- •Isbn 978‐5‐8429‐0533‐1
- •Практическая фонетика английского языка
- •Contents
- •1St year revision
- •Direct address
- •Complex sentences
- •Direct speech
- •Apposition
- •Parenthesis
- •Enumeration
- •Adverbial modifier
- •Exclamations
- •Prepositions
- •Compound sentences
- •Compound verbs
- •14. Alternative questions
- •15. Disjunctive questions
- •Intonation Patterns
- •Read the following dialogues. Express the suggested attitudes.
- •Make up a conversation using the following phrases.
- •Mark the intonation, draw the staves and transcribe the following sentences, dividing into rhythm groups.
- •4. Mark the intonation in the following text and read it.
- •Listen and take b’s part in this conversation. Use a falling tone in each case to show that you agree or have understood.
- •Listen to the conversation again. Say a’s part aloud, using a rising tone on each final phrase to check that b understands.
- •Listen to the conversation. Indicate falling, rising or fall-rising tones on the words in bold. Say the b’s part aloud, using the same tones.
- •Listen to this conversation and notice how the woman verbally encourages the man to keep talking.
- •Listen to the recording, fill in the gaps. Read the text ‘Windsor Castle Tourist Guide’
- •Informational style
- •Informational narrative read aloud
- •May Week in Cambridge
- •Listen, indicate intonation and read the news.
- •Practice reading the following news items.
- •Listen and repeat the French words in coloumn a. Then try to match them with the brief definition in coloumn b. Use the example sentences below the table.
- •Listen to a person speaking about the weather in Montana (in the usa). Write what the person says, but miss out the ‘throw away’ words.
- •Listen to four people. Write their favourite ‘throw away’ words.
- •Underline the ‘throw away’ words in the text. Read the text aloud, saying the underlined expressions fast and in a low voice. Record yourself.
- •Listen to these sentences. Underline ‘throw away’ words.
- •Fill the gaps with the words well or anyway. Then listen and check.
- •Introducing the speaker
- •Prepare to deliver a speech for the situations below. These situations are only described in outline. Use your imagination to supply any details you need.
- •Listen to the presentation, indicate intonation, read the text. Prepare to deliver a presentation of your own.
- •You will hear a woman telling an anecdote. As you listen, notice
- •Use these outlines to tell the anecdotes.
- •Intonation etc.
- •Read the text.
- •Prepare Round-Table-Talk. Chose a role, build up arguments, participate in the discussion.
- •Intonation etc.
- •The chaos
- •Appendix 1
- •Appendix 2 English Vowels
- •Types of reading English vowels
- •English Consonants
- •Номинации
- •Prominent function words
- •Variant 1
- •Variant 2
- •Variant 3
- •Variant 4
- •Variant 5
- •Variant 6
- •Variant 7
- •Variant 8
Introducing the speaker
Gussie Fink-Nottle has been asked to give a speech at a school prize-giving ceremony. The headmaster introduces him to the audience.
'Today' said the bearded bloke, 'we are all happy to welcome as the guest of the afternoon Mr Fitz-Wattle...'
Gussie sat up with a jerk.
'Fink-Nottle', he said opening his eyes.
'Fitz-Nottle.'
'Fink-Nottle.'
I should say Fink-Nottle.'
'Of course you should, you silly ass,' said Gussie genially. 'All right, get on with it.'
'We are all happy, I say, to welcome as the guest of the afternoon Mr Fink-Nottle, who has kindly consented to award the prizes. This task, as you know, is one that should have devolved upon that well-beloved and vigorous member of our board of governors, the Rev. William Plomer, and we are all, I am sure, very sorry that illness at the last moment should have prevented him from being here today. But, if I may borrow a familiar metaphor from the - if I may employ a homely metaphor familiar to you all - what we lost on the swings we gain on the roundabouts.' He paused and beamed rather freely, to show that this was comedy. I could have told the man it was no use. Not a ripple.
It's always a nasty jar to wait for the laugh and find that the gag hasn't got across. The bearded bloke was visibly discomposed. At that, however, I think he would have got by, had he not, at this juncture, unfortunately stirred Gussie up again.
'In other words, though deprived of Mr Plomer, we have with us this afternoon Mr Fink-Nottle. I am sure that Mr Fink-Nottle's name is one that needs no introduction to you. It is, I venture to assert, a name that is familiar to us all.' 'Not to you,' said Gussie.
And the next moment I saw what Jeeves had meant when he had described Gussie as laughing heartily. 'Heartily' was absolutely the 'mot juste'. It sounded like a gas explosion.
'You didn't seem to know it so dashed well, what?' said Gussie. And, reminded apparently by the word 'what' of the word 'Wattle', he repeated the latter some sixteen times with a rising inflection. 'Wattle, Wattle, Wattle,' he concluded. 'Right-ho. Push on.'
Publicistic style
Phonostylistic characteristics
Timbre of the voice |
Dignified, self-assured, concerned and personally involved |
Loudness |
Enormously increased |
Levels and range |
Greatly varied; wide ranges within the phonopassages; a very high level of the start of the initial intonation groups |
Pauses |
Definitely long between the passages; a great number of breath-taking pauses; a rather frequent stop of phonation before the emphatic semantic centre |
Speed, tempo |
Moderately slow |
Rhythm |
Properly organized |
Types of Heads |
Falling and Stepping Heads, frequently broken by Accidental Rises to increase the emphasis |
Terminal tones |
Mostly emphatic; falling-rising tones in non-final intonation groups |
Exercises
