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Файл:Практическая фонетика английского языка. Часть 1. Практикум
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Section 3
I. Listen to the dialogue and learn it by heart.
In a Restaurant
Peter: What would you like to eat, Edith?
Edith: A meat sandwich.
Peter: Jean? Would you like a meat sandwich or a cheese sand-
wich?
Jean: A cheese sandwich, please, Peter.
Waiter: Good evening.
Peter: Good evening. We’ll have one meat sandwich and two
cheese sandwiches.
Edith: And three teas, please!
Waiter: (writing down the order) One meat sandwich… two
cheese sandwiches… and three teas.
II. Conversational practice: Asking alternative questions
You are in a restaurant. Practise your own conversation, using
this menu.
MENU
Beetroot soup Veal Beans Cheesecake Coffee
Pea soup Beef Peas Peaches Tea
Leek soup MeatIce-cream
Review questions and tasks
1. What is the difference between written and spoken language?
2. What is phonetics? What does it study?
3. Name and define 4 main branches of phonetics.
4. Why is it important to produce proper sounds when speaking a
foreign language?
5. How are sound production and comprehension interrelated?
6. Write out the words related to phonetics and remember them.
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UNIT 2
Функции активных и пассивных органов речи. Процесс
образования звука
Цели: 1) рассмотреть строение речевого аппарата и функции
активных и пассивных органов речи, объяснить процесс образования звука; 2) обучить правильной артикуляции монофтонга [ı].
Знания: названия и работа органов речи, процесс образования
звука
Умения: оперирование фонетической терминологией при
объяснении процесса образования звука; артикулирование монофтонга [ı], интонирование падающе-восходящего тона
Формируемые компетенции: ОПК-3 и ОПК-8 (фонетический компонент).
Актуальность темы обусловлена статусом фонетики как основополагающего аспекта языка, без которого невозможно реализовать
речевое высказывание и сформировать иноязычную компетенцию.
Section 1
Organs of Articulation and Their Functions
To understand how speech sounds are produced one must have some
knowledge of the organs of articulation (= organs of speech) and their
work.
The organs of speech are divided into 2 groups: active and passive.
Active organs of articulation are movable; they change their position when
we speak. They are as follows: the lungs providing air for sounds; b) the
vocal cords which produce voice; c) the tongue which is the most flexible
organ of articulation (it can move in the horizontal or vertical directions
and change its shape which influences the sound quality); d) the lips af-
fecting very considerably the shape of the mouth cavity as they can take
various positions (they can be pressed firmly together or kept apart, neutral, rounded or protruded); e) the soft palate with the uvula which directs
the air stream either to the mouth or to the nasal cavity; f) the lower jaw
regulating the gap between the upper and lower teeth.
Passive organs of speech (the teeth, the teeth / alveolar ridge,
the hard palate, the walls of the resonators ( i.e. the mouth and the
nasal cavities) do not move – they just form an obstruction for the air
stream and serve as points of articulation.
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The sounds are produced in the following way. The air stream
passes from the lungs into the windpipe, then it comes to the larynx
containing the vocal cords. The vocal cords are two elastic folds with
the opening between them (called the glottis). They may be kept apart
or brought together. If the tense vocal cords are brought together, the
air stream is forced between them and makes them vibrate. In this way
voiced sounds are produced. When the vocal cords are kept apart,
voiceless sounds are produced, as the air stream passes between them
freely and no vibration is felt. There is one more state of the vocal cords
which results in the glottal stop, a kind of ‘click’ (a ‘coughing’ sound).
The glottal stop is produced when the vocal cords are brought together
and then opened suddenly by the air stream. On coming out of the larynx the air stream passes through the pharynx and then goes either
through the nasal or mouth cavity (it depends on the position of the soft
palate). The soft palate with the uvula can move. If it is lowered, the air
passes through the nose and nasal sounds are produced. If it is raised
and contacts the back wall of the pharyngal cavity, the air stream is directed into the mouth giving rise to oral sounds.
Being aware of the process of sound formation and production will
help a learner to better understand the principles according to which the
sounds are classified.
Section 2
[ı]
(front-retracted, close (broad variant), unrounded, short)
I. Observe the position of the lips and the tongue for the sound [ı].
Read the words in the сolumns. Pay attention to the positional length of [ı].
in if [i:- ı]sheep – ship fill – feel
is it bean – bin bid – bead
big bit eat – it fit – feet
thing thick seat -sit Tim – team
him hit cheek – chick pit – peat
lid lip cheap – chip tin – teen
kid kiss heel – hill pick – peak
gin gist peel – pill dill – deal
II. Read the sentences. Follow the tonetic marks.
1. It isn’t cricket. Это нечестно.
[ıt ˌıznt ˏkrıkıt]
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2. It’s the limit! Это уж слишком!
[ıts ðə ˎlımıt]
3. Biddy is quits with Billy. Бидди свела счеты с Билли.
['bıdı ız `kwıts wıð ˌbılı]
4. Willie’s quick-witted. Вилли очень умен.
['wılız ˙kwık `wıtıd]
5. Christie will fill the bill. Кристи будет гвоздем программы.
[`krıstı wıl ˌfıl ðə `bıl]
6. If it isn’t Philip! Кого я вижу! Филипп!
[ıf ıt 'ıznt `fılıp]
7. It is bringing grist to his mill. Это вода на его мельницу.
[ıt ız ˌbrınıŋ ˎgrıst tə hız ˎmıl]
8. Tilly is niminy-piminy. Тилли – манерная, жеманная
['tılı ız 'nımını `pımını] особа
9. Lisbet is still on the sick-list. Лизбет еще на больничном
['lızbıt ız 'stıl ɔn ðə `sıklıst] листе
III. Observe the correct pronunciation of the rhythmic groups and
the vowel [ı].
He is `swimming.|| He is 'swimming in the `river.|| He is 'swimming in the 'river with `Tim.|| 'Will you 'come ˏin, | he’s 'swimming in
the 'river with `Tim.||
IV. Match the following English idioms, proverbs and sayings
with their Russian equivalents. Make up situations to illustrate their
usage.
1. bit by bit a. Слезами горю не поможешь
2. Sink or swim b. прожигать жизнь
3. It’s no use crying over c. Либо пан, либо пропал
spilt milk.
4. live it up d. мало-помалу
5. alive and kicking e. точная копия кого-либо
6. the living image f. полный жизни (жив-здоров)
of somebody
7. be in with g. тем временем
8. in the interim h. быть в хороших отношения
V. Practise the tongue twisters. Observe the correct articulation of [ı].
1. It’s a pity, little Kitty lives in a big city.
2. Tim is thin as a pin, but it isn’t sin to be thin.
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3. Critical cricket critic.
4. A fitful young fisher named Gabriel Fisher
Once fished for some fish in a fissure,
Till a fish with a grin pulled the fisherman in –
Now they are fishing the fissure for Fisher.
Section 3
I. Test. Tick the words you recognize in the sentences you hear:
1. a) sheep; b) ship
2. a) bean; b) bin
3. a) cheeks; b) chicks
4. a) cheap; b) chip
5. a) heel; b) hill
6. a) peel; b) pill
II. Listen to the dialogue and learn it by heart.
An Interesting Film
Bill: Is Tim in?
Lyn: Is he coming to the pictures?
Mrs. Smith: Tim’s ill.
Bill: Here he is! Hello, Tim.
Tim: Hello, Bill.
Lyn: Are you ill, Tim?
Tim: Is it an interesting film?
Lyn: It’s Big Jim and the Indians.
Bill: And it begins in six minutes.
Mrs. Smith: If you’re ill, Tim…
Tim: Quick! Or we’ll miss the beginning of the film!
Review questions and tasks
1. Name active and passive organs of speech. How do they function?
2. What are the three states of the vocal cords?
3. When are voiced and voiceless sounds produced?
4. How does the position of the soft palate influence the direction
of the air stream?
5. Draw the organs of articulation and describe the process of
sound formation.
15
UNIT 3
Компоненты произношения. Орфоэпическая
произносительная норма RP
Цели: 1) рассмотреть компоненты произношения, объяснить
значение понятия «орфоэпическая норма / стандартное произношение», познакомить с особенностями функционирования орфоэпической произносительной (британской) нормы RP (Received
Pronunciation),
2) обучить правильной артикуляции монофтонгов [e] и [æ],
освоить интонацию утвердительных предложений, общих и специальных вопросов.
Знания: компоненты произношения, британская произносительная норма RP;
Умения: оперирование фонетической терминологией при обсуждении темы; артикулирование монофтонгов [e] и [æ], интонирование утвердительных предложений, общих и специальных вопросов.
Формируемые компетенции: ОПК-3 и ОПК-8 (фонетиче-
ский компонент).
Актуальность темы обусловлена статусом фонетики как основополагающего аспекта языка, без которого невозможно реализовать речевое высказывание и сформировать иноязычную компетенцию.
Section 1
Components of Pronunciation. RP
Phonetics as a science studies: 1) speech sounds; 2) the syllable
structure of words; 3) word stress; 4) intonation (prosody). These 4
components constitute what is called the pronunciation of English.
The course is based on the type of English pronunciation which is
known as “Received Pronunciation” (RP). This ‘prestige’ accent is
associated with respectable sociable standing and a good education. It
can be found anywhere in Great Britain and tells us only about a person’s social or educational background. It is a regionally ‘neutral’ accent that is why it is more widely understood than any regional variant
of English. In the 1920s the BBC adopted RP, and it is still the standard
accent of the Royal Family, Parliament and the Church of England, the
High Courts and other national institutions. But RP is no longer as
widely used today as it was 60 years ago – less than 3 per cent of the
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British people speak it in a pure form now. But it has been thoroughly
described in linguistic literature and is easily understood throughout the
English-speaking world that is why RP is adopted as the teaching norm
for foreign learners.
To have a good pronunciation means:
- to articulate all the speech sounds and their combinations proper-
ly (both in isolated and in connected speech);
- to pronounce sentences fluently at the necessary speed with cor-
rect stresses, melody, timbre, rhythm and pauses.
Acquiring good pronunciation habits is no easy. Firstly, the learners must understand the phonetic structure of English and know how to
produce correct sounds and intonation. Secondly, they must do a lot of
ear-training to develop their phonemic hearing which is the ability to
differentiate the smallest shades of sounds and melody changes. (Listening to native speakers is very helpful in this respect). Thirdly, they
must be involved in intensive articulatory and imitative practice (which
also implies a good deal of memory work) to make pronunciation skills
natural and automatic. If you practise intelligently, you are sure to
achieve good results and feel an artist’s satisfaction.
Section 2
[e]
(front, mid (narrow variant), unrounded, short)
I. Observe the position of the lips and the tongue for the sound [e].
Read the words in the columns. Pay attention to the positional length of [e].
pen pet [ı – e] pin – pen
dead deaf tin – ten
lend left sit – set
stem step pig – peg
bread breath bill – bell
Thames test bin – Ben
II. Read the sentences. Follow the tonetic marks.
1. Well said. Хорошо сказано.
['wel ˏsed]
2. The engine went dead. Мотор заглох.
[ði 'endӡın .went `ded]
3. Mel meant to get ahead. Мэл хотела добиться успеха
['mel 'ment tə get ə`hed]
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4. Meg’s getting very deaf. Мэг совсем глохнет.
['megz ˙getıŋ 'verı `def]
5. Len said he never slept well. Лен сказал, что всегда плохо
['len sed hı `nevə sleptˏwel] спит.
6. Success went to Ned’s head. Нэд упоен успехом.
[sək'ses 'went tə 'nedz `hed]
III. Observe the correct pronunciation of the rhythmic groups and
the vowel [e].
She 'sells `eggs.| She 'sells ˙hens’ `eggs.| She 'sells the 'best ˙hens’
`eggs.| She 'sells the 'best ˙hens’ 'eggs ˙every `Wednesday.| She 'sells
the'best ˙hens’'eggs ˙every'Wednesday in the `market.||
IV. Match the following English idioms, proverbs and sayings
with their Russian equivalents. Make up situations to illustrate their
usage.
1. All is well that ends well. a. избранные, элита
2. Good health is above wealth. b. сохранять спокойствие
3. the jet set c. Все хорошо, что хорошо
кончается.
4. a dead end d. письмо, не дошедшее
до адресата
5. in one’s element e. Здоровье лучше богатства.
6. to keep a level head f. размять ноги
7. stretch one’s legs g. усложнять, сгущать краски
8. dead letter h. как рыба в воде (в своей
стихии)
9. make heavy weather of i. безвыходное положение,
тупик
Section 3
[æ]
(front, open (broad variant), unrounded)
I. Observe the position of the lips and the tongue for the sound [æ].
Read the words in the columns. Pay attention to the positional length of [æ].
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add act [e–æ] pen – pan hem – ham
bag bat men – man set – sat
ham hat said – sad peck – pack
pan pack gem – jam send – sand
jab lap pet – pat net – gnat
badge batch bed – bad lend – land
can cap beg – bag kept – capped
II. Read the sentences. Follow the tonetic
marks.
1. That’s flat. Это решено.
[ˌðæts ˎflæt]
2. Can you imagine that? Жаль.
['kæn ju ı`mædӡın ˏðæt]
3. That’s bad grammar. Это неверно грамматически.
['ðæts 'bæd `græmə]
4. That’s absolutely fantastic! Это потрясающе!
[ðæts ˌæbsəˌlu:tlı fænˆtæstık]
5. That’s a bad taxi-cab accident. Это серьезная автомобильная
[ðæts ə `bæd ˌtæksıkæb `æksıdənt] катастрофа.
6. Ann chatters like a magpie. Энн болтает как сорока.
['æn 't∫ætəz laık ə `mægpaı]
7. Have the man carry the bags Пусть этот человек отнесет
to the cabin. чемоданы в дом.
['hæv ðə 'mæn 'kærı ðə 'bægz tə ðə `kæbın]
8. Pat cannot catch that. Пэт не может понять этого.
[`pæt `kænɔt kæt∫ ˇðæt]
9. He that hatches matches Не рой другому яму.
hatches catches.
['hi: ðət 'hæ t∫ız ˏmæt∫ız 'hæt∫ız ˎkæt∫ız]
III. Observe the correct pronunciation of the rhythmic groups and
the vowel [æ].
'That’s the 'man who had a `hat ˙on. || 'That’s the ˙very'man who
had a'felt hat `on. || 'That’s the ˙very'man who ˙had a'felt hat `on | when
it was `hot.||
IV. Match the following English idioms, proverbs and sayings with
their Russian equivalents. Make up situations to illustrate their usage.
19
1. One man is no man. a. Клин клином вышибают.
2. Habit cures habit. b. отдуваться ( быть козлом
отпущения)
3. stab somebody c. «денежный мешок»
in the back (о человеке)
4. a flash in the pan d. Один в поле не воин.
5. carry the can e. услуга за услугу
6. fat cat f. полоса невезения
7. You scratch my back g. мимолетный успех
and I’ll scratch yours
V. Practise the tongue twisters. Observe the correct articulation of [æ].
1. A black cat sat on the map and ate a fat rat. What a black cat!
2. That’s the man who sat on my hat in the tram.
3. Can you imagine an imaginary menagerie manager managing an
imaginary menagerie?
4. [e – æ] Pat keeps two pets –
a cat and a rat.
Pat likes his pets,
and his pets like pet.
Section 4
I. Test. Tick the words you recognize in the sentences you hear.
1. a) pen; b) pan
2. a) men; b) man
3. a) said; b) sad
4. a) gem; b) jam
5. a) pet; b) pat
6. a) bed; b) bad
II. Conversational practice: Intonation of statements, special and
general questions
Statements and special questions usually have a falling tune at the
end ().
General questions usually have a rising tune at the end ( ).
Practise the dialogue, using the following place names:
Kent, Venice, Belgium, Denmark, Edinburgh, Mexico, Helsinki,
Delhi, Belfast.
-How did you spend your holiday, …?
-I went to …
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