- •Министерство образования и науки
- •Рецензенты:
- •Введение
- •Section 1 the system of english consonants
- •Assimilation of consonants
- •Types of assimilation
- •1. Train different degrees of aspiration in the following pairs of words:
- •2. Train the loss of aspiration in the following words:
- •3. Read aloud the following words and word combinations. Mind the nasal plosion within the words and at word boundaries:
- •4. Read aloud the following words and word combinations. Mind the lateral plosion within the words and word boundaries:
- •Practise palataization of some consonants:
- •Train ”light” and ”dark” variants of the phoneme [l]:
- •Train a slight palatalization of the following consonants. To achieve this raise the front of the tongue towards the soft palate:
- •7. Train the loss of plosion in the following words and at word boundaries:
- •12. Train the following cases of false assimilation. Try to pronounce distinctly sound combinations:
- •13. Find the examples of true and false assimilation in the following words and word combinations written in transcription:
- •14. Read in a loud voice the following combinations of words with consonant clusters. Mind different phonetic phenomena in them:
- •15. Identify different phonetic phenomena in the following rhyme. Read the rhyme:
- •I’ll meet you any time you want,
- •Section 2 the system of english vowels
- •Phonetic peculiarities of english vowels
- •Practical material
- •Practice to pronounce the combinations of two vowels smoothly:
- •2. Mind positional length of the phonemes [j] and [l] in the following chains of words:
- •3. Train the phonetic syllabication in the following phrases:
- •5. Train the pronunciation of the linking [r] in the following phrases:
- •6. Make vowel rhymes choosing the correct word on the right:
- •7. Cross out the word which does not contain the vowel sound on the left:
- •8. Read aloud the phrases below. Pay attention to the pronunciation of front vowels:
- •9. Read aloud the sentences below. Be careful to pronounce correctly the front vowels:
- •10. Read aloud the phrases below. Pay attention to the pronunciation of the back vowels:
- •11. Read aloud the sentences below. Be careful to pronounce correctly the back vowels:
- •12. From each line write out one word in which the stressed vowel is pronounced differently.
- •Our queer language
- •Section 3 reduction of vowels
- •3. The following words are never reduced:
- •Indefinite pronoun ”some” in the meaning of “certain”
- •The table of weak and strong forms of form words
- •Practical material
- •1. Pronounce each of the following expressions as a blend unit. Be careful to weaken unstressed syllables properly:
- •2. Read and transcribe the following sentences:
- •3. Compare the full forms of the vowels in the words from the left column with the reduced form in the words from the right column:
- •4. Read the following sentences, paying attention to prepositions before final pronouns. The prepositions may have no stress, but they are used in their strong forms:
- •Section 4 accentual sructure of english words
- •Practical exercises
- •Pronounce the following words observing full or partial stress. Then read the sentences paying special attention to the words with two stresses:
- •6. Read the following sentences paying attention to the differentiating function of stress in the italized words:
- •7. Find the meaning of the following words which may be used either as nouns and verbs. Write these words in transcription. Mind their pronunciation:
- •9. Put the following countries into the correct stress columns below:
- •10. Write the nationality words next to each country.
- •11. Read the following sentences aloud. Mind the sentence stress.
- •12. Mark the sentence stress in the following sentences. Practice reading the sentences aloud:
- •13.* Listen to the following sentences and mark the sentence stress in them:
- •14. Give the stress patterns for these sentences.
- •15. * Listen to the poem and mark the sentence stress. The first verse is done for you. Then read aloud the verse. Future intentions
- •16. Read the poem and mark the sentence stress. Learn it by heart:
- •17. By using the logical stress, make the following sentences serve as an answer to each of the following questions.
- •I put my black coat away.
- •She lost her pocketbook.
- •18. Read the following sentences according to the indications given in brackets.
- •19. In the following sentences, the words which are logically stressed are in bold type. Read the sentences, note the shift of nucleus in them.
- •20. Read the following sentences paying attention to the unstressed as…as:
- •21. Care should be taken not to put a stress on as…as:
- •23. Read the following sentences, paying attention to prepositions preceded by the verb “to be”. They are usually stressed when there is no stressed word before them.
- •Section 5 english rhythm
- •Practical exercises
- •2. Break the following sentences into rhythmical groups and read them fluently beating the time:
- •3. The following exercise will help you to maintain the regular beat of the stresses. Read the lines aloud:
- •4. Read the following sentences, paying attention to the number of syllables in each group in bold type and changing the rate of speech accordingly.
- •6.* Listen to the following dialogues and imitate the rhythm in them:
- •7.* Let’s sing a song!
- •8. Read the following rhymes. Mind the English rhythm:
- •9. Mark the sentence stress in the following sentences. Match them with the rhythmic patterns given below. One sentence is odd:
- •10. Sentences for rapid reading. Note the loss of stress:
- •Section 6 english intonation
- •Intonation is a complex unity of variations in pitch, stress, tempo and timbre.
- •Low fall
- •Practical exercises
- •1. Reading practice. Read the following sentences and write tonograms to each of them:
- •2. Read the following short imperatives and then expand them using the words in brackets. Observe the change of the position of the Low Fall in them:
- •Low rise
- •Practical material
- •1. Reading practice. Read the following sentences and write tonograms for each of them:
- •Intonation of enumeration
- •Practical material
- •1. Train the intonation of enumeration in the following sentences:
- •2. Intone the following poem and read it:
- •Intonation of commands, violations, requests and advice
- •Practical material
- •Sequence of tones in alternative sentences
- •Practical material
- •1. Read the following alternative questions:
- •Practical exercises
- •1. Reading practice. Read the following sentences and write tonograms to each of them:
- •2. Reading practice. Train the Low Fall, Low Rise and High Fall in the following sentences:
- •High rise
- •Practical material
- •1. Reading practice. Read the following sentences and write tonograms for each of them:
- •2. Reading practice. Work in pairs training the High Rise. Change the roles:
- •Accidental Rise (Special Rise)
- •Fall rise
- •Practical material
- •1. Reading practice. Train the Fall-Rise in pairs. Change the roles:
- •2. Train the “undivided” Fall-Rise in the following sentences:
- •3. Train the “divided” Fall-Rise in the following sentences. Write tonograms for them:
- •4. Reading practice. Train 5 Nuclear Tones:
- •Rise-fall
- •Practical material
- •1. Train the Rise-Fall in the following sentences.
- •2. Reading practice. Train 6 Nuclear Tones:
- •Rise-fall-rise
- •Level tones
- •Intonation of parentheses
- •Intonation of vocatives
- •Intonation of the author’s words (reporting phrases)
- •Sequence of tones Sequence of Tones in simple sentences
- •Sequence of Tones in complex sentences
- •Practical material
- •Read the following sentences; practise the Rising Intonation in
- •2. Read the following sentences; practice the Falling Intonation in the first sense-group. It is frequently heard in grammatically complete non-final groups:
- •3. Read the following sentences; practise the Rising Intonation of final phrases and clauses added to a statement as an afterthought:
- •Sequence of Tones in alternative questions
- •1. Read the following alternative questions, paying attention to the combination of tones:
- •The scheme of the phonetic analysis
- •1. Analize the following sentences according to the scheme:
- •Section 7 supplementary material Limerics
- •In England once there lived a big
- •Reading dialogues
- •Sightseeing
- •2. Catching a bus
- •3. Dinner invitation
- •4. Discussing a new story
- •5. Daily needs
- •6. Greetings a. Acquaintances
- •B. Good friends
- •Elevenses (Lunch)
- •8. About prices
- •9. At the Police
- •10. Gossips
- •In this dialogue train the Rise-Fall in short general questions to show surprise.
- •11. Home-made food
- •In the following dialogue choose the right Nuclear Tones while pronouncing the interjection “mm”. It has several meanings. “Mm” means “What did you said?”, “Yes” and “How nice!”
- •12. At the shop
- •Reading Texts
3. The following words are never reduced:
Interrogative words: what, which, where when etc.
Prepositions: on, in, with, up, since
Adverbs: then, now
Absolute form of possessive pronouns: mine, hers, his, its, ours etc.
Personal pronouns: I, it, they
Possessive pronoun: its
The verb “to have” in the meaning “to possess”
Indefinite pronoun ”some” in the meaning of “certain”
Demonstrative pronouns: this, these, that, those
The table of weak and strong forms of form words
Parts of speech |
Strong forms |
Weak forms |
Articles |
|
|
the |
[DJ] |
[Dq] (before consonants) [Di] (before vowels) |
a |
[ei] (before consonants) [qn] (bfore vowels) |
[q] (befpre consonants) [qn], [n] (before vowels) |
|
|
|
Prepositions |
|
|
upon |
[q 'pOn] |
[qpqn], [pqn], [pOn] |
at |
[xt] |
[qt], [t] |
for |
[fL] (before consonants) [fLr] (before vowels) |
[fq] (before consonants) [fqr], [fr] (before vowels) |
from |
[from] |
[frqm], [frm] |
of |
[Ov] |
[qv], [v] |
into |
[intH] |
[intq] (before consonants) [intu] (before vpwels) |
to |
[tH] |
[tq], [t] (before consonants) [tu] (before vowels) |
through |
[TrH] |
[Tru] |
by |
[bai] |
[bq] |
about |
[q 'baut] |
[baut] |
before |
[bifL] |
[bqfq], [bqfO] |
toward |
[tu 'wLd] |
[tq 'wLd], [twLd] |
|
|
|
Verbs |
|
|
can |
[kxn] |
[kqn], [kn], [kN] (before [k] [g]) |
must |
[mAst] |
[mqst], [ mqs] |
will |
[wil] |
[l] |
shall |
[Sxl] |
[Sql], [Sl] |
do (auxiliary |
[dH] |
[du], [dq], [d] |
does (auxiliary) |
[dAz] |
[dqz] , [z ], [s] |
could |
[kud] |
[kqd], [kd] |
would |
[wud] |
[wqd], [qd], [d] (after personal pronouns) |
should |
[Sud] |
[Sqd], [Sd] |
have (auxiliary) |
[hxv] |
[hqv], [qv], [v] |
has |
[hxz] |
[hqz], [qz], [z] (after vowels and voiced consonants), [s] after voiceless consonants |
had (auxiliary) |
[hxd] |
[hqd], [qd], [d] (after personal pronouns) |
be |
[bJ] |
[bi] |
been |
[bJn] |
[bin] |
am |
[xm] |
[qm], [m] |
are |
[R] (before consonants) [Rr] (before vowels) |
[q] (before consonants) [qr] (before vowels) |
is |
[iz] |
[z] (after |vowels and voiced consonants) [s] (after voiceless consonants) |
was |
[wOz] |
[wqz] |
were |
[wW] (before consonants) [wqr] (before vowels) |
[wq] (before consonants) [wqr] (before vowels) |
Pronouns |
|
|
you |
[jH] |
[ju], |
he |
[hJ] |
[hi], [J], [i] |
she |
[SJ] |
[Si] |
we |
[wJ] |
[wi] |
me |
[mJ] |
[mi] |
her |
[hW] (before consonants) [hWr](before vowels) |
[hq], [W], [q] (before consonants) [hqr] (before vowels) |
their |
[Deq] |
[Dqr], |Dr],[D] |
yourself |
[jL'self] |
[jO'self], [jq'self] |
him |
[him] |
[im] |
us |
[As] |
[qs], [s] |
them |
[Dem] |
[Dqm], [qm], [m] |
your |
[jL] (before consonants) [jLr] (before vowels) |
[jO], [jq] (before consonants) [[jOr], [jqr] (|before vowels) |
his |
[hiz] |
[iz] |
some |
[sAm] |
[sqm], [sm] (to express unspecified quantity) |
that (relative pronoun) |
[Dxt] |
[Dqt] |
who (relative pronoun) |
[hH] |
[hu], [u] |
Conjunctions |
|
|
and |
[xnd] |
[qnd] [nd], [qn], [n] |
but |
[bAt] |
[bqt] |
than |
[Dxn] |
[Dqn], [Dn] |
aAs |
[qz] |
[qz] |
or |
[L] (before consonants) [Lr] (before vowels) |
[O], [q] (before consonants) [Or], [qr] (before vowels) |
until |
[An'til] |
[ntil] |
till |
[til] |
[tl] |
Particles |
|
|
there |
[Deq] (before consonants [Deqr] (before vowels) |
[Dq] (before consonants) [Dqr] (before vowels) |
to |
[tH] |
[tq] (before consonants) [tu] (before vowels) |