Test 6

1. Consider the following questions and items in written form:

1. What consonant sounds are called 'fricatives'?

2. What fricatives are bicentral?

3. How are fricatives classified according to the place of articulation?

4. What are the voiced counterparts of [f, θ, ∫, s]?

5. How are final fricatives pronounced?

6. How does the difference in voicing influence the length of the preceding vowels?

7. Suppose your fellow-student palatalizes fricatives. In what position may this mistake occur? In order to help him to pronounce the correct sounds what would you tell him to do with the tongue?

8. How would your fellow-student probably pronounce the English [θ, ð]? What would you recommend him to do with the tongue to escape the probable errors?

9. What common articulatory features can he traced in the articulation of the English [t, dl and [θ, ð; s, z]?

10. What articulatory features of the opposed consonants make the meaning of the following words different? pea — fee, cat— catch, head — fed theme— seem, thought — fought, place— plays

11. Suppose your fellow-student pronounces the word they as say or сей. In which case is the mistake phonological?

12. Give your own examples to show that the opposition of the sounds [f - v, θ - ð, s - z| in word initial or word final position is capable of differentiating the meaning.

13. Suppose your fellow-student pronounces the Russian [x] instead of the English [h]. Keeping in mind what you know about the articulation of the English sound tell him how to change the articulation. Why can we call this mistake phonetic?

Test 7

1. Consider the following questions and items in written form:

1.In order to help your fellow-student to make the vowel [υ] checked and short enough in the word book what would you recommend him to do?

2. Suppose a Russian learner of English pronounces the word luck as [lα:k]. Is this mistake phonetic or phonological? Keeping in mind what you know about the articulation of the vowels [Λ] and [α:] tell him what articulatory features differentiate the words lark and luck.

3. How would you help your fellow-student not to confuse the English [Λ] and the Russian [a]?

4. What mistake would a Russian learner of English probably make in the articulation of the vowel [Λ] in the word supper?

5. Suppose you teach a Russian the articulation of the vowel [з:]. In order to help him to produce the correct sound what would you tell him to do with his tongue, his jaws, his lips?

6. . How would you help a Russian learner who substitutes the English [з:] by the Russian [o:] or [e:]? Is this mistake phonetic or phonological?

7. Is there any vowel in Russian similar to the English [з:]?

8. What is the difference between the neutral vowel in the final and in the non-final position?

9. What mistakes can Russian learners probably make in the articulation of the neutral vowel?

10. What articulation exercises would you recommend for the vowel [i:]?

11. How would your fellow-student probably pronounce the English [i:]? What would you tell him to do not to confuse the English [i:] with the Russian [и]?

12. Keeping in mind what you know about the articulation of the vowels [ı] and [i:] explain what articulalory features differentiate the words sit and sent.

13. Give examples to show variations in length of the vowel [i:] in different positions.

14. What articulation exercises would you recommend for the vowel [u:]?

15. What is similar in the articulation of the vowels [u:] and [i:]?

16. What should a student do to avoid confusing the words pool and pull? Suppose he does so, is the mistake phonetic or phonological?

17. In what position is the vowel [u:] the shortest?