Sound Practice

A. Listen and repeat:

//	//	//	//, /j/	//	//
up	on	bush	soon	car	oh
cut	not	full	shoot	started	home
ugly	sorry	good	through	grass	throw
some	hilltop	look	use	after	floating
untidy	want	should	beautiful	hard	stone
unhappy	dog	could	new	park	boat

B. Listen to the following sound contrasts, practise their pronunciation:

day – cried

tree – it

said – graceful

very – unhappy

hill – top

up – good

ugly – beautiful

started – cut

made – bramble

bramble – bush

sorry – some

look – too

C. Spell the words according to their transcription:

//, / , //, //, //, /, /, /, , , , , , , , , , , /.

D. Listen and transcribe the words you hear:

said, would, moral, cried, to use, new, may, pond, eat, manger, asked, can’t, away, others, having, either, hungry.

E. Transcribe the words containing /, , , , , / in the sentences you hear:

1. Look at me, I am tall, strong, graceful and very beautiful.

2. What good are you?

3. This made the bramble bush very unhappy because he knew the fir tree was right.

4. They wanted to use it to make a new house.

5. “Oh dear!” cried the fir tree, as it started to fall.

F. Read the fable, concentrate on the words containing the letter A in their phonemic staff; group the words in accordance with the sounds it represents in speech. Explain the reading rules in writing. Give qualitative and quantitative changes of some phonemes when used in unstressed positions (// – at, am, and, have, as, was; /^./ – are)

1) // – day, may,

a, graceful, made, came, make later;

2) // – bramble, unhappy, carrying, axes, at, am, and, have; as;

3) // – a, at, am, and, have; as

4) // – what, wanted, was;

5) // – are, started;

6) // – tall, small, fall;

because;

7) // – said.

Intonation Practice

A. Listen to the following sentences of the fable; write them down; divide the sentences you hear into syntagms (intonation groups); explain in writing the rules of syntagmatic division; underline the most prominent word in each syntagm, mark the nuclear tone it takes. Put full non- nuclear stress on the words, which take it.

a) One day, on a hilltop, a fir tree said to a bramble bush.

b) You are small, ugly and untidy.

c) But next day some men carrying axes came up the hill.

d) People who are too proud may be sorry later.

B. Listen to the sentences, write them down, divide them into syntagms, lay stresses and tone marks, give the number of rhythmic groups in each syntagm:

a) I wish I were a bramble bush, then the men would not have cut me down.

b) They wanted to use it to make a new house.

c) This made the bramble bush very unhappy because he knew the fir tree was right.

d) Look at me, I am tall, strong, graceful and very beautiful.

C. Listen to the sentences, analyse the type of prenuclear tones in each intonation group.

D. Practise reading the fable imitating the speaker’s intonation; record the fable.