly elided, especially when they appear in a
consonant cluster. For example,
o chris(t)mas
o san(d)wich
The same process can occur across word boundaries, for example,
o mus(t) be
o the firs(t) three
o you an(d) me
o we stopp(ed) for lunch
 / h /
The / h / sound is also often deleted. For example,
o you shouldn´t (h)ave
o tell (h)im.
Working on connected speech
If your learners have not worked on these forms before, you might wish to set some lesson time aside to work
specifically on these features of connected speech. One way of introducing them to sound deletions could be to
write a few short phrases on the board. For example:
 That´s an interesting idea.
 Are you coming out tonight?
 It´s the tallest building.

8.  You must tell him.
Try if possible to use language you have recently been working on in the classroom. Then ask the class to count
the number of sounds in each word, and write the numbers which they give you on the board above the
words, like this:
3
You
4
must
4
tell
3
him
Now play a recording of the phrases, or read them yourself, and ask the learners to listen again and write down
how many sounds they hear. Prompt them if necessary, asking if, for example, the "t" is really pronounced
twice between "must" and "tell", or only once.
 Drill the phrases then ask the students to practise these phrases themselves.You could also read out the
phrases, once using the elided forms, then again in a more clipped, emphatic manner.
 Ask the learners which sounds more natural. Highlight that the features of connected speech not only make the
phrase more natural sounding but that it is also easier to pronounce the words in this way.
Exercises like this help to show learners the differences between written and spoken English, and they highlight
the importance of listening to words rather than relying on their written forms.
Integrating work on connected speech
It is a good idea to try and integrate work on connected speech into everyday lessons. When studying grammar
for example, don´t focus solely on the form of the words, draw attention to the way they are pronounced in
natural conversation.
 Superlatives, for example, provide practice of sound deletions. You could write a few phrases on the board:
o The Nile is the longest river in the world.
o The Vatican is the smallest country in the world.
 Ask the students to listen to the sounds while you repeat the phrases a few times and see if they can spot the
disappearance of the "t" on the superlative adjective.
 Drill the phrases, chorally and individually. Students might like to write their own general knowledge quiz, using
questions such as, "Which is the tallest building in the world?".
 As they read their questions, make sure they elide the final "t" (unless of course, the next word begins with a
vowel).
Such exercises provide practice of both grammatical form and pronunciation, and the repetition helps students
to begin using these features of connected speech in a natural manner.
Anything which you have recently been working on in class can be used as a basis for pronunciation work. For
example, a useful way of practising the intruding sounds / r /, / w / and/ j / is when studying phrasal verbs.
Do/ w /up
lay / j / up
Go/ w /away
Go / w / out
 Drill the verbs chorally and individually before providing a more personalized practice activity in which students
ask each other questions using the verbs you are focusing on.
Phrasal verbs can also be used to show how we tend to link final consonants and initial vowels across word
boundaries.

9. Get out ( getout )
Put on ( puton )
Come out ( cumout )
Conclusion
Students often find pronunciation work fun and stimulating, as well as valuable. However, they will need time
and confidence in order to assimilate the features of connected speech and to make them their own. Research
does suggest though, that by simply drawing students' attention to these forms, you are giving them
considerable help towards making sense of the language they hear.
Further reading
Sound Foundations by Adrian Underhill
Pronunciation by Dalton and Seidlholfer
How to Teach Pronunciation by Gerald Kelly
Teaching English Pronunciation by Joanne Kenworthy
Vanessa Steele