- •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
Intonation of commands, violations, requests and advice
In the English language all the commands and violations are pronounced with the Low Fall and the requests and advice are pronouced with the Low Rise.
e.g. 'Send for the \doctor! (command)
'Take some / pills. (advice)
In the imperatives that contain a tag question, such as will you, won’t you there occurs the sequence of tones. The first part of a sentence is pronounced with the Low Fall and the second with the Low Rise. The Low Rise gives the imperative the meaning of request and softens the command.
e.g. 'Give me a \ hand , / will you?
Practical material
Work in pairs. Using the following phrases make up commands and requests:
e.g. take the pen – take the pencil
'Don’t 'take the \pen. 'Take the / pencil.
1. send for the doctor – take some pills
2. play in the garden – stay at home
3. go to the country – stay at home
4. write to cousin – go and see her
5. throw litter – pick it up
6. waste energy – switch off the light
7. distract from work – do it quickly
8. speak loudly – speak softly
9. make noise – sit quietly
10. take the suitcase – let me help you
11. bring me coffee – bring me a cup of tea.
12. take this hairbrush – take that one
Sequence of tones in alternative sentences
Alternative questions have the Low Rise nuclear tone in the first intonation group and the Low Fall nuclear tone in the final intonation group.
e.g. 'Would you 'like / tea | or \coffee?
In fast colloquial speech an alternative question may be reduced to one intonation group with no Rise Tone in the middle.
e.g. 'Would you 'like 'tea or \coffee?
The answers to these questions are categoric and are usually pronounced with the Falling Tone. Sometimes in emphatic answers the Fall-Rise may be used to express contradiction or to stress the subject.
e.g. 'Has /Helen | or has \Kitty no parents?
Practical material
1. Read the following alternative questions:
1. ' Is this a / hand | or an \arm? It’s a \hand.
2. ' Is this a / basket | or a \ box? It’s a \ box.
3. ' Is this blouse / white | or \ black? It’s \ white.
4. ' Is that felt hat / light | or \ heavy? It’s \ light.
5. ' Is that 'big lake / deep | or \ shallow? It’s \ deep.
6. ' Is this a / classrom | or a \ library? It’s a \ library.
7. ' Is 'Becky / six | or \ ten? 'Becky is \ ten.
8. ' Is 'Nelson / sixty | or sixty \five? Nelson is \ sixty.
1. Is she an artist | or an actress?
2. Are their parties ghastly | or marvelous?
3. Did she marry Alfred | or Harry?
4. Is it cheap | or expensive?
5. Can you see Eve | or Peter | or aunt Frieda?
6. Will we meet on the beach | or in the park | or at the café?
7. Do you prefer veal | or beef | or chicken?
8. Can she speak English | or Spanish | or Italian?
9. Can you play the piano | or the guitar | or the violin?
10. D’you like tennis | or basketball | or football?
11. Have you read Dickens | or Hardy | or Milton?
HIGH FALL
The High Fall (HF) starts at the very high pitch level and then falls to the very low pitch. It adds to the utterance personal concern, interest and warmth.
In statements it sounds lively, interested, it can express vigorous agreement or contradiction. Compare:
e.g. I 'hear you’ve \ passed your exam.(categoric, matter-of fact)
I 'hear you’ve \passed your exam.(categoric but with interest and warmth)
In general questions the HF shows that the speaker is sometimes skeptical or impatient.
e.g. 'Does she 'know the \way?
'Must he \tell her about it?
3. Special questions with the HF sound interested, brisk, express a lively and interested
reaction to the situation.
e.g. ' What’s her \name?
' Who’s \that?
4. The HF gives a command a friendly and warm ring.
e.g. 'Come \in! \Try it!
5. The HF makes exclamations sound more emotional and sometimes surprised.
e.g. 'How \awkward! \Nonsense!
In the intonation group there may be several syllables pronounced with the HF. This makes the utterance sound very emphatic.
e.g. I could \hardly be \lieve my \eyes!
\I \hate \doing \this!