- •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
Pattern 3. High pre-head
Statements:
1. I’ll fetch you in the car. That is good of you.
Special questions:
You want do it that way. Well, how then?
What did you say the address was? How many more times d’you want telling?
General questions:
I. Well, he says he needs it. Yes, but does he, in all honesty?
2. We can’t leave yet. It’s raining. Now isn’t that infuriating?
Commands:
1. I don’t want your help. Do it yourself then.
Exclamations:
1. He just shouted me down. The brute.
2. Hello, Jack. Good evening, Mr. Dean.
Tone-group 3
Attitude:
in statements: conveying personal concern or involvement, likely interested, more airy and lighter in mood than when said with TONE-GROUP 1 and 2 (with low head querulous);
in special questions: lively, interested (with low head), somewhat unpleasantly surprised;
in general questions: mildly surprised acceptance of the listener’s premises, willing to discuss though sometimes impatient that such discussion should be necessary;
in imperatives: sounding warm;
in exclamations: very emotional.
Pattern 1. High fall only
Statements:
1. Do you know Basil Fish? No, I don’t.
2. Why didn’t you buy the picture? Much too expensive.
Special questions:
1. I saw the queen yesterday. Where?
2. Let’s paint one of the walls pink. Which of them, do you think?
General questions:
1. You are too late. Am I?
2. John’s generosity is amazing. Is it generosity do you think?
3. They can’t go after all. Pity, isn’t it?
Commands:
1. May I borrow your pen? Yes, do.
2. I love salted almonds. Take a couple of handfuls.
3. The paper is too big for the envelope. Fold it then, you helpless man.
Exclamations:
1. Will you have a drink? Thank you, I’d love to.
2. Have you taken over your new house? Heavens yes! Ages ago!
Pattern 2. LOW PRE-HEAD + HIGH FALL
Statements:
What did you think of the show? It was wonderful!
You can’t eat all that. Oh, but I can. I’m starving.
Special questions:
1. You must do it. But how?
2. I know all about it. But how can you know?
General questions:
1. They both passed the exam. Oh, did they?
2. We’ll never be ready by Monday. Shall we postpone the meeting then?
Commands:
1. Pat’s being very obstinate. Then you be obstinate too.
Exclamations:
1. May I use your phone? By all means.
2. I owe you an apology. I should think so indeed.
Pattern 3. LOW HEAD + HIGH FALL
Statements:
Peter came early. Well, so did I.
Why didn’t you say you’d won? I didn’t know I had. I’m just as surprised as you are.
Special questions:
I told him he was a fool. What did you say for that?
I’m going to emigrate. When did you decide to do that?
General questions:
1. I doubt whether David would subscribe. Is it fair to expect him to?
You are not very good at it, are you? Have I ever pretended otherwise?
He paid five thousand for that house. It’s absolutely ridiculous, isn’t it?
Commands:
1. I don’t want to go alone. Come along with us then.
2. I’ve lost my invitation. Well, write and ask them to send you another one.
Exclamations:
1. Look, it works. So it does, how very odd.
2. You are a bit grumpy today. Not in the least.
