- •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
VI. Choose eight words out of the list of words below and make up a story:
/T/ /t/
Theodore Terry
Timothy Teresa
Thursday Tuesday
thought taught
three tree
theme team
both boat
Cathie Katie
North Pole Tahiti
thrilled frustrated
Sounds /v–w/
/v/ – consonant, fricative, labio-dental, oral.
/w/ – consonant, sonorant, bilabial, oral.
Read the words taking care to pronounce phonemes /v–w/ correctly:
-
view
vent
vice
vineyard
victimize
leave
move
harvest
over
available
west
weak
weather
without
worship
meanwhile
twinkle
awarded
question
tulwar
Practise reading. Mind the difference in the pronunciation of phonemes /v–w/:
vee–we will–villain
vet–wet warm–vomit
vest–west why–vie
veal–wheal wound–vaw
vile–while willow–village
Learn the tongue-twisters:
William always wears a very warm woolen vest in winter.
The weaver in Vienna weaves wonderful velvet.
What names with these phonemes do you know?
Victor, Vincent, William, Wallace, Winnie, Winston, Willy, Walter, Warren, Val, Valentine, Valeria, Vanessa, Violet, Steve, Olivia, Oswald, Silvester.
What features of character with these phonemes do you know?
Aggressive, sensitive, brave, envious, awkward, worthy, witty, wise, willful, weird, vain, devoted, sweet, hard-working, revengeful, vulgar, defensive, competitive.
What articles of clothes containing these phonemes can you name?
Winter coat, wrap over vest, over blouse, underwear, weeds, vestment, velvet dress.
What do we call?
- An available job or position
(vacancy)
- A woman whose husband has died and who hasn't married again
(widow)
- A person, an animal or a thing that is injured, killed or destroyed in the result of a crime, bad luck, an accident
(victim)
- The US financial center and stock exchange in New York City
(Wall street)
- The second planet from the sun, and next to the Earth
(Venus)
- A bird that climbs trees and taps them rapidly with it's beak to find insects
(woodpecker)
- A plant or a part of a plant eaten as food
(vegetable)
A strong alcohol drink made from malted grain
(whisky)
- A greeting card sent on February, 14 to a person one loves often without giving one's name
(Valentine)
- The direction in which the sun sets
(West)
Read the story paying special attention to the pronunciation of phonemes /v–w/. Think of the end the story.
Virginia had a wish to visit Wonderland. One night she fell asleep and found herself in a beautiful and fabulous country. On her way, she met the clever Fox, who advised her to have her frock waved. She found nothing to say, however she continued her travelling. When she came to a large valley, she saw there different creatures from her fairy tales. There were fearful witches, white wolves, fantastic butterflies, vases which walked, wind which laughed, green daffodils...
Suddenly Virginia was struck by an idea that; she was at the wonderland of her dreams. And she feared lest she should stay here forever. However the weather quickly changed and there appeared a white elephant who said: "Virginia, wonderful prince William I lives here, but now he is sleeping and only your kiss will awaken him". So, Virginia entered a gloomy grave where William was lying, gave him her sweet kiss and suddenly ... . She awoke and found herself in a warm bed and there were no words to express her feelings. After a while she came to school and saw a newcomer whose name was William and whose attractive features were the same as the prince's from her dream and ... .
Sounds /k–g/
/k/ – is a consonant, voiceless; occlusive (noise); lingual.
/g/ – is a consonant, voiced; occlusive (noise); back lingual.
Practise reading. Mind the difference between phonemes /k–g/:
-
gab–cap
keg–gag
gable–cable
game–came
kick–gig
keep–fib
ghee–key
gust–cast
get–cat
girth–curse
glass–class
good–could
cot–got
cow–gown
core–gore
Kate–gate
cut–gut
come–gum
coast–ghost
crew–grew
class–glass
curl–girl
coat–goat
coal–goal
Words containing sounds /k–g/:
-
Professions:
Names:
Cities:
chemist
cosmonaut
guide
caster
cab-driver
cow-herd
crane-operator
guard
clerk
tractor-driver
correspondent
Candida
Caroline
Catherine
Chris
Gabriel
Gil
Gordon
Gloria
Kate
Kenneth
Kathleen
Cape-town
Cleveland
Cambridge
Cardiff
Ghana
Glasgow
Greenwich
Cannes
Cairo
Cambridge
Canberra
Fruit and vegetables: |
Illnesses and Diseases: |
Characteristics of a person: |
cucumber cabbage apricot grapes carrot garlic corn kiwi egg-plant currants |
scarlet-fever quinsy cancer leukemia bronchitis cholera plague stomach ulcer tuberculosis whooping-cough |
kind dignified considerate capable calm consistent quilt easy-going cordial |