- •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
Practical material
1. Reading practice. Read the following sentences and write tonograms for each of them:
1. A'nother 'cup of /tea?
2. You 'don’t re/gret it?
3. You 'want it / back?
4. It’s 'not the 'one you /want?
5. It 'won’t incon/venience you?
6. She 'married 'Mary’s / brother?
7. 'Back al/ready, ﺍMr. ﺍGrey?
8. 'Something the /matter, ﺍAnn?
9. 'Don’t /worry, did you ﺍsay?
10. 'Have I /finished it, did you ﺍsay?
12. 'Doing 'anything /for it?
2. Reading practice. Work in pairs training the High Rise. Change the roles:
1.- I 'offered it to \him. - You 'offered it to / him? |
8. - Let’s 'go to the \pictures. - You’ve 'got enough /money? |
2. We 'start to\morrow. -You 'start to /morrow? |
9. - 'What do you 'think of my \dress? - / New? |
3. – It’s 'up to \Peter to deﺍcide. - It’s 'up to / Peter, did you ﺍsay? |
10. - The 'cream was de\licious. - / Eaten it all? |
4. - Is it / raining? - Is it /raining? |
11. – These 'flowers are for \you. - / Who are they for? |
5. - 'Well \done! - 'Well /done? |
12. - I 'think it’s \Joan’s umﺍbrella. - / Whose? |
6. - 'Show me those \papers - /Show them to you? |
13. - We must \go now. - / Must we? |
7. - 'Where is my \newspaper? - You 'want it / back? |
14. – 'No more /cake, thank you. - A'nother 'cup of /tea? |
Accidental Rise (Special Rise)
If the speaker wants to make one word of the descending head more prominent, he pronounces it a little higher than the preceding syllables, thus breaking a descending scale.
e.g. 'Ann trans'lated ↑different 'English \books.
'Did he 'graduate ↑two 'years a/ go?
We’ll 'come 'back in ↑two \hours.
He did 'not 'know ↑what to do \then.
Accidental Rise is indicated by an upward-pointed arrow.Sometimes there exist two or more Special Rises within the descending scale.
e.g. They con'cluded in a ↑friendly 'fashion that their ↑views were dia↑metrically o\pposed.
Fall rise
The Fall-Rise (FR) starts from a high or medium pitch and then falls to a very low pitch, and then rises again. The Rise finishes on a lower pitch than that on which the Fall begins. The Fall-Rise is even more emphatic than the Low Rise.
If the nucleus consists of one word, the FR may be called undivided, e.g. \/Please.
The FR is called divided if it extends over at least two or more words and there may be half-stressed and unstressed words between the Fall and Rise which are pronounced on a low pitch.
e.g. I’d \love to ﺍlive in a ﺍhouse like / that!
'Even the \best of us ﺍmake miﺍstakes / sometimes.
There are cases when the FR is spread over two syllables, e.g. \Cheer / up!
The Fall-Rise is an implicatory (неясно выраженный) tone. It gives the impression that something has been left unsaid and the speaker expects his listener to imagine the extra meaning. It is also used in non-final intonation groups and in sentences of different communicative types when the speaker wants to draw particular attention to one of the words for the purpose to contrast or to intensify the significance of the communicative centre.ˈ
In statements the FR sounds dissenting, reproachful, apologetic, contradicting, correcting, grumbling, sometimes doubtful, soothing.
e.g. I’m a'fraid I 'don’t 'want to \/dance. (apologetic)
In general and special questions the FR sounds insistent, pleading, plaintive, desperate, weary, sympathetic.
e.g. 'What shall I \do / Paul? (plaintive)
In imperatives the FR sounds warming, polite, airy, cordially.
e.g. 'Don’t \sit / there!
In exclamations the FR is used rarely but sounds cordially, protesting, sometimes scornful (насмешливо).