- •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
Sequence of tones Sequence of Tones in simple sentences
Simple sentences beginning with the adverbial phrases (обстоятельства) are usually divided into two intonation groups. The non-final intonation group is usually pronounced with the Low Rise or mid Level Tone.
e.g. At '2 o’/ clock | we’ll 'have \dinner.
In the 'centre of the / room | there is a \ table.
Adverbial phrases at the end of the sentences do not form separate intonation groups.
e.g. We be 'gin our 'study in \September.
However, if the adverbials at the end of a sentence represents added comment or clarification, or a statement as an afterthought, it is separated and pronounced usually with the Low Rise or Low Fall.
e.g. She is 'coming to \Moscow,| on \Friday.
Sequence of Tones in complex sentences
Complex sentences are those which consist of a principle clause (главное предложение) and adverbial one (придаточное предложение) . Adverbial clauses may be of time, condition, place etc.
Complex sentences may also consist of two or more simple sentences which are grammatically complete.
1. If the adverbial clause (time, condition) precedes the principle one it makes a separate intonation group and is pronounced with the low Rise or Mid level as it implies continuation. Sometimes the non-final group ends with the Fall-Rise.
e.g. If you 'wish to /walk,| I’ll \ join you.
'Now that I can \/see them, | I 'realize who they \are
If the principle clause precedes the adverbial clause they are both pronounced with the Low Fall.
e.g. 'Go to the \country, | if you 'want to have a \rest.
3. In complex sentences with two non-final groups grammatically complete, the Low Fall is frequently heard.
e.g. He was at the \hospital, | where he had been working for two \ years.
4. If a sentence contains final phrases and clauses added to a statement as an afterthought the latter are pronounced with the rising intonation.
e.g. I 'think it’s quite \fair| on the / whole.
Practical material
Read the following sentences; practise the Rising Intonation in
adverbial clauses:
1.'After / dinner |I 'saw her 'go into the \reading room.
Since 'you re'fuse to / help, | I must 'do it a\lone.
'Turning the /corner | I 'bumped into \Alec.
'When you are 'quite / ready, | we can \go.
As 'soon as you / see him, |'tell him I \phoned.
'After 'Peter had 'locked the / door, |he 'went to \bed.
'When the e'xamination was / over, |'Susan had a 'feeling of de\liverance.
'When I 'gave the / name, |the 'woman 'opened the \door.
9. As he 'won’t be there \/early, | there’s 'no \hurry.
10. Al'though she \likes / Shakespeare,| she 'never 'goes to 'see his 'plays.
11. For 'more than 'half an / hour | we were 'very un\comfortable.
12. Be'fore you 'light your ci/ gar |you’d 'better 'finish your des\sert.
2. Read the following sentences; practice the Falling Intonation in the first sense-group. It is frequently heard in grammatically complete non-final groups:
1. I’ll 'come as 'soon as I \can, | so 'don’t \wait for me.
2. 'Tom 'spoke \doubtfully, |not 'knowing what the 'stranger would \do.
3. The 'whole 'room was in di\sorder| and nearly 'everything was \broken.
4. 'Peter ex'pected to 'find 'Henry at the \cinema, | but he did \not.
5. We can 'meet at the 'Uni'versity at \ten| and 'talk about it \there.
6. The 'engine \whistled |as it 'roared through the \station.
7. 'Mary 'tried 'not to \speak, | but she 'couldn’t \stop herself.
8. He 'went to the 'South A\merica, | where he had 'many ad'ventures in the \mountains.
9. He a'rrived \late, | which was a 'great \nuisance.
10. 'Henry is 'going to 'study 'languages in \general| and 'English in par\ticular.
11. 'Crusoe 'found 'various \fruits; |'some 'grew on \trees.
12. It was Ju\ly, | the 'month when one 'ought to be 'planning \holidays.