4. Speak about the syllabic structure of the language. Transcribe the following words and state the number of syllables in them: candle, floor, little, father, discover.

THE SYLLABIC STRUCTURE OF ENGLISH 1. The definition and general characteristics of a syllable.

It is generally known that speech is a continuum. The segmentation of the speech continuum into discreet sounds and the allocation of the latter to phonemic categories is the result of the linguistic analysis. According to the immediate auditory impression of linguistically untrained users, pronounced sound sequences are acoustically broken up into smaller units which are articulated with alternately increasing and diminishing energy. The syllable is a complicated phenomenon and like the phoneme it can be analyzed from the acoustic, auditory, articulatory and functional points of view. Acoustically and auditorily a syllable is characterized by the force of utterance, or accent, pitch of the voice, sonority and length, that is by prosodic features. In English syllable formation is based on the phonological opposition vowel consonant. Vowels are usually syllabic, while consonants are not, with the exception of the sonorants [l], [m], [n] which become syllabic if they occur in an unstressed final position preceded by a noise consonant. A syllable may consist of one phoneme or a number of phonemes. The syllabic phoneme forms the peak of prominence the crest, or the peak of the syllable. One ore more consonant phonemes preceding or following the peak of prominence are called slopes. The boundary between two syllables is called the valley of prominence.

As to the number of syllables in the English word it can vary from one to eight. Ex. come [km], city [si-ti], family [f-mi-li], simplicity [sim-pli-si-ti], unnaturally [n-n-t-r-li], unsophisticated [n-s-fi-sti-kei-tid], incompatibility [in-kom-p-ti-bi-li-ti], unintelligibility [n-in-te-li d3i-bi-li-ti].

The principles of syllable classification. Types of syllables.

There are several generally accepted classifications of syllables based upon various criteria.

First of all phonetic syllables which are distinguished in the actual pronunciation of words should not be mixed up with orthographic syllables, or syllabographs into which words are divided in writing and print or for the application of the so-called reading rules. Syllables of phonetic type need not coincide with those of the orthographic type as the latter are closely connected with the morphemic structure of words.

Ex.

phonetic syllables

syllabographs:

ranging

[rn-d3i]

rang-ing

maker

[mei-k]

mak-er

The further classifications concern phonetic syllables.

The syllable as a whole is the carrier of a dynamic stress variation in the force of utterance. So syllables can be classified according to the accentual weight as stressed and unstressed. Functional characteristics of syllables.

Correct syllable formation and syllable division is of great practical importance because syllables perform constitutive, distinctive and recognitive functions.

Constitutive function of the syllable lies in its ability to be a part of a word or a word itself. The syllable forms language units of greater magnitude that is morphemes, words and utterances. The syllable is the unit within which the relations between the distinctive features of the phonemes are revealed. Within a syllable or a sequence of syllables prosodic characteristics of speech are realized which form the stress-pattern of a word and the rhythmic and intonation structures of an utterance. So the syllable is a specific minimal structure of both segmental and suprasegmental features.

The other function of the syllable is distinctive. In this respect the syllable is characterized by its ability to differentiate words and word forms. It can be proved by the phonological oppositions based on a difference in syllable division.

Ex.: nitrate [nai-treit] night rate [nait-reit]

The distinction here lies:

a in the degree of aspiration of [t] which is greater in the first member of the opposition than in the second

b in the slightly devoiced articulation of [r] in the first member of the opposition under the influence of the initial [t]

c in the length of the diphthong [ai] which is shorter in the second member of the opposition, because it is followed by a voiceless consonant.

The differentiation is effected in this case through the opposition strong-end consonantweak-end consonant resulting in a different position of the point of syllable division. The differentiation is achieved by beginning of fresh articulatory effort at different points.

The recognitive function of the syllable facilitates their identification. It is conditioned by the pronunciation of the speaker. The listener can understand the meaning of the utterance only if he perceives the correct syllabic boundary.

№28 WHAT DO YOU THINK A SCHOOL-TEACHER’S OPINION SHOULD BE ON THE ROLE HOLIDAYS, TRADITIONS AND RITUALS PLAY IN THE EDUCATION AND CHARACTER-SHAPING OF THE YOUNGER GENERATION?

The concept of culture represents differing ranges of human behaviors, products, and institutions to people

with differing academic and experiential backgrounds.

Educators have generally recognized a broader scope of

phenomena: evidence of 'culture' in a classroom includes such things as travel posters hanging from the wall

and piñatas hanging from the ceiling, art projects ranging from making maracas out of gourds to constructing

kites for Chinese holidays, and cooking-and-tasting sessions with tortillas, fry bread, or rice boats. Meetings

and in-service workshops for teachers often feature 'cultural events', defined as singing and/or dancing typical

of 'folk' in another country.

This may be good; this is certainly fun; but this is also an entirely inadequate perspective on 'culture' for the

nature and goals of bilingual education.

The nature and extent of students' cultural competence is thus just as important as their linguistic competence

for determining appropriate level and content for instruction in bilingual-bicultural education.

A teacher's role may vary among cultures. Teachers may provide instruction in literacy and numeracy, craftsmanship or vocational training, the arts, religion, civics, community roles, or life skills.

Howcan teachersbuildandpresent culturein their classrooms?

Use reflection and inquiry as you explore and examine how your own cultural identity emerges and influences your professional prac­tice. From the list below, choose some topics that you’d like to explore with your current students. Discipline yourself to journal your observations; categorize some of the incidents that happen as you move through your inquiry. Be sure to find someone with whom to share your experience. Remember that learning is shaped through interaction with others.

Activities:

Create professional development opportunities that allow teachers time to reflect on their cultural heritage with peers (memoir writing, artifact sharing, and shared cultural celebrations).

Share your experiences, celebrations, and important events with your students. Integrate storytelling (writing, speaking, drawing, and creating) into your curriculum.

Bring in your cultural “artifacts” that may or may not be familiar to students, and have students hypothesize and discuss their purpose, meaning, and value.

Create space that everyone in your classroom can access. Together, make a class quilt, student bulletin board, or family photo album.

Integrate celebrations into your classroom in which everyone in the class can share—have the class make up their own!

Use conversations about your own cultural background and experiences to prompt students to share their own backgrounds and heritage.