- •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
Informational style
Informational narrative read aloud
Phonostylistic characteristics
Timbre of the voice |
Dispassionate, impartial, reserved |
Loudness |
Normal throughout the text, varied at the phonopassage boundaries |
Levels and range |
Decrease of levels and ranges within the passage |
Pauses |
Of normal length |
Speed, tempo |
Normal or slow, not variable |
Rhythm |
Stable, properly organized |
Types of Heads |
Mostly Falling and Level Heads |
Terminal tones |
Final categoric falls; in non-final segments mid-level and low rising tones are often used |
Shadow reading
‘Shadow reading’ is reading aloud with a recording, following the pace, rhythm, and intonation of the recorded speaker. Shadow reading exercises help to improve pronunciation and intonation, speak with more expression and more flowingly.
About Friends
The good thing about friends
is not having to finish sentences.
I sat a whole summer afternoon with my friend once
on a river bank, basking heels on the baked mud
and watching thу small chunks slide into the water
and listening to them – plop, plop, plop.
He said ‘I like the twigs when they… you know…
like that’. I said ‘There’s that branch…’
We both said ‘Mmmm’. The river flowed and flowed
and there were lots of butterflies, that afternoon.
I first thought there was a sad thing about friends
when we met twenty years later.
We both talked hundreds of sentences,
taking care to finish all we said,
and explain it all very carefully,
as if we’d been discovered in places
we should not be, and were somehow ashamed.
I understood then what the river meant by flowing.
Press reporting
Phonostylistic characteristics
Timbre of the voice |
Dispassionate, impartial, but assured |
Loudness |
Normal or increased |
Levels and range |
Normal; decrease towards the end of the passage; noticeable increase at the start of any new news item |
Pauses |
Rather long, especially at the end of each news item |
Speed, tempo |
Not remarkably varied; deliberately slow on communicatively important centres |
Rhythm |
Stable, properly organized |
Types of Heads |
Descending Heads |
Terminal tones |
Final, categoric falling tones on the semantic centres; falling-rising or rising tones in the initial intonation groups |
Listen, indicate the intonation and read the text “May Week in Cambridge”