- •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
Read the following dialogues. Express the suggested attitudes.
— What troubles you? (sympathetically interested)
— I'm quite unwell. I feel giddy and I can hardly stand on m legs. (serious)
— Any pain? (sympathetically interested)
— Yes, I've a sore throat. (conveying personal concern)
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— Shall I have to stay in bed long? (genuinely interested)
— No, not more than a week, I hope. (uncertain)
— And shall I take any medicine? (genuinely interested)
— Yes, certainly. Here is a prescription for you. (weighty, catt goric)
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— What is your temperature? (sympathetically interested)
— It's thirty-eight point seven.
— Please strip to the waist. I shall examine you. How long have you felt this way? (sympathetically interested)
— Several days already. I've been taking pills, but I don't feel any better.
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A.: Hello, Pete, what's happened to you? Why is your arm in a sling? (sympathetically interested)
P.: I had a bad fall and broke my arm.
A.: How awful! Have you any pain now? (interested)
P.: It still hurts, but not so much as before. (reserving judgement)
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D.: What's troubling you? (interested)
A.: One of my front teeth is working loose.
D.: You have to have this one out. It's a pity you didn't have it looked at before. (grumbling)
A: I wish I had. (conveying personal concern)
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— I have an abscess on my finger, it hurts me awfully. (serious)
— Did you run a splinter into your finger? (interested)
— No, I happened to pick it with a wire.
— What did you do for it? (searching)
— I did nothing, I thought it would heal by itself.
— That was not very clever of you. (reprimand)
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— Your voice is hoarse and your face is flushed. You must have a cold. I'm sure. Where did you manage to get it? (sympathy)
— I don't know myself. I must have caught cold last night, when I took my coat off.
— How thoughtless of you, the evening was cold and windy. (reproachful) Now you'll have to stay in.
Make up a conversation using the following phrases.
Let's .... shall we? It'll be too ... .
That's a good idea. That's better.
Yes, please. Now, perhaps, ... .
Right. Oh, dear, I'm so sorry.
Oh, ... . Not at all.
Well, you said ... . Do you think you could ... ?
Mark the intonation, draw the staves and transcribe the following sentences, dividing into rhythm groups.
That’s not the way to read books. (final, categoric)
“We really must be going now,” she said getting up out of her chair.
Sammy asked: “Have you got any seats for tomorrow?”
Here are two pencils. – I’d like to have the read one. (expressing contradiction)
You needn’t worry. Nothing at all serious. (reassuring, calmly patronizing)
Ann was wearing a charming blue hat. (Accidental Rise)
Do your children have milk or coffee in the morning?
I’m not too early, am I?
At present I’m too busy. (Mid-Level)
In front of the window there is a flower-bed.
Still, it’s better to engage a room beforehand.
You know, of course, they are geologists.
That’s all right, darling.
Eddy, why didn’t you phone me?
Who on earth told him to come? (calm, but very disapproving)