- •Isbn 978‐5‐8429‐0533‐1
- •Практическая фонетика английского языка
- •Contents
- •1St year revision
- •Direct address
- •Apposition
- •Parenthesis
- •Enumeration
- •Adverbial modifier
- •Complex sentences
- •Direct speech
- •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
Variant 4
Soon after half past five.
(Low Pre-Head) + Falling Head + Low Fall + (Tail)
For heaven’s sake why not?
(Low Pre-Head) + Stepping Head + Low Fall + (Tail)
More than we can now afford.
(Low Pre-Head) + High Level Head + Low Fall + (Tail)
Where do you intend to keep the animal?
(Low Pre-Head) + Falling Head + Low Rise + (Tail)
I’m going to do some shopping.
(Low Pre-Head) + Stepping Head + Low Rise + (Tail)
So that he won’t forget.
(Low Pre-Head) + High Level Head + Low Rise + (Tail)
You haven’t given me an explanation of your strange behaviour.
(Use Accidental Rise on the word in bold type)
Will you have clear soup or cabbage soup?
There’re so friendly, aren’t they?
Frankly, I don’t know.
He won’t know what’s happened.
(Low Pre-Head) + Fall-Rise + (Tail)
If you want to have a rest, go to the country.
I have rather small feet, as you see.
Mother, can I have an ice-cream?
Don’t worry, Mike.
He said: “We really must be going now.”
“It’s rather expensive”, she remarked.
On the sideboard they have a bowl of fruit: apples, pears, plums, cherries, grapes and oranges.
Don’t take any notice of her.
(Low Pre-Head) + Low Level Head + Low Rise + (Tail)
It’s nothing less than a masterpiece.
(Low Pre-Head) + Rising Head + High Fall + (Tail)
Well if it isn’t my old friend Tom!
(Low Pre-Head) + Falling Head + High Fall + (Tail)
Variant 5
As soon as the weather improves.
(Low Pre-Head) + Falling Head + Low Fall + (Tail)
Don’t put them all on my table.
(Low Pre-Head) + Stepping Head + Low Fall + (Tail)
I was talking to him yesterday.
(Low Pre-Head) + High Level Head + Low Fall + (Tail)
Is your brother-in-law a doctor?
(Low Pre-Head) + Falling Head + Low Rise + (Tail)
Have you any letters you’d like me to post?
(Low Pre-Head) + Stepping Head + Low Rise + (Tail)
I beg your pardon.
(Low Pre-Head) + High Level Head + Low Rise + (Tail)
The scientist is known all over the world.
(Use Accidental Rise on the word in bold type)
Do you usually sit up late or go to bed early?
Lovely party, isn’t it?
In front of the house we have a small garden.
That wasn’t my fault.
(Low Pre-Head) + Fall-Rise + (Tail)
In fact, it’s the worst year we’ve had.
The further away the better, I would say.
Eddy, why didn’t you phone me?
Now, Mike, do it yourself.
He said: “I hope you don’t mind.”
“I’ve enjoyed that wonderful play!” she exclaimed.
There’s also pepper and salt, oil and vinegar and mustard.
Don’t be so silly.
(Low Pre-Head) + Low Level Head + Low Rise + (Tail)
I was rather taken with it.
(Low Pre-Head) + Rising Head + High Fall + (Tail)
Would you believe it?
(Low Pre-Head) + Falling Head + High Fall + (Tail)