- •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 6
Attitude:
Statements: encouraging further conversations, guarded, reprovingly critical, resentful,
deprecatory (задабривающий, просительный).
Special questions: (with the nuclear tone on the interrogative word) wondering, mildly
puzzled, (with the nuclear tone following the interrogative word) very calm, but very
disapproving and even menacing (угрожающий).
General questions: disapproving, skeptical.
Commands: (beginning with don't) reprovingly critical, deprecatory, resentful
(обиженный, возмущенный), (in a few short commands) calmly, warning, exhortative
(увещевательный).
Interjections: sometimes reserving judgment, sometimes calm, casual acknowledgement.
Pattern 1. LOW RISE ONLY
Statements:
1. Did you catch the last train? Just.
2. What does a haberdasher sell? Shirts, ties, socks, gloves.
Special questions:
When's the meeting due to take place? When? (Why, at five.)
The meeting is at five. When? (I thought it was at 6).Commands:
1. But how do you do it? Watch (tike that).Exclamations:
I. It's half past ten. Well (We're not in a hurry).
Pattern 2. LOW RISE + TAIL
Statements:
Do you ever go to the club? Sometimes.
Tony's always late. Last week he was on time.
Special questions:
I. How old are you? How old am I?
General questions
1. I thought she was pretty. Did you?
Exclamations:
1. Your change, sir. Thank you.
Pattern 3. LOW PRE-HEAD + LOW RISE (+TAIL)
Statements:
1. Have you been there? I have.
2. I wonder if they sell socks. You could enquire.
3. That’s my final offer. If that’s the way you want it.
Special questions:
1. I went with Mr. Spang. With who?
2. There’s someone to see you. Who is it?
General questions:
1. Oh, good! Breakfast in bed! Do you like breakfast in bed?
Commands:
1. Thank you. Don’t mention it.
Exclamations:
1. Is that really yours? Of course.
Pattern 4. (LOW PRE-HEAD) + LOW HEAD + LOW RISE (+TA1L)
Statements:
Let me get you some more tea. You’re very kind.
How much did you win? About a thousand pounds.
What will they think of me? You mustn’t take it to heart.
Special questions:
1. I don't agree. Why not?
2. Shut the door for heaven's sake. Just who do you think you are talking to?
General questions:
Let's use it now. Wouldn’t it better to wait till it’s cold?
He says he'll never speak to me again. He doesn’t really mean it, (does he)?
Commands:
1. I don't think I van dive from that height. Have a short at it (Peter’s done it).
2. I’m sorry. Well say it as if you meant it.
3. I’m terribly sorry. Don’t apologize.
Exclamations:
1. I can’t help you. Very well (we’ll do it alone).
