- •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
Tone-group 4
Attitude:
in statements: conveying personal concern, sounding light, airy, warm but without the disgruntled effect;
in special questions: sounding interested, brisk, business-like;
in general questions: mildly surprised acceptance of the listener’s premises, sometimes sounding skeptical;
in imperatives: sounding lovely, suggesting a course of action to the listener;
in exclamations: conveying mild surprise but without the affront of partners.
Pattern 1. STEPPING HEAD + HIGH FALL
Statements:
1. What’s the time, please? I don’t know. I suppose it’s about 12.
2. Here, use my pen. Thank you very much. Mine seems to be out of ink.
Special questions:
1. I’ve just seen that new musical. What is it called?
2. Underneath the Arches. What did you think of it?
3. What was that you said? Where did you go for your summer holiday?
General questions:
1. John says he has an alibi. Can he prove it?
2. I can’t help being right, can I? But must you always be so smug about it?
3. It’s not so bright now, is it? It looks as if it’s going to rain, doesn’t it?
Commands:
1. I can’t think what to say. Don’t say anything at all. Leave it entirely to me.
2. What shall I do with this? Put it in the waste-paper basket.
Exclamations:
1. We’ll go there on Friday. The sooner the better.
2. I’m sorry to have against you. A fine friend you turned out to be.
Pattern 2. SUCCESSION OF HIGH FALLS
Statements:
1. What was the party like? The food was terrible, I’m sorry to say.
2. He said he knew nothing about it. But I told him myself.
Special questions:
1. Oh, I know he couldn’t help it. Then why are you so angry with him?
2. I found your book in the green-house. How on earth did it get there?
General questions:
1. I bumped into Alice yesterday. Did you notice how thin she’s become?
2. That’s not very convincing. Well, can you think of a better argument?
3. Have you heard about Alex? Isn’t it incredible?
Commands:
1. Of course, he’ll agree. Don’t be too sure.
Exclamations:
1. He is an absolute swindler. Oh, I say! For heaven’s sake!
2. Here’s a cheque for you. Thank you most awfully.
Pattern 3. HIGH PRE-HEAD + HIGH FALL
Statements:
1. Was it easy? Surprisingly so.
Special questions:
1. Its no use asking Philip. Well, who then?
General questions:
1. Well, it looks like mine. But is it yours in fact?
Commands:
1. Shall I ask him to tea? By all means ask him.
Exclamations:
1. Looking for me, Terry? Oh, there you are, Peter?
