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Файл:Практическая фонетика английского языка. Часть 1. Практикум
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-Was it expensive?
- Yes. Very.
III. Listen to the dialogue and learn it by heart.
A Bad Hijacker
Hostess Bradley: Alice! Perhaps that passenger is a hijacker!
Hostess Allen: Which passenger, Anne? That sad man with the
camera? He’s wearing black slacks and a jacket.
Hostess Bradley: No. That fat lady with the big black handbag in
her left hand.
Hostess Allen: Is she standing next to the lavatory?
Hostess Bradley: Yes. She’s travelling to Amsterdam.
Hostess Allen: You’re mad, Anne, I don’t understand.
Hostess Bradley: You see, when she went into the lavatory, she
didn’t have that handbag in her hand, and now
she’s…
Fat lady: (clapping her hands) EVERYBODY STAND!
I’m a hijacker. And in this handbag I have a…
Handbag: BANG!
Review question and tasks
1. Name 4 components of English pronunciation.
2. What is RP? Who speak it in Britain?
3. Why is RP considered a teaching norm?
4. What is good pronunciation?
5. How should one develop important phonetic skills?
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UNIT 4
Система фонем английского языка. Транскрипция
Цели: 1) ознакомить студентов с фонетической системой ан-
глийского языка (обзорно) и графическим обозначением звуков
(транскрипцией).
2) обучить правильной артикуляции монофтонга [ʌ], освоить
интонацию перечисления.
Знания: система английских фонем, транскрипция
Умения: схематическое отображение системы английских
фонем; артикулирование монофтонга [ʌ], интонирование элементов перечисления
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
English Vowels and Consonants. Transcription
Every language has its own sound system, which contains a certain
number of phonemes. For example, there are 43 phonemes in Russian
and 44 – in English.
As it has already been stated, the organs of speech are capable of
uttering many different kinds of sounds. From the practical point of
view it is convenient to distinguish 2 types of speech sounds – vowels
and consonants. Vowels are voiced sounds produced in the supra glottal cavities without any obstruction to the air stream. The air passes
freely, it is weak and it has no noise component (these are sounds of
pure musical tone). The tongue and the vocal cords are tense.
For consonants the organs of articulation form some kind of obstruction to the air stream. They are tense at the place of obstruction.
Consonants may be pronounced with or without vocal cord vibration
and they are called voiced and voiceless consonants correspondingly.
For the voiceless consonants the air stream is strong (they are called
fortis), and for the voiced consonants it is much weaker (they are
termed lenis).
22
These are sounds in which either noise prevails over tone (noise
English
phonemes
(44)
CONSONANTS
(24)
NOISE
SONORANTS
VOWELS
(20)
consonants) or tone prevails over noise (sonorants).
As the number of English letters (26) and sounds (44) does not coincide, spelling and pronunciation differ much in English, and a specific system of symbols has been devised to denote the exact pronunciation of words.
Below is given the set of symbols for identifying English vowels
and consonants which is called transcription.
MONOPHTHONGS [ı] [e] [æ] [ʌ] [α:] [ɔ] [ɔ:] [u] [ə] [з:]
DIPHTHONGS [eı] [aı] [ɔı] [au] [əu] [ıə] [εə]
[uə]
DIPHTHONGOIDS [i:] [u:]
voiced (lenis / weak)
[b] [d] [g] [z] [ӡ] [dӡ] [v][ð]
voiceless (fortis / strong)
[p] [t] [k] [s] [∫] [t∫] [f] [θ] [h]
oral
[l] [w] [j] [r]
nasal
[m] [n] [ŋ]
Section 2
[ʌ]
(central, mid (broad variant), unrounded, short)
I. Observe the position of the lips and the tongue for the sound [ʌ].
Read the words in the columns. Pay attention to the positional length of [ʌ].
сome cut [æ – ʌ] cap -cup
bun but hat – hut
none nut sack – suck
done duck ban – bun
mud must bag – bug
run rust hag – hug
jug just mad – mud
23
II. Read the sentences. Follow the tonetic marks.
1. Pluck up your courage. Не робей, мужайся!
['plʌk ʌp jɔˏkʌrıdӡ]
2. Double Dutch. Чепуха.
['dʌbl `dʌt∫]
3. Here’s another country cousin. Вот ещё один гость
[`hıəz əˏnʌðə ˙kʌntrı ˙kʌzn] из провинции.
4. Gus chucked up the sponge. Гас признал себя побеждён-
['gʌs t∫ʌkt ˙ʌp ðə ˎspʌndӡ] ным.
5. Lush is nothing but a money Лаш – самый настоящий
grubber. стяжатель.
['lʌ∫ ız 'nʌθıŋ bət ə `mʌnıgrʌbə]
6. Does the bus run every other Это автобус ходит два раза
Monday? в месяц по понедельникам?
['dʌz ðə 'bʌs ˙rʌn 'evrı ˙ʌðə ˏmʌndı]
7. None but dullards copy Лишь глупцы подражают
one another. друг другу
['nʌn bət `dʌlədz ˌkɔpı wʌn əˏnʌðə]
III. Observe the correct pronunciation of the rhythmic groups and
the vowel [ʌ].
You must `come. || You must 'come to `supper.|| You must 'come
to 'supper `with us. || You must 'come to 'supper 'with us and 'join in the
`fun.||
IV. Match the following English idioms, proverbs and sayings
with their Russian equivalents. Make up situations to illustrate their
usage.
1. As snug as a bug in the rug. a. вкратце
2. сupboard love b. напористый, предприим-
чивый
3. Don’t trouble trouble until c. хорошо устроился
trouble troubles you.
4. cut and run d. корыстная любовь
5. up-and-coming e. это в крови, в роду
6. in a nutshell f. Не буди лихо, пока лежит
тихо.
7. come down to earth with a bump g. восстанавливать в памяти
24
8. it runs in the blood h. спасаться бегством
1. a) cap; b) cup
2. a) hat; b) hut
3. a) bag; b) bug
4. a) mad; b) mud
5. a) hang; b) hung
6. a) ran; b) run
9. brush up i. спуститься с небес на землю
Section 3
I. Test. Tick the words you recognize in the sentences you hear:
II. Listen to the dialogue and learn it by heart.
I Love You
Russ: Honey, why are you so sad?
(Janet says nothing)
Russ: Honey, why are you so unhappy? I don’t understand.
Janet: You don’t love me, Russ!
Russ: But, honey, I love you very much.
Janet: That’s untrue. You love my cousin Sunny. You think
she’s lovely and I’m ugly.
Russ: Janet, just once last month I took Sunny out for lunch.
You mustn’t worry. I like your company much better
than Sunny’s.
Janet: Oh, shut up, Russ.
Russ: But, honey, I think you’re wonderful. You mustn’t…
Janet: Oh, SHUT UP!
III. Conversational practice: Intonation of enumeration.
Making a list: He bought a cup and some nuts.
He bought a cup, some nuts and some honey.
He bought a cup, some nuts, some honey and a brush.
Practise the game “My uncle went to London”.
E.g.: Student A: My uncle went to London and he spent a lot of
money. He bought a bus.
Student B: My uncle went to London and he spent a lot of money.
He bought a bus and a dozen buns.
Student C: My uncle went to London and he spent a lot of money.
He bought a bus, a dozen buns and some honey.
25
Before you start, practise the words from the list below:
a cup some butter some coloured sunglasses
a cupboard some honey some comfortable gloves
a bus one onion a lovely butterfly
a bottle of rum a brush a blood sausage
a hundred buttons a rubber duck an ugly monkey
some nuts a dozen buns a tongue
Review questions and tasks
1. What is the number of phonemes in the sound system of English?
2. What large groups of sounds do the phonemes of any language
fall into?
3. How are vowels and consonants produced?
4. What groups of English vowels and consonants do phoneticians
distinguish?
5. Enumerate the English phonemes.
6. Make a scheme of the English sound system from memory.
26
UNIT 5
Фонемы и аллофоны
Цели: 1) разъяснить понятия фонемы и аллофона, объяснить
разницу между фонетическими и фонологическими ошибками;
2) обучить правильной артикуляции монофтонга [ʌ] и интонированиию восклицательных предложений
Знания: понятия фонемы и аллофона, типы аллофонов
Умения: дифференцирование фонетических и фонологиче-
ских ошибок; артикулирование монофтонга [α:], интонирование
восклицательных предложений
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
Phonemes and Allophones
Pronunciation can always be studied from two points of view: phonetic and phonological. Phonetics studies all possible sounds that the hu-
man vocal apparatus can make without reference to their meaning and
functioning in speech. Phonology deals with the sound system of the lan-
guage (which is formed by the system of phonemes) and studies only those
contrasts in sounds (the phonemes) which make differences of meaning. In
other words, phoneticians are only interested in the way the sounds are
pronounced, their articulatory or acoustic features, while phonologists are
involved in describing the functioning of phonemes in speech.
Here is an illustrative example:
If we compare the words bead [bi:d], bid [bıd], bad [bæd], bed
[bed], bud [bʌd], we can see that all these words only differ in the vowel sound: [i:]-[ı]-[æ]-[e]-[ʌ]. These sounds represent different pho-
nemes of the English language.
Here are some more examples:
1) in the pair man [mæn] – men [men] – phonemes [æ] and [e]
differentiate singular and plural forms of the noun;
2) in the pair advice [əd'vaıs] – advise [əd'vaız] – phonemes [s]
and [z] differentiate parts of speech (noun – verb).
27
Now, what is a phoneme? It is usually defined as the smallest
contrastive language unit which is capable of distinguishing one
word from another in the same phonetic context.
The phoneme is realized in the material form of speech sounds of
different types. The variants of the same phoneme are called allo-
phones. They occur in various phonetic contexts because of the influence of the neighbouring sounds upon them. Let us consider the following examples:
1) bee [bi:] – bead [bi.d] – beat [bit]
The phoneme [i:] is the longest in the open syllable when it is free
(= is not followed by another sound), [i.] is a bit shorter in the second
word when it is followed by a weak voiced consonant, and [i] is the
shortest (checked) when followed by a strong voiceless consonant, as it
is in the last word.
2) tea [ti:] – two [tu:] – ten [ten]
In the first word [t] is produced with the strongly spread lips, in the
second word – with the rounded lips, in the third word the lips for [t]
are neutral.
So we can see that one and the same phoneme [i:] (example 1) and
[t] (example 2) can be realized in speech differently and its variants
may be denoted by the so-called allophonic transcription.
One more point is worth mentioning, as far as phonetics and phonology are concerned. A person cannot avoid making mistakes when
learning a foreign language. Pronunciation mistakes may be of two
types – phonetic and phonological. If the learner pronounces a foreign
sound with the wrong articulation (for example, substitutes an English
sound for a similar Russian sound, i.e. pronounces [тeıbl] instead of
[teıbl]), the meaning of the word is not affected. If the speaker uses the
wrong phoneme when saying the word, and its meaning is changed, the
so-called phonological mistake is made.
e.g.She likes working [з:]. She likes walking [ɔ:].
The same is true for mistakes in intonation. Here is one more example of a phonological mistake:
Isn’t it hot? (general question)Isn’t it hot! (exclamation)
As for phonetic mistakes, they can be easily detected in the wrong
reproduction of the English pitch changes, rhythm, etc.
28
Section 2
[α:]
(back, open (broad variant), unrounded, long)
I. Observe the position of the lips and the tongue for the sound
[α:]. Read the words in the columns. Pay attention to the positional
length of [α:].
are arm art [ʌ – α:] cup – carp
bar bard Bart hut – heart
car card cart cut – cart
char charge chart bun – barn
far farm farce much – march
star starve start cluck – clerk
II. Read the sentences. Follow the tonetic marks.
1. Hard bargain! Это выгодная сделка.
['hα:d `bα:gın]
2. Start the car. Заведи машину.
['stα:t ðə ˎkα:]
3. I hardly like the remark, Papa. Мне не нравится это замеча-
[aı 'hα:dlı `laık ðə rıˎmα:k pə.pα:] ние, папа.
4. Are we to be a large party? Народу много будет?
['α: wi tə bi ə ′lα:dӡ ˙pα:tı]
5. He laughs best who laughs last. Хорошо смеётся тот, кто
[hi: lα:fs ˏbest hu. ˌlα:fs `lα:st] смеётся последним.
6. Cars can’t be parked here Здесь запрещается стоянка
after dark. машин после наступления
['kα:z 'kα:nt bi `pα:kt hıə .α:ftə ˏdα:k] темноты.
7. Shan’t we dance after classes? Почему бы не потанцевать
['∫α:nt wi `dα:ns α:ftə ˌklα:sız] после уроков?
8. The exam will be rather hard Этот экзамен сдать будет
to pass. нелегко.
[ði ıg'zæm wıl bi 'rα:ðə 'hα:d tə `pα:s]
9. Barbara’s art and part Барбара – душа общества.
of the party.
['bα:bərəz 'α:t ənd 'pα:t əv ðə ˎpα:tı]
III. Observe the correct pronunciation of the rhythmic groups and
the vowel [α:].
29
I ˎshan’t. || I 'shan’t ˎdance. || I 'shan’t 'dance at the'gardenˎ party. ||
1.a) hat;
b) hut
c) heart
2. a) cat;
b) cut;
c) cart
3. a) cap;
b) cup;
c) carp
4. a) bun;
b) barn
5. a) come;
b) calm
6. a) Patty’s
b) party
I'shan’t 'dance at the 'garden'party at my'aunt’s ˎfarm. || I'shan’t'dance at
the'garden'party at my'aunt’s'farm to`morrow.||
IV. Match the following English idioms, proverbs and sayings
with their Russian equivalents. Make up situations to illustrate their
usage.
1. After a storm comes a calm. a. незыблемый, твердый
2. a nosy parker b. рискнуть
3. smart alec c. непревзойденный мастер,
знаток
4. hard and fast d. нерушимый, надежный
5. chance one’s arm e. человек, всюду сующий
свой нос
6. past master f. после бури наступает за-
тишье
V. Practise the tongue twister. Observe the correct articulation of [α:].
Six sharp smart sharks.
Section 3
I. Test. Tick the words you recognize in the sentences you hear:
II. Listen to the dialogue and learn it by heart.
Margaret: Where’s your glass, Barbara?
Barbara: It’s on the bar.
Martin: Barbara! Margaret! Come into the garden! Martha and
Margaret: In the garden? What a laugh!
Barbara: So they are! They’re dancing on the grass!
Margaret: They’re dancing under the stars!
At a Party
Charles are dancing in the dark.
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