- •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
In the text provided find the sentences with the following word combinations, translate them and learn by heart.
varieties of oral representation of literary texts
descriptive prose
descending succession of syllables
the compound tunes
to be especially the one which does not reach
to be preferable
relatively slow
adequate for reading
spontaneous dialogues
some kind of reshaping
a sufficient number of phonetic features
terminal tone
the overall speed
pauses are exclusively either connecting or disjunctive
for stylization purposes.
Complete the sentences.
The term ‘declamatory’ serves for …, but we should like to focus reader’s attention on …namely:
reading aloud…;
the author’s reproduction…;
In both styles the speaker makes use of…
The nuclear tone in final intonation group is…
The Law Rise, the Rise Fall and the Mid-Level are…
The speed of utterance in reading descriptive prose is…
The intonation adequate…
The intonation of speech of the characters…
The Fall-Rise occurs more frequently in…
Pauses are always… and …predictable as they are exclusively either connecting or disjunctive.
Questions for discussion.
What is the purpose of using Declamatory style?
2. Compare the main features of intonation of Declamatory and Academic style.
3. What are the most frequent nuclear tones? Why is the Law Fall preferable within reading a piece of descriptive prose? How does that Law Fall differ from the usual one?
4. What would you like to say about the speed and pauses of oral representation of descriptive prose?
5. Do you agree that the intonation of dialogic texts has much in common with that of actual conversation? Extend on the question.
6. Speak on ‘stylization’. Has an accent, which an actor might adopt on stage anything to do with stylization?
5. Tapescripts
Listen to the following extract from the tale “The Lion King” carefully, sentence by sentence. Practise reading each sentence after the tape-recorder according to the suggested intonation patterns.
Every morning, as the sun peeks over the horizon, a giant rock formation catches the first rays of light. This is Pride Rock, home to my good friend King Mufasa and his lovely wife, Queen Sarabi. On this particular morning , animals from all over the Pride Lands had journeyed to Pride Rock to honour the birth of their newborn cub, Simba.
Listen to the following extract carefully, sentence by sentence. Underline the nuclear word of each intonation group, mark the stresses and tunes.
Practise reading each sentence after the tape-recorder.
Before long, Simba grew into a healthy, playful young cub. Early one morning, he and Mufasa climbed to the top of Pride Rock. As they looked at the rising sun, Mufasa pointed to the light beams that stretched across the Pride Lands. “Look, Simba! Everything the light touches is our kingdom”. Simba scanned the horizon and noticed a dark spot in the distance. “What about that shadowy place?”
“That’s beyond our borders. You must never go there, Simba” “But I thought a king can do whatever he wants”.
“There’s more to being king than getting your way all the time”.
Listen to the following poem carefully, sentence by sentence. Mark the boundaries of the sense-groups and the tunes. Practise reading each sentence after the tape-recorder.