- •Questions and tasks
- •8. Link [ r ] to a following vowel. Mark the links.
- •STRONG AND WEAK FORMS
- •Strong forms
- •ARTICULATORY PECULIARITIES OF ENGLISH CONSONANTS
- •ASSIMILATION
- •Degrees of Assimilation
- •Direction of Assimilation
- •At word boundaries the sonorants [l, r, w] are slightly devoiced if the words form a phrase, e.g. at rest.
- •Questions and tasks
- •6) trace, track, trade, traffic, tragedy, train, traitor, tram, trample,
- •transit, transitive, try, tremble
- •15. Classify these word combinations according to the type of consonant modification :
- •INTONATION
- •Questions and tasks
- •SENTENCE - STRESS
- •INTONATION OF QUESTIONS
- •SEQUENCE OF TONES IN ALTERNATIVE QUESTIONS
- •SEQUENCE OF TONES lN DISJUNCTIVE QUESTIONS
- •INTONATION OF IMPERATIVES
- •INTONATION OF EXCLAMATIONS
- •INTONATION OF GRATITUDES ("THANK YOU")
- •INTONATION OF ADVERBIALS
- •INTONATION OF ENUMERATION
- •INTONATION OF APPOSITION
- •INTONATION OF DIRECT ADDRESS
- •Direct address at the Beginning of the Sentence
- •INTONATION OF PARENTHESES
- •Parentheses at the Beginning of the Sentence
- •INTONATION OF COMPOUND SENTENCES
- •The author's words which follow the direct speech are usually pronounced as an unstressed or half-stressed tail of the preceding intonation group.
- •Author's Words Preceding Direct Speech
- •SECTION III (RECORDED MATERIAL)
- •ORAL INTRODUCTORY COURSE
- •A PRETTY GAME
- •The sun and rain in fickle weather
- •And each in turn would try to chase
- •AUTUMN
- •BIRCH TREES
- •THE WILLOWS
- •WHEN THE LAMP IS SHATTERED
- •I LOVED YOU
- •THE ARROW AND THE SONG
- •H.W. Longfellow
- •1. ASKING THE WAY
- •12. IN A RESTAURANT
- •TONE-GROUP 1
- •Attitudes:
- •Pattern 2. LOW FALL + TAIL
- •Exercises
- •Pattern 1. STEPPING HEAD + LOW FALL + TAIL
- •TONE GROUP 3
- •Pattern 1. HIGH FALL (+ tail)
- •Statements:
- •Pattern 3. LOW HEAD + HIGH FALL
- •TONE GROUP 4
- •Pattern 1. STEPPING HEAD + HIGH FALL
- •Pattern 3. HIGH PRE-HEAD + HIGH FALL
- •EXERCISES
- •1.Read the following conversational situations using Tone-group 7. Concentrate your attention on the intonation of the replies.
- •ENGLISH LINGUAPHONE COURSE
- •OUR SITTING-ROOM
- •THE BROWNS' DINING-ROOM
- •SEASONS AND WEATHER
- •ENGLISH INTERMEDIATE COURSE
- •AFTER THE EXAMS
- •LINGUISTIC TALENT
- •CAREER PROSPECTS
- •THE WEATHER FORECAST
- •SUPPLEMENT 1
- •SOME NOTES WHICH ARE IMPORTANT FOR
- •THE PHONETIC ANALYSIS
- •Supplement 2
- •SOME MATERIAL TO PRACTISE PHONETIC ANALYSIS
- •Supplement 3
- •II. MATERIAL TO BE LEARNED BY HEART
- •II. MATERIAL TO BE LEARNED BY HEART
- •English Intermediate Course (EIC) Lessons 5, 6, 7, 9, 11
WHEN THE LAMP IS SHATTERED
When the lamp is shattered
The light in the dust lies dead,
When the cloud is scattered
The rainbow's glory is shed.
When the lute is broken
Sweet tones are remembered not
When the lips have spoken
Loved accents are soon forgot .
I LOVED YOU
I loved you in my heart there is an ember of love Not wholly faded it may be.
But do not let it hurt you to remember I would not have you suffer pain for me.
I loved you in a hopeless silent fashion Racked now by shyness, now by jealous fear. I loved you with such pure and tender passion God grant another loved you so, my dear.
THOSE EVENING BELLS by Thomas Moore
Those evening bells! Those evening bells! How many a tale their music tells,
Of love and home, and that sweet time, When last I heard their soothing chime.
Those joyous hours are pass'd away; And many a heart, that then was gay, Within the tomb now darkly dwells, And hears no more those evening bells.
65