Винник_фонетика

Complete these sentences with one of the words from the chart.

a.It is my personal ______ that the man accused of the crime is innocent.

b.Let me listen to your chest. Take a deep ________ and say “Ah”.

c.You should put your valuables in the hotel ________ .

d.Drug ______ is a terrible problem all over the world.

e.I know it isn't good for your skin, but I love sun _______ .

f.I've been so worried about you! It's such a _______ to see you at last!

g.'What are we going to do with this cake?' 'Cut it in two. You take _______ and I'll take ______ .

h.Can you show me how to _______ this new coffee machine?

i.The refugees are _______ in temporary accommodation.

j.She apologized for her behaviour, and said it was because she'd had a lousy day at work, but that's no _______ for breaking all the plates.

k.People need time to _______ after the death of someone they love.

1. Take my _________ . Never marry for money. Marry for love.

[4, p. 95].

UNIT11

11.1.

The sound [ ɒ ]

No.6, back, open (broad variation), rounded, short monophthong.

This vowel is articulated with the mouth wide open and slight open liprounding. The body of the tongue is even more retracted than in the case of the

vowel [ɑ:]. The back of the tongue is only slightly raised. No contact is made between the rims of the tongue and the upper teeth.

The sound [ ɔ: ]

No.7, back, mid-open (narrow variation), rounded, long monophthong.

The tongue is in the back part of the mouth. The back of the tongue is raised to a half-open position. No contact is made between the rims of the tongue and the upper teeth. The mouth is less open and the lips are more rounded than for the vowel [ɒ].

[1, pp. 91, 92].

First practise saying the sounds [æ] and [ɒ], then practise saying them in contrast. Listen and repeat:

First practise saying the sounds [ɒ] and [ɔ:], then practise saying them in contrast. Listen and repeat:

11.2. Intonation. Imperatives. Surprise.

11.2.1. Commands

Commands with the low fall are very powerful, intense, serious and strong. The speaker appears to take it for granted that he will be obeyed, e.g.:

ˡCome and have ˡdinner with Tom.

Commands with the High Fall seem to suggest a course of action rather than to give an order; the speaker does not seem to be worrying whether he will be obeyed or not, e.g.:

ˡPut some more `milk in it.

Short commands pronounced with the Low Fall alone sound unemotional, calm, controlled, often cold, e.g.:

Take it. Stop it.

11.2.2. Requests. Suggestions.

Requests with the Low Rise soothing, encouraging, perhaps calmly patronising, e.g.:

Requests with the Fall-Rise sound pleading, e.g.:

Competition. Friendly or unfriendly?

Divide the class into two teams. The student from one team reads one of the following sentences using the intonation of either command or suggestion. Students from the other team decide if he's friendly or unfriendly. Score a point for

In the conversation below B, C, D and E are all surprised by what A says. B is surprised that he plays in the morning. C is surprised that Mr. Short plays. D is surprised that he plays football. E is surprised that he always plays. Practise in pairs. B must sound surprised about the part of the sentence in italics. To sound surprised you should use the Low Fall.

A: Mr Short always plays football in the morning.

B:In the ͵morning?

C:Mr ͵Short?

D:͵Football?

E:͵Always?

Practise in pairs. B must sound surprised about the part of the sentence in italics. Example:

A:I saw Audrey at the airport.

B:At the ͵airport?

A:Yes. At the airport.

1.I've put the ball in the drawer.

2.It's too warm to go walking.

3.Dawn wrote a report in shorthand.

4.George has bought forty-five forks.

5.I'm going to buy a horse.

6.You ought to get up at four in the morning.

7.I saw George when I was in New York.

8.It's your faul.

11.3. Dialogues

Read the dialogues, transcribe them, and mark all the phonetic phenomena in them. Then listen to the dialogues, mark stresses and tunes. Then picture them on the tonogram. Then listen to the dialogues a lot of times and learn them by heart.

Practice saying some words from dialogue 1 illustrating the sound [ɒ]. Lis-

Mrs. Bloggs: What's wrong with me? I want a holiday from this horrible job of

[2, pp. 10-12].

11.4. The weak forms of for

When the word for comes in the middle of a phrase or sentence, it is not pronounced [fɔ:], but it is pronounced in its weak form, either [fə] or [fər]. Listen to the expressions with for and put them in to the correct columns.

When do we pronounce the expressions with [fə] and when do we pronounce the expressions with [fər]? Practise saying the expressions correctly.

Listen and answer the questions on the tape using the prompts below, like this: fourteen years

You listen: How long have you known her? You speak: Oh, I‟ve known her for

11.5. Saying dates

Listen and practise saying these dates. Make sure that you pronounce [θ]

Try to guess when these famous people were born. Match up the people and the dates. Then listen and check your answers. Listen again and repeat, paying

attention to your pronunciation of the dates and the sounds [θ], [ð].

[3, pp. 35, 17].

UNIT 12 12.1.

The sounds [ ʃ ], [ ʒ ] – constrictive fricative, forelingual, apical, palatal-

alveolar, bicentral; [ ʃ ] is strong and voiceless, [ ʒ ] is weak and voiced, in final position it is partially devoiced.

The tip of the tongue is close to the back part of the alveolar ridge forming a narrowing (primary focus). The front part of the tongue is raised towards the hard

palate, forming the front secondary focus, thus palatalizing the sounds. The lips are neutral or slightly rounded. The vocal cords do not vibrate when [ ʃ ] is pronounced, for [ ʒ ] they vibrate.

[1, p. 47].

First practise saying the sounds [s] and [ ʃ ], then practise saying them in contrast. Listen and repeat:

12.2. Joining sounds

Listen and repeat:

English shops Scottish sheep French champagne Polish shirts Turkish sugar Danish ships Swedish shampoo Irish sheets Finnish shorts Spanish shoes Conversation: Customer: Does this shop sell Swedish shampoo?

Shop assistant: Yes. We have some special Swedish shampoo on this shelf. Practise this conversation. Use the list above.

12.3. Dialogues

Read the dialogue, transcribe it, and mark all the phonetic phenomena in it. Then listen to the dialogue, mark stresses and tunes. Then picture it on the tonogram. Then listen to the dialogue a lot of times and learn it by heart.

Practice saying some words from the dialogue illustrating the sound [ ʃ ].

68 PART II. PRACTICE IN ENGLISH PRONUNCIATION

this button.

Mrs. Marsh: The machine shouldn't shake like that, should it?

Mr. Shaw: Washing machines always shake, madam. Ah! It's finished now. Mrs. Marsh: But the sheets have shrunk, and so have the shirts.

Mr. Shaw: Do you wish to buy this machine, madam?

Mrs. Marsh: I‟m not sire.

12.4. Reading

Television programmes: Channel 1

7.00 – Children's film: "Treasure Island"

7.15 – News comment: An Unusual Collision

7.30 – Fashion: Casual Clothes

7.45 – Travel film: Across Asia in a Peugeot

8.15 – Do-it-yourself: How to Measure a New Garage 8.30 – Variety show: It's a Pleasure

Conversation. Talk about the television programmes. Example:

A:What are you going to watch on television tonight?

B:Treasure Island.

Drill. When somebody says "Thank you" for doing something, we sometimes say, "It's a pleasure" or "The pleasure is mine". Practise these answers, either "It's a pleasure" or "The pleasure is mine" . Example:

A:Thank you for lending me your television.

B:It's a pleasure.

1.Thank you for mending my television.

2.Thanks for lending me your measuring tape.

3.Thanks for lending me "Treasure Island".

4.Thank you for letting me use your garage.

5.Thanks for letting me drive your Peogeot.

6Thanks for letting us watch your television.

[2, pp. 42–43].

12.5. Age and duration as adjectives

Notice the following:

Ruth Lawrence is ten years old. → She‟s a ten-year-old girl.

The exams she took lasted three hours. → They were three-hour exams.

The course she‟s going to do at Oxford lasts three years. → It‟s a three-year

course.

Notice the stress:

She‟s a ˡten-year-old girl. They were ˡthree-hour exams.

It‟s a ˡthree-year course.

Listen and respond to the information that you hear on the tape, like this:

a.You listen: There was a strike where I work that lasted ten months!

You speak: What! A ten-month strike! You listen: What! A ten-month strike!

[3, p. 58].

UNIT 13 13.1.

The sounds [ ʧ , ʤ ] – occlusive-constrictive consonants (affricates), fore-

lingual, apical, palatal-alveolar, bicentral; [ʧ ] is strong and voiceless, [ʤ] is weak

and voiced, in word final position it is partially devoiced.

The tip of the tongue touches the back part of the teeth ridge (primary focus). The front part of the tongue is raised towards the hard palate forming the front secondary focus. The soft palate is raised so that the breath is trapped for a short time (because of the complete obstruction between the tongue-tip and the teeth ridge) then the obstruction is released slowly and the friction is heard. The lips are slightly

[1, p. 50].

First practise saying the sounds [ ʃ ] and [ʧ ], then practise saying them in contrast. Listen and repeat:

70 PART II. PRACTICE IN ENGLISH PRONUNCIATION

13.2. Joining sounds

When two sounds [ʧ ] or [ʤ] come together, both sounds should be said.

13.3. Dialogues

Read the dialogues, transcribe them, and mark all the phonetic phenomena in them. Then listen to the dialogues, mark stresses and tunes. Then picture them on the tonogram. Then listen to the dialogues a lot of times and learn them by heart.

Practice saying some words from dialogue 1 illustrating the sound [ʧ ]. Lis-

Mrs. Church: How much is all that? I haven't got cash. Can I pay by cheque?