- •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
Exclamations
Exclamations are usually pronounced with High Fall:
ˋCertainly!
Prepositions
Preposition following the last stressed word of the intonation group is pronounced in its full form:
What can I do for you?
/⃗wɒt kən aɪ 、du: fɔ: ju·/
Compound sentences
In a complex sentence a principal clause preceding the subordinate clause may be pronounced either with falling or rising tone depending on whether its meaning is complete:
I pre↘fer to 'speak ˎSpanish, ½as I ↘know it 'much 'better than ˎEnglish.
In the sentence above the main idea is expressed in the principal clause, the subordinate clause gives additional information
I pre↘fer to 'speak ͵Spanish, ½as I ↘know it 'much 'better than ˎEnglish.
In the sentence above the principal clause is incomplete without the information given in the subordinate clause
In most cases complex sentences form one syntagm:
I ↘don’t 'think he is ˎright.
A subordinate clause preceding the principal clause is not complete in its meaning and usually pronounced with the rising tone:
When it ⃗gets ͵dark ½ ↘Moscow 'looks es'pecially ˎbeautiful ½because of its ⃗splendid il'lumi ˎnations.
Compound verbs
Compound verbs are pronounced with two primary stresses:
'put 'on
'switch 'off
14. Alternative questions
Alternative questions have the low-rising nuclear tone in the first intonation group and the low-falling nuclear tone in the final intonation group.
⃗Has she a ͵niece ∣ or a ˎnephew?
15. Disjunctive questions
Disjunctive questions consist of two intonation groups. The sequence of tones in disjunctive questions depends on the attitude of the speaker towards the significance of the utterance. The first intonation group has generally the low-falling nuclear tone. The low-falling nuclear tone of the final intonation group shows that the speaker is certain of the facts expressed in the first part of the question. The answer is not expected.
I saw you at the station. You were ⃗meeting your ˎwife, ∣ ˎweren’t you?
She looked so nice and happy.
The low-rising nuclear tone of the final intonation group shows that the speaker is not certain of the facts expressed in the first part of the question. An answer is expected.
- I saw you at the station. You were ⃗meeting your ˎwife, ∣ ˎweren’t you?
Yes, I was.
Intonation Patterns
Intonation Pattern |
Statements |
General questions |
Special questions |
Imperatives |
Exclamations
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(Low Pre-Head +) Low Fall (+Tail)
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(Low Pre-Head +) Descending Head + Low Fall (+Tail)
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emphatic |
(Low Pre-Head +) High Level Head + Low Fall (+Tail)
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emphatic |
(Low Pre-Head +) Low Rise (+Tail)
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(Low Pre-Head +) Descending Head + Low Rise (+Tail)
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interest
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sympathy, interest
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(Low Pre-Head +) High Level Head + Low Rise (+Tail)
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interest
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sympathy, interest
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(Low Pre-Head +) Low Level Head + Low Rise (+Tail)
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conversation
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(Low Pre-Head +) (Descending Head +) Mid Level (+Tail)
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(Low Pre-Head +) (Falling Head +) Fall-Rise (+Tail)
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Exercises