- •Передмова
- •Основна частина warming-up activities Sounds /p, t, k/
- •Sounds /s, z, Iz/
- •Look at the verbs you have underlined. Work in pairs. Put the verbs into three groups according to the pronunciation of the third person ending
- •Circle the correct pronunciation to complete the rules.
- •Work in pairs. How much of the passage can you remember? Use the verb list to help you. Pay attention to the pronunciation of the verb endings.
- •Make up a story about people of other professions: a teacher, a lawyer, a bricklayer, etc. Ending -ed
- •Work in pairs. Put the verbs into three groups according to the pronunciation of the -ed ending. Make up the rules explaining it.
- •Illnesses
- •Listening discrimination.
- •Listen carefully to each pair of words. Are the vowels, they contain, the same or different? Clap your hands if they are the same.
- •2) Which word does the speaker pronounce? Circle the word you hear.
- •Sounds /t–d/
- •Read the words. Mind! /f/ is voiceless, /V/ is voiced.
- •Learn the tongue twisters :
- •Practise reading the following story. Think of the possible reasons of the boys' fight.
- •An explanation of how to pronounce each sound:
- •Read the words taking care to pronounce phonemes /t‒s/ correctly.
- •The teacher reads one or the other item of a minimal pair and the students are asked to say whether the item contains sound /s/ ("1") or sound /t/ ("2").
- •The students should give the contrasting item of the pair:
- •Students compose a dialogue from the key words given in curds, supplying all necessary forms:
- •Learn the poem by heart.
- •Read the words. Mind! /t/ is voiceless and /d/ is voiced.
- •Read the words taking care to pronounce the phonemes /t‒t/.
- •Listen to these pairs of words. Some of them are minimal, some identical. Raise your hands if they are identical:
- •Give the contrasting item of a minimal pair:
- •Sing a song "Three blue pigeons".
- •VI. Choose eight words out of the list of words below and make up a story:
- •Try to guess the names of animals, containing phonemes /k/, /g/:
- •Make up a short story using the following words:
- •Illnesses and diseases
- •Guess what it is.
- •Read the story and say what is the lesson of this story.
- •Read the words taking cake to pronounce the phonemes /l–r/ correctly:
- •Learn the tongue-twister:
- •In small groups choose eight words from the list below. Then create a story using these words in any order.
- •Words with these phonemes:
- •Illnesses and diseases:
- •Which underlined word does the speaker pronounce? Circle the word you hear:
- •Read the story. Pay attention to the pronunciation of the phonemes /r–a/.
- •Characterize these phonemes:
- •Look at the list of words. Circle the words which contain an /aI/ sound and box the words that have an /I/ sound.
- •You will hear sentences. Listen and decide what words the speaker will pronounce.
- •The letters I, y, can be pronounced as /I/ or /aI/. Put the following words into the correct column below according to their pronunciation.
- •Match up the following mini-dialogues.
- •Choose eight words from the list below. Create a story using these words in any order.
- •Read the words:
- •Illnesses and Diseases:
- •Play a game "Broken telephone".
- •Strip Story.
- •Words with these phonemes:
- •Illnesses and diseases
- •Learn the tongue twister:
- •Listen carefully to each pair of words. Are the diphthongs they contain the same or different? Clap your hands if they are the same.
- •Prepare good reading of the dialogue. Reproduce it in indirect speech.
- •Theoretical Section module 1 reduction
- •Articles
- •Prepositions
- •Conjunctions
- •Particles
- •Verbs (modal, link, auxiliary)
- •Pronouns
- •6.1. Personal pronouns
- •6.2. Possessive pronouns
- •6.3. Relative pronouns
- •6.4. Reflexive pronouns
- •6.5. Indefinite pronouns
- •Articles. Prepositions
- •Give the transcription of the correct form of the italicized words.
- •II. Write the weak forms of the underlined words. London
- •Destination Hawaii
- •III. Read and transcribe the following sentences.
- •IV. Complete the following tables.
- •Conjunctions. Particles
- •Transcribe the sentences; underline and explain the cases of reduction.
- •Transcribe the underlined words and explain the reduction type. Quite a Script!
- •Tickle down the sentences where the underlined conjunctions preserve their full form.
- •IV. Complete the following table.
- •V. Find conjunctions and particles in the given text and explain whether they undergo reduction. My Week in Cambridge
- •VI. Complete the following table.
- •VII. Choose the correct answer.
- •Pronouns
- •Read the sentences and pay attention to the underlined words. Define which of them are pronouns and which are not, and what class they belong to. Transcribe the sentences.
- •Transcribe the given sentences according to the rules of reduction.
- •Complete the following table.
- •IV. Find in the text reduced pronouns and give their full forms. Punishment
- •V. Explain if the italicized words undergo reduction. Transcribe the word combinations in bold type.
- •VI. Complete the following table.
- •VII. Read the sentences carefully and put pluses near the ones where pronouns are reduced and minuses where they aren't.
- •VIII. Complete the following table.
- •IX. Transcribe the word combinations according to the rules of reduction.
- •X. Brush up the theory on pronouns! Underline the right variant.
- •Give the transcription of the correct form of the italicized words.
- •II. Write the weak forms of the underlined words. Brains and Beauty
- •Larger than Life
- •Interview with Mr. Ian Beer, Head Master of Harrow School
- •III. Read and transcribe the following sentences.
- •IV. Complete the following table.
- •Revision
- •Give the transcription of the correct form of the italicized words.
- •Write the weak forms of the underlined words.
- •Read and transcribe the following sentences.
- •Module 2 basics of intonation
- •Module 3 the anatomy of an intonation pattern
- •I. Transcribe and pronounce the following words.
- •Match the words with their definition.
- •Finish the following definitions.
- •Read and transcribe the following sentences. Draw on the staves the correct variant of the tonogram for each sentence. Define the structure of the intonation pattern.
- •Transcribe the sentences of the jokes. Put stresses and nuclear tones. In your transcription, point out the Pre-Head, the Head, the Body/Scale, the Nuclear Tone and the Tail.
- •Module 4 the graphical structure of an intonation group
- •Module 5 types of scales
- •Read and transcribe the following sentences. Draw on the staves the correct variant of the tonogram for each sentence.
- •Choose the correct variant of the tonogram, which corresponds to the tonetic stress marks suggested in the sentence.
- •Read, transcribe and intone the following sentences. Put necessary tonetic stress marks in each sentence to show the type of scales suggested in brackets.
- •Transcribe and intone the following sentences using all types of the Descending Scales. Be sure to take a new nuclear tone for each sentence.
- •Transcribe and intone the following sentences using all types of the Ascending Scales. Be sure to take a new nuclear tone for each sentence.
- •Transcribe and intone the following sentences using all types of the Level Scales. Be sure to take a new nuclear tone for each sentence.
- •Module 6 phonostylistics as the branch of linguistics
- •Practical Tasks
- •Transcribe the following words.
- •Give the equivalents to the following words and word combinations.
- •Finish up the sentences, using the theoretical material.
- •Fill in the gaps.
- •Agree or disagree to the following.
- •Discuss the questions.
- •Phonostylistics as the Branch of Linguistics
- •Module 7 functional style
- •Practical Tasks
- •Transcribe the following words.
- •Give find the equivalents to the following.
- •Form as many synonyms as possible.
- •Finish up the sentences.
- •Fill in the gaps.
- •Agree or disagree to the following.
- •Discuss the following questions.
- •Module 8
- •Informational style
- •Practical Tasks
- •Transcribe the following words.
- •Give the equivalents to the following.
- •Fill in the gaps.
- •Agree or disagree to the following.
- •Discuss the following questions.
- •Tapescripts.
- •It is not expected that each student will intone the text in the same way.
- •Act out the situations.
- •Informational style
- •Module 9 scientific (academic) style
- •Practical Tasks
- •Transcribe the following words.
- •Translate the following words and word combinations.
- •Find the sentences with the word combinations listed above in the text and read them aloud.
- •Fill in the gap in the following sentences.
- •Questions for discussion.
- •Tapescripts
- •It is not expected that each student will intone the text in the same way.
- •Act out the situations.
- •Scientific (Academic) Style.
- •Module 10 Publicistic Style
- •Types of Speeches Speeches Focused on Persons
- •Speeches for Special Occasions
- •Types of Informative Speeches
- •Practical Tasks
- •Transcribe the following words.
- •Give the equivalents to the following words and word combinations:
- •Finish up the sentences using the theoretical material.
- •Fill in the gaps.
- •Discuss the following questions.
- •Tapescripts
- •It is not expected that each student will intone the text in the same way.
- •7. Act out the situations.
- •Imagine you are invited to take part in the students’ discussion concerning tastes in music. This is the part of your speech.
- •Publicistic Style
- •Module 11 declamatory style
- •Stepping Head Broken Stepping Head Heterogeneous Head
- •Practical Tasks
- •Transcribe the following words.
- •In the text provided find the sentences with the following word combinations, translate them and learn by heart.
- •Complete the sentences.
- •Questions for discussion.
- •5. Tapescripts
- •Etiquette
- •The stag's antlers
- •6. Test
- •Declamatory style.
- •Module 12 Familiar (Conversational) Style
- •Practical Tasks
- •Transcribe the following words.
- •In the text provided find the sentences with the following word combinations, translate them and learn by heart.
- •Agree or disagree to the following.
- •Questions for discussion.
- •Tapescripts
- •The Patient and the Doctor
- •6. Test
- •Familiar (Conversational) Style
- •Final Tests Phonostylistics as the Brand of Linguistics
- •Functional Styles
- •Informational Style
- •Scientific/Academic Style
- •Publicistic Style
- •Familiar Style
- •Література
Read the story. Pay attention to the pronunciation of the phonemes /r–a/.
Russel isn't an artist. He is a farmer. Last month driving past the park Russel caught sight of Barbara. She broke Russel's heart. He stopped his car and asked her to come in. Russel got rather stunned as she looked just marvellous and he didn't know what to start with. Then he started...his car.
"Will you go to a dancing party in my company next Sunday?", he asked at last. "I can't dance", she laughed in reply. "Shan't we have a walk in the park?", he started ... . Russel and Barbara took a sunny path in the park ... .
Sounds /H–V/
/H/ – long vowel, diphthongoid, rounded, back, close (or high), tense.
/V/ – short vowel, monophthong, rounded, back-advanced, close (or high), lax.
Words containing phonemes /H–V/:
Personal names
Ruth, Rudolph, Lucy, June, Hubert, Judy, Julia, Julian, Louis, Rupert, Susan, Susie, Trudy.
Food and meals
Cucumber, grape-fruit, lettuce, cocoa, juice, stewed fruit, mushrooms, sugar, pudding.
Towns and cities
Baku, Beirut, Burundi, Cameroon, Istanbul, Jerusalem, Lithuania, Liverpool, Peru, Romania, Rwanda, Seoul, Sudan, Hindustan, Hollywood, Kuala Lumpur, Kurile Island, Kuwait
Learn the poem. Pay attention to the pronunciation of words, containing phonemes /H–V/.
When my sister was one,
She could sit on the sun.
When my sister was two,
She could kiss her own shoe.
When my sister was three,
She could sit up to tea.
When my sister is four,
I'll tell you some more.
Listen carefully to each pair of words. Are the vowels they contain the same or different?
pull–pool soup–soon
bush–push rule–rude
foot–food would–wood
took–look boot–book
good–goose fool–full
Read carefully each group of four words. Circle the word that has a different vowel sound.
tool, too, two, took
root, roof, rule, rook
book, bull, bush, boot
food, fool, foozle, full
would, wool, wood, woo
Circle the word you hear.
The bookcase is full / fool of books.
Let's go home on foot / food
Ruth plays the piano. She's could / good at music.
There were two / too men in the car. One of them was the father and another was his son.
Margaret didn't feel any attraction to this good / rude guy.
VI. In your group choose eight words from the list below. Then create a story using these words in any order.
/H/ /V/
Judy Hollywood
Lucy look
flu bush
mood mushrooms
June wood
fruit juice full
true pudding
Baku took
blue book-shop
Sounds /e–x/
/e/ – monophthong, front, mid (mid-open), short, lax.
/x/ – monophthong, front, open (low).
Learn the tongue-twisters:
A black fat cat sat on and ate a fat rat, fancy that!
The neck of Jack's cat is fat;
If you, Sandy, have two candies,
Give one candy to Andy, Sandy.
If you, Andy, have two candies,
Give one candy to Sandy, Andy.
Get ten eggs ready for breakfast.
Think of some proverbs containing /e/, /x/.
Language is a dress of thought (Johnson).
The ass is known by its ears.
East or West home is best.
Better late than never, but better never late.
Necessity is the mother of invention.
Name countries containing /e/, /x/.
Canada, Poland, Latvia, Estonia, Armenia, Venezuela, Belgium, Germany, Australia, Belarus.
Remember the names of prominent people containing /e/, /x/.
Alfred Tennyson, William Makepeace Thackeray, Emily Bronte Rossetti, Lewis Carroll, Frederic Chopin, Michelangelo, Raphael, Rembrandt.
Make up sentences in which all the words will contain /e/, /x/.
Example:
That man sat on a hat on the tram.
Let them fetch ten pencils and pens.
Say a word with an opposite phoneme:
Model: pan–pen
men– wren–
sat– latter–
bed– kept–
less– gas–
wreck– gem–
sad– lad–
Make up a tale using the suggested end and the words on the cards:
Card №1
Kansas Texas
a cat necessity
a rat Kentucky
Montana Emily
dragon Frederic
candy an egg
The rat came back from Texas and said: "East or West – home is best"
Card №2
Kansas Texas
a cat necessity
a rat Kentucky
Montana Emily
dragon Frederic
candy an egg
The cat became very kind.
Card №3
Kansas Texas
a cat necessity
a rat Kentucky
Montana Emily
dragon Frederic
candy an egg
The enemy was strong but Frederic saved Emily.
Read the joke. Pay attention to the pronunciation of phonemes /e–x/. Retell in indirect speech.
Mrs. Jones: Good morning, doctor. I'm so terribly upset to hear of the death of Mrs. Franklin. It was so sad and to think you were treating her for asthma and then for her to go and die of heart attack.
Doctor: Mrs. Jones, when I treat a patient for asthma, that patient dies of asthma.
Sounds /e–E:/
Read the words and guess what phonemes we'll practise:
Spur, wealth, workman, early, further, correct, errors, pearl, sentence, Ernest, Fred.