- •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
Etiquette
The people tell the story of the sparrow and the cat,
The feline thin and hungry and the bird exceeding fat.
With eager, famished energy and claws of gripping steel,
Puss pounced upon the spar tow and prepared to make a meal.
The sparrow never struggled when he knew that he was caught
(If somewhat slow in action he was mighty quick of thought),
But chirped in simple dignity that seemed to fit the case,
"No gentleman would ever eat before he washed his face!"
This hint against his manners wounded Tommy like a knife
For cats are great observers of the niceties of life;
He paused to lick his paws, which seemed the proper thing to do.
When, chirruping derisively, away the sparrow flew!
In helpless, hopeless hunger at the sparrow on the bough
Poor Tommy glowered longingly and vowed a solemn vow:
"Henceforth I'll eat my dinner first, then wash myself!"
and that's
The universal etiquette for educated cats.
Arthur Guiterman
Listen to the fable “The Stag’s Antlers” by Aesop. Mark the boundaries of the sense-groups and the tunes. It is not expected that each student will intone the text in the same way. Practise reading each sentence after the tape-recorder.
The stag's antlers
A stag admired his reflection in a pool of water one day. "My! But my antlers are very handsome", he thought. "Just look at my poor skinny legs, though. They look as if they could hardly bear my weight". Just then a lion leaped from the bushes at the edge of the water hole, and the frightened stag ran across the open field. He could run much faster than the lion, who was quickly left behind. But when the stag ran into the forest at the other side of the field, he ran into trouble. His antlers became tangled in some vines hanging from a tree. As the lion was catching up with him, the stag struggled frantically to free himself, and thought: "What a fool I am! As long as I could use my skinny legs, I could outrun that lion. But here I am now, trapped by the antlers I admired so much".
Listen to your fellow-students reading the text. Be ready to analyse his/her reproduction according to the following parameters:
Characteristic features |
Declamatory style |
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Varieties of representation |
a) reading aloud a piece of descriptive prose (the author’s speech); b) the author’s reproduction of actual conversation (the speech of the characters). |
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Intonation patterns |
Low/ High Pre- Head |
Stepping Head broken Stepping Head Heterogeneous Head descending sequence of syllables interrupted by several falls. |
Law Fall High Fall Fall-Rise Low Rise Rise-Fall Mid-Level |
The speed of utterance |
a) relatively slow; b) normal or reduced |
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Rhythm |
a) even and regular |
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Pauses |
a) semantically or syntactically predictable; b) long |
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You are an actor of the student’s amateur theatrical group. You’re rehearsing the play “The Man of Destiny” by G. B. Shaw. Demonstrate your acting skills as nicely as you can. Take into account the author’s suggestion as to how the text should be read (the playwright’s remarks).
A little inn in North Italy. Napoleon has just put under arrest the lieutenant who arrived without the letters and dispatches he had been sent for, saying that an unknown youth had tricked him out of them.
The Lady’s voice (outside, as before): Giuseppe!
Lieutenant (petrified): What was that?
Giuseppe: Only a lady upstairs, lieutenant, calling me.
Lieutenant: Lady! It’s his voice, I tell you.
The Strange Lady steps in. She is tall and extraordinarily graceful with a delicately intelligent face: character in the chin: all keen, refined, and original. She’s very feminine, but by no means weak.
Lieutenant: So I’ve got you, my lad. So you’ve disguised yourself, have you? (In a voice of thunder, seizing her wrist). Take off that skirt.
Lady (affrighted, but highly indignant at his having dared to touch her): Gentleman: I appeal to you (To Napoleon.) You, sir, are an officer: a general. You will protect me, will you not?
Lieutenant: Never you mind him, General. Leave me to deal with him.
Napoleon: With him! With whom, sir? Why do you treat this lady in such a fashion?
Lieutenant: Lady! He’s a man! The man I showed my confidence in. (Raising his sword.) Here, you ‒
Lady (running behind Napoleon and in her agitation clasping to her breast the arm which he extends before her as a fortification): Oh, thank you, General. Keep him away.
Napoleon: Nonsense, sir. This is certainly a lady and you are under arrest. Put down your sword, sir, instantly. I order you to leave the room.
Giuseppe (discreetly): Come, lieutenant. (He opens the door and followers the lieutenant).
Lady: How can I thank you, General, for your protection?
Napoleon (turning on her suddenly): My dispatches: come! (He puts out his hand for them.)
Lady: General! (She involuntarily puts her hands on her fichu as if to protect something there.)
Napoleon: You tricked that blockhead out of them. You disguised yourself as a man. I want my dispatches. They are there in the bosom of your dress under your hands.
Lady (quickly removing her hands): Oh, how unkindly you are speaking to me! (She takes her handkerchief from her fichu) You frighten me. (She touches her eyes as if to wipe away a tear.)
Napoleon: I see you don’t know me, madam, or you would save yourself the trouble of pretending to cry.
Lady (producing an effect of smiling through her tears): Yes, I do know you. You are the famous General Buonaparte.
Napoleon (angrily): The papers, if you please.
Lady: But I assure you ‒ (He snatches the handkerchief rudely.) General! (Indignantly.)
Napoleon (taking the other handkerchief from his breast): You lent one of your handkerchiefs to my lieutenant when you robbed him. (He looks at the two handkerchiefs.) The same scent. (He flings them down on the table.) I am waiting for my dispatches. I shall take them, if necessary, with as little ceremony as I took the handkerchief.
Lady (in dignified reproof): General: do you threaten women?
Napoleon (bluntly): Yes. (Holding out his hand.) Yes: I am waiting for them.
Lady : General: I only want to keep one little private letter. Only one. Let me have it.
Napoleon (cold and stern): Is that a reasonable demand, madam?
Lady (relaxed by his not refusing point blank): No, but that is why you must grant it. Are your own demands reasonable? Thousands of lives for the sake of your victories, your ambitions, your destiny! And what I ask is such a little thing. And I am only a weak woman, and you a brave man. What is the secret of your power? Only that you believe in yourself. You can fight and conquer for yourself and for nobody else. You are not afraid of your own destiny. You teach us what we all might be if we had the will and courage: and that (suddenly sinking on knees before him) is why we all begin to worship you. (She kisses his hands.)
Napoleon (embarrassed): Tut! Tut! Pray rise, madam.
Lady: My Emperor!
Napoleon (overcome, raising her): Pray! Pray! No, no: this is folly. Come: be calm, be calm. (Petting her) There! There! My girl.
