- •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
1. Analize the following sentences according to the scheme:
1. Kitty, you are late again this morning.
2. Mary, will you help me to clean the flat?
3. By the way, does your friend speak Spanish or Italian.
4. “I don’t know”, she said quietly.
5. When are you quite ready? We can go.
6. They were not listening to them.
7. We‘ll have dinner at two o’clock.
8. To tell the truth, I don’t want to go there.
9. I’m not good at languages, you know.
10. “What a pity!” was all I said| when he broke a glass.
Section 7 supplementary material Limerics
Write out the following limerics, providing the right punctuation. Remember about the common features of all limerics: first words, number of lines, rhythm, rhyme.
There was a young person whose history was always considered a mystery she sat in a ditch although no one knew which and composed a small treatise on history.
There was an old person of Burton whose answers were rather uncertain when they said how d’ye do he replied who are you that distressing old person of Burton.
There was an old man of Cape Horn who wished he had never been born so he sat on a chair till he died of despair that dolorous Man of Cape Horn.
There was an old lady of Prague whose language was horribly vague when they said are these caps she answered perhaps that oracular lady of Prague.
There was a young lady whose chin resembled the point of a pin so she had it made sharp and purchased a harp and played several tunes with her chin.
There was an old man in a boat who said I’m afloat I’m afloat when the said no you ain’t he was ready to faint that unhappy old man in a boat.
There once was a person from Lyme who married three wives at a time when asked why a third he replied one’s absurd and bigamy sir is a crime.
There was an old person of Harrow who bought a mahagony barrow for he said to his wife you’re the joy of my life and I’ll wheel you all day in this barrow.
There was an old man of Blackheath whose head was adorned with a wreath of lobsters and spice pickled onions an mice that uncommon old man of Blackheath.
Read the poem by Ronald Dahl and put in the appropriate words which rhyme with the previous line:
In England once there lived a big
And wonderfully clever pig
To everybody it was plain
That Piggy had a massive ……..
He worked out sums inside his…
There wasn’t …… he hadn’t read
He knew what made an airplane….
He knew how engines worked and why.
He knew all this, but in the end
One question drove him round the bend:
He simply couldn’t puzzled out
What Life was really all ………
What was the reason for his birth?
Why was he placed upon this …?
His giant brain went round and ….
Alas, no answer could be ………..
Till suddenly one wondrous night
All in a flash, he saw the light
He jumped up like a ballet dancer
And yelled, By gum, I’ve got the answer
They want my bacon slice by …….
To sell at an enormous ……………
They want to tender juicy chops
To put in all the butcher’s………
They want my pork to make a roast
And that’s the part’ll cost the most
They want my sausages in strings!
They even want my chitterlings!
The butcher’s shop! The carving……
That is the reason for my life!
Such thoughts as these are not designed
To give a pig great peace of…….
Next morning, in comes Farmer Bland
A pail of pigswill in his……..
And Piggy with a mighty roar
Bashes the Farmer to the …………
Now comes the rather grizzly bit
So let’s not make too much of ……
Except that you must understand
That Piggy did eat Farmer Bland
He ate him up from head to …..
Chewing the pieces nice and……
It took an hour to reach the……..
Because there was so much to eat
And when he’d finished, Pig, of ……
Felt absolutely no remourse
Slowly he scratched his brainy……
And with a little smile, he said
“I had a fairly powerful hunch
That he might have me for his……
And so, because I feared the…….
I thought I’d better eat him first”.