- •Module I. Styles of speech and their prosodic characteristics Unit 1. Correlation between Extralinguistic and Linguistic Variation Explanation
- •1. Formal:
- •2. Informal:
- •Задания для самостоятельной работы студентов
- •1.1. Teacher to students in a classroom
- •1.2. Teacher to teacher at school
- •2.1. Teacher to head-master at school
- •2.2. Mother to daughter at home
- •3.1. Mr. Higgins to Head of the committee in an office
- •3.2. Mr. Higgins to his colleague in an office
- •1.1. Two friends about the exams
- •1.2. Two friends about the theatre
- •2.1. Two friends about the studies
- •2.2. Two friends talking in a cafe
- •1. Teacher at school introducing new material in a geometry class
- •2. A lecture to college students
- •Unit 2. Prosodic Peculiarities of Formal and Informal Speech Explanation
- •Задания для самостоятельной работы студентов
- •II. Note the difference in the placement and type of pauses, as well as the number and length of intonation-groups in reading an extract of fiction and spontaneous speech.
- •IV. Note the difference in the degree and in the devices of expressiveness used in formal and informal speech varieties.
- •Practice Activities
- •I. Choose the appropriate response (a, b) for the given stimulus-utterances according to the speech situation.
- •II. Act out the following conversations using prosodic patterns appropriate to the speech situation.
- •Practice in Reading and Memory Work
- •Informal Ordinary
- •Informal Familiar
- •Practical material
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 2. Speech Typology Explanation
- •Intonational Styles and Speech Typology Correlation
- •Practical material
- •Module III. Functional styles by m. A. Sokolova Unit 1. Informational (Formal) Style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 2. Scientific (academic) style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 3. Declamatory style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 4. Publicistic style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 5. Familiar (Conversational) style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Module IV. Practical tasks in reading and role-playing
- •1. Advantages of Phonetics ♫
- •3. Uk Elections ♫
- •4. Bedtime story ♫
- •5. A Picnic ♫
- •6. Peter Parker ♫
- •7. Roman Architecture ♫
- •9. Holiday plans ♫
- •10. Conversation ♫
- •10. Election Night Victory ♫
- •11. Red Riding Hood ♫
- •12. Local News ♫
- •13. Linguistic Tolerance ♫
- •14. Conversation ♫
- •15. King Henry IV (Act III, Scene I) ♫
- •16. A Date for the Theatre ♫
- •17. A New Chief for the Securities and Exchange Commission ♫
- •18. Cinderella ♫
- •19. Monologue ♫
- •Practical material
- •Module V. Listening comprehension talking english
- •Программа зачета по практической фонетике английского языка для студентов 2 курса, специальность «теория и практика межкультурной коммуникации»
- •Трудоемкость дисциплины
- •Обеспеченность дисциплины учебным материалом
- •Самостоятельная работа студентов
- •Pattern 1. Low fall only
- •Pattern 3. High pre-head
- •Tone-group 3
- •Pattern 1. High fall only
- •Tone-group 4
- •Tone-group 6
- •Tone-group 7
- •Tone-group 9
- •Методические материалы, обеспечивающие возможность контроля преподавателем результативности изучения дисциплины
- •1. The Growth of Asia and Some Implications for Australia ♫
- •2. Stonehenge ♫
- •3. Conversation ♫
- •4. The Suspect ♫
- •5. Allowance Helps Children Learn About Money ♫
- •6. The American Novel Since 1945 ♫
- •7. American Educators Consider Later High School Start Times ♫
- •8. Sunflowers ♫
- •9. North Sea Oil ♫
- •10. Statement
- •11. Conversation ♫
- •12. Introduction to Psychology ♫
- •13. The Weather Forecast
Informal Familiar
Conversation A.
1. ♫
Sue: ‘Cheers!
Tony: ˈCheers, ‚Sue! >Well, ˈwhat’s the ‘news then? ˈHow ‘is ˌeverybody? I supˈpose ˙old ‘Arthur’s ‚still there. ˈStill˙trying to ˈkeep ˙everyone in ’order.
Sue: Oh, \yeah. ↘He’ll go ˙on for ˇever. ↘Nothing ˙changes for ‘Arthur. ¯Or if it ‘does, ‘he doesn’t \notice. ¯You reˈmember that ˆfriend of his ˌthough, the ˈguy who ˈcame from \Liverpool… He ˈalways ˙came on \Friday, and ˈnobody ˈquite ˙knew \why.
Tony: ‘Oh that ‘tall ˌguy, ‘yeah. ˈHad an ˙old ‘Bentley or ‚something, ’didn’t he? ¯We ˌused to ˈsay he was –
Sue: \Yes. \Well, ˈnobody ˈknows ˈwhat \happened, but ¯he had a ‚nasty ˆaccident ¦ of ˈsome \sort.
Tony: An ˆaccident?
Sue: In his “car. ¯But you ↘know ‘Arthur – ¯he ‚never ‘tells you ˌmuch. \So ¯we ‚don’t ˌreally ˌknow “what it ˌwas.
Tony: \Oh, ˌdear.
Sue: ‘Anyway, ¯he ˈsuddenly ’stopped ˆcoming. ¯Rather \sad, ‚really.
Tony: ˈWhat about ˈJane and ‘Ted, up‘stairs?
Sue: ‘Ah, ˌwell ¦ ‘Ted’s still ‚there. He’s ↘not very ‘happy aˌbout it, ‚though. He’d ↘like a ‘move if he could ˇget one, ¦ but he ˈsort of ˈseems to be \\stuck. And ˇJane – ‘she ‚went ¦ about a ‚couple of ‘years a‚go.
Tony: ˇReally?
Sue: ˈI haven’t ˙seen her for ‘ages, ¦ ˌso I ˈdon’t ˙know what she’s \doing. ‘Nobody ˌseems to be in ˇtouch with her. ¯Had ˆMary ‚come be˙fore you ˙left?
Tony: ˌMary \who?
Sue: ˈMary in \Accounts. She’s \Irish.
Tony: I ↘don’t ˇthink so, ˇno. I ↘knew ˇSarah. I reˈmember ‘she was in Ac‚counts. >And ˈthen there was that ‘other ˌJane, ˈJane ‘Harrison. And ˈthen there was ‘Angela, ¯of \course, a ˈrather ‘serious one. But I ↘don’t re↘call a ˇMary.
Sue: >Well, ‘she must have ‘been after you ‘left, ˌthen.
2. ♫
***
So I say to Claire ‘Where’s David, Claire?’ and she says ‘Oh, he’s staying at home to do his homework,’ and of course I thought ‘Oh no, he’s not!’ Because I saw him, you see, going into the café with Lorraine and I said, ‘Hi, David!’ and he went completely red, and Lorraine said, ‘We’re doing school project together,’ and I thought, ‘Oh, yes, I know what kind of project that is!’
***
A: I said to terry, I said ‘Can you open the door for me?’ and he says, ‘Open it yourself!’ Can you believe it!
B: I know. That boy’s so rude! I said to his father, I said ‘you should do something about that boy,’ and do you know what he said to me? He said, ‘It’s none of your business.’
A: Oh, he’s just as bad as Terry. ‘Like father like son’ as they say.
***
A: Ugh! This coffee is really horrible!
B: Yea, I know. Machine coffee, I mean, why do we drink the stuff?
A: It’s sort of like… someone puts the contents of an ashtray in water and… ehm … like, heats it up or something, you know.
A: Yeah, that’s what it tastes like … and… I mean, having you tried the … ehm… the tea?
B: Ah yeah, the tea! That’s even worse!
A: I mean the plastic cups don’t help, do they?
B: No, I know … plastic cups! … We like even had champagne in plastic cups, you know, at what’s-her-name’s leaving party…
A: Jenny. Jenny. Glen. Yeah, I remember that, last January it was … I … kind of … liked Jenny. I wonder what she’s doing now…
