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Файл:Практическая фонетика английского языка. Часть 1. Практикум
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UNIT 8
Интонация. Структура интонационного контура
Цели: 1) рассмотреть компоненты интонации и структуру ин-
тонационного образца,
2) обучить правильной артикуляции монофтонга [u] и дифтон-
гоида [u:]
Знания: понятие интонации, ее компоненты, структура инто-
национного образца
Умения: оперирование фонетической терминологией при об-
суждении темы, артикулирование монофтонга [u] и дифтонгоида [u:]
Формируемые компетенции: ОПК-3 и ОПК-8 (фонетиче-
ский компонент).
Актуальность темы обусловлена статусом фонетики как осно-
вополагающего аспекта языка, без которого невозможно реализовать
речевое высказывание и сформировать иноязычную компетенцию.
Section 1
Intonation
Intonation functions in various languages in a different way. The
English intonation is very specific and for most foreign learners it is
difficult to reproduce it. Some British phoneticians even say that for a
foreign learner of English it is more important to acquire good intonation habits than to articulate the sounds perfectly.
Intonation is considered to be one of the components of pronunciation. The others are: speech sounds, the syllabic structure of words and
word stress.
Intonation may be defined as a unity of (1) speech melody, (2) sen-
tence-stress (accent), (3) speech tempo, and (4) voice quality (timbre).
The pitch of the voice does not stay on the same level while the
sentence is pronounced. It rises and falls on the vowels and voice consonants. These falls and rises form definite patterns, typical of English,
and are called speech melody.
Speech melody is made of falls and rises of the voice pitch. The word
that is most important for the meaning of the sentence is made prominent
by stress and a special moving tone. This special tone is the result of a
change in the pitch, which either falls or rises, or changes its movement
first in one direction, then in another. Other words essential for the mean-
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ing are also stressed, but the pitch of these words remains unchanged. Articles, prepositions, auxiliary, modal and link verbs are usually unstressed.
The rate of speech (speech tempo) is not constant. It is the speed
with which sentences are pronounced. Closely connected with the tempo of speech is its rhythm (=a sequence of stressed and unstressed syllables). The English rhythm is not easy for a foreign learner to acquire.
The timbre of the voice changes in accordance with the emotions experienced by the speaker. All these above-mentioned phonetic features of
a sentence form a complex unity, called intonation / prosody.
Every speaking voice has the normal range (i. e. an interval between its lower and upper limits). We may distinguish 3 pitch levels:
high, medium, low.
voice _ _ high pitch level_ _ _
range _ _ medium _ pitch level _ _ pitch range
_ _ low _ _pitch level _ _ _
The interval between two pitch levels is called the pitch range.
Speech melody together with sentence stress is indicated with the help
of dashes, curves and dots. A dot ( · ) denotes an unstressed syllable. A
dash ( — ) represents a stressed syllable pronounced with level pitch. A
downward curve ( ) represents a stressed syllable pronounced with a
fall in pitch within that syllable. An upward curve ( ) represents a
stressed syllable pronounced with a rise in pitch within that syllable.
Pitch ranges may be normal, wide and narrow.
In the text intonation is indicated by means of tonetic stress marks
(vertical or slanting).
e.g. He was 'glad to 'meet her in the `street.
On the staves we may picture the speech melody of this sentence
as follows:
Intonation patterns may consist of one or more syllables of various
pitch levels. Pitch-and-stress sections of an intonation pattern are as
follows: the pre-head, the head, the nucleus and the tail. The most
important of these elements is the nucleus (the final stressed syllable).
The nucleus can be followed by one or more unstressed or partially
stressed syllables called the tail. The head consists of the syllables beginning with the first stressed syllables up to the last one. The pre-head
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includes unstressed and half-stressed syllables preceding the head. The
nucleus and the tail form the terminal tone.
Section 2
[u]
(back-advanced, close (broad variant), rounded, short)
I. Observe the position of the lips and the tongue for the sound [u].
Read the words in the columns. Pay attention to the positional length of [u].
good look [ɔ – u] pot – put
could cook cock – cook
full foot god – good
room rook rock – rook
hood hook box – books
pull puss cod – could
II. Read the sentences. Follow the tonetic marks.
1. It looks good. Перспективы хорошие.
[ıt 'luks ˆgud]
2. Here’s your cook-book. Вот ваша кулинарная книга.
['hıəz jɔ. ˏkukbuk]
3. Put your foot down. Положите этому конец.
['put jɔ. `fut ˌdaun]
4. Keep a good look out. Будь внимателен.
['ki:p ə 'gud ˇluk aut]
5. Fuller took good aim. Фуллер тщательно прицелился.
['fulə tuk 'gud `eım]
6. Would you help the Помогите, пожалуйста, этой
7. woman, if you could? женщине.
['wud ju. `help ðə ˌwumən ıf ju ˏkud]
III. Observe the correct pronunciation of the rhythmic groups and
the vowel [u].
'Have a 'look at the `book. || 'Have a 'look at this `book | which I
'found 'near a `brook. || 'Have a 'look at this `book | which I 'found at a
'brook and 'gave to her `cook.||
IV. Match the following English idioms, proverbs and sayings with
their Russian equivalents. Make up situations to illustrate their usage.
1. by hook or by crook a. оказать дружескую услугу
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2. to beat about the bush b. Все проверяется на практике.
3. The proof of the pudding c. ходить вокруг да около
is in the eating
4. put one’s foot in it d. любой ценой
5. to be put to the push e. на хорошем счету у кого-то
6. in smb’s good books f. отложить в долгий ящик
7. do smb. a good turn g. попасть впросак
Section 3
I. Tick the words you recognize in the sentences you hear:
Test A Test B
1. a) cock; b) cook 1.a) look; b) Luke
2. a) lock; b) look 2. a) full; b) fool
3. a) god; b) good 3. a) pull; b) pool
4. a) cod; b) could 4. a) fullish; b) foolish
5. a) Poss; b) Puss
6. a) Brockhurst; b) Brookhurst
II. Listen to the dialogue and learn it by heart.
A Lost Book
Mr. Cook: Woman! Could you tell me where you’ve put my book?
Mrs. Cook: Isn’t it on the bookshelf?
Mr. Cook: No. The bookshelf is full of your cookery books.
Mrs. Cook: Then you should look in the bedroom, shouldn’t you?
Mr. Cook: I’ve looked. You took that book and put it somewhere,
didn’t you?
Mrs. Cook: The living-room?
Mr. Cook: No. I’ve looked. I’m going to put all my books in a box
and lock it!
Mrs. Cook: Look, Mr. Cook! It’s on the floor next to your foot.
Mr. Cook: Ah! Good!
III. Conversational practice: Stress
Read this conversation. Make the stressed words louder.
A: Excuse me.
B: Yes?
A: Could you tell me where I can get some good shoelaces?
B: Yes. There’s a shop next to the supermarket that sells very
good shoelaces.
44
I’m going there too.
Practise your own conversations in pairs.
- Excuse me.
- Yes?
- Could you tell me where I can get some good1 …?
- Yes. There’s a shop next to the2 … that sells very good1 … I’m
going there too.
Use the words below.
1
shoelaces
2
supermarket
Toothpaste swimming pool
football boots fruit shop
chewing gum tool shop
fruit juice wool shop
cookery books newspaper stand
Section 4
[u:]
(back, close (narrow variant), rounded, long)
I. Observe the position of the lips and the tongue for the sound [u:].
Read the words in the columns. Pay attention to the positional length
of [u:].
too tomb tooth [u – u:] pull – pool
boo booed boot full – fool
rue rude route foot – boot
coo cooed coot look – Luke
sou soon soup fullish – foolish
II. Read the sentences. Follow the tonetic marks.
1. Do as I do. Прошу присоединиться.
['du: əz `aı du:]
2. Sue’s true blue. Сью – верный человек.
['sju:z 'tru: `blu:]
3. Ruth can’t say boo to a goose. Руфь и мухи не обидит.
['ru:θ 'kant seı 'bu: tu ə `gu:s]
4. You are a nuisance, too. Ты несносен.
[juər ə `nju:səns `tu:]
5. Rupert will do beautifully. Руперт – подходящая канди [`ru:pət wıl ˌdu: `bju:tıfəli] датура.
6. Let’s have news of you soon. Сообщите о себе поскорее.
['lets hæv 'nju:z əv ju: ˇsu:n]
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7. Lou grew too big for his boots. Лу слишком заважничал.
['lu: 'gru: 'tu: 'bıg fə hız ˎbu:ts]
8. Read the newspaper review Внимательно прочитайте
through and through. газетное обозрение.
['ri:d ðə 'nju:speıpə rıˏvju: 'θru: ənd `θru:]
III. Observe the correct pronunciation of the rhythmic groups and
the vowel [u:].
I’d 'choose ˎblue.|| I’d 'choose blue ˎshoes.|| I’d 'choose blue'shoes
to'take to ˎschool.|| I’d 'choose'blue'shoes to'take to'school to ˎuse.|| I’d
'choose blue'shoes to'take to'school to'use | if 'I were `you.||
IV. Match the following English idioms, proverbs and sayings with
their Russian equivalents. Make up situations to illustrate their usage.
1. No news is bad news. a. уехать ночью с квартиры,
не заплатив
2. There is a room for b. в кои-то веки
improvement
3. in two – twos c. кое-что надо исправить
4. stew in one’s own juice d. немедленно, в два счета
5. once in a blue moon e. тратить время попусту
6. to shoe the goose f. Отсутствие новостей –
хорошая новость
7. shoot the moon g. расхлебывать кашу,
которую сам заварил
Review questions and tasks
1. What are the functions and the main components of intonation?
2. Define speech melody, sentence stress, speech tempo and timbre.
3. How can intonation be indicated in the text? What are the means
of representing the speech melody in writing?
4. Describe the structure of the intonation pattern.
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UNIT 9
Модификация гласных в потоке речи. Редукция
Цели: 1) рассмотреть явление модификации гласных в потоке
речи (динамический аспект артикуляционной базы) и типы редукции;
2) обучить правильной артикуляции монофтонга [з:].
Знания: Количественная и качественная редукция. Нередуци-
руемые формы в английском языке
Умения: оперирование фонетической терминологией при об-
суждении темы, артикулирование монофтонга [з:]
Формируемые компетенции: ОПК-3 и ОПК-8 (фонетиче-
ский компонент).
Актуальность темы обусловлена статусом фонетики как осно-
вополагающего аспекта языка, без которого невозможно реализовать
речевое высказывание и сформировать иноязычную компетенцию.
Section 1
Modification of Vowels in Connected Speech. Reduction
It is known that both vowels and consonants are very seldom said
in isolation. They combine into words, and words combine into phrases
and sentences. Isolated phonemes retain all their qualities. But in connected speech they are modified and undergo some changes. Certain
segments have a tendency to run together; extra segments may be added
to ensure smoothness of speech; some segments adopt a less clearly
defined phonetic form; and some completely disappear.
In English as well as in Russian vowels in unstressed syllables are
usually reduced, i. e. lose certain qualities in some degree. However, the
laws of reduction in these languages are not the same. In the Russian language the farther the syllable is away from the stressed one, the weaker it
is: e.g. молоко [мълΛкÓ]. In English the reduced form of almost any
vowel or diphthong in the unstressed position is represented by [ə], [ı] or
[u]. The vowels a, o, u are usually reduced to [ə], e, i, y – to [ı].
Reduction is a historical process of weakening, shortening or dis-
appearance of vowel sounds in unstressed position.
Here are the examples, which show how the shift of stress may re-
sult in reducing unstressed vowels.
combine [`kɔmbaın] – combine [kəm`baın]
project [`prɔdӡəkt] – project [[prə`dӡekt]
47
Three different types of reduction may be noticed in English:
1) quantitative (shortening of the vowel length): [hi:] – [hi ] – [hi],
2) qualitative (weakening of a vowel): but [bət], should [∫əd], can
[kən],
3) zero (= elision) (disappearance of a vowel sound): I’m [aım],
he’s [hız], shan’t [∫α:nt].
Non-reduced unstressed sounds are often retained in: 1) compound
words (e.g. blackboard [`blækbɔ:d], oil-field [`ɔılfi:ld]); 2) borrowings from
French and other languages (e.g. architect [`α:kıtekt], kolkhoz [kɔl`hɔ:z],
photograph [`fəutəgrα:f]); 3) the words with final unstressed “o”, which is
never reduced (e.g. sambo [`sæmbəu], solo [`səuləu], radio [`reıdıəu]);
The following recommendations may be given to Russian learners,
as far as reduction is concerned:
- make reduced vowels very weak,
- never concentrate on their pronunciation;
- look up unknown words in the dictionary to find out the correct
pronunciation.
Section 2
[з:]
(central, mid (narrow variant), unrounded, long)
I. Observe the position of the lips and the tongue for the sound [з:].
Read the words in the columns. Pay attention to the positional length of [з:].
sir serve surf [ɔ:- з: ] four – fir
fir firm first torn – turn
her heard hurt warm – worm
burr bird burst ward – word
blurr term learn walk – work
purr purred pert board – bird
err earn irk short – shirt
II. Read the sentences. Follow the tonetic marks.
1. Certainly, sir. Да, сэр.
[ˆsз:tnlı .sз:]
2. I’ve overheard the word. Я нечаянно услышал это слово.
[aıv əuvə`hзd ðə ˌwз:d]
3. I’ll turn in early. Я рано лягу спать.
[aıl `tз:n ˙ın `з:lı]
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4. A worm will turn. Самый смирный возмутиться.
[ə `wз:m wıl ˏtз:n]
5. Repeat the verse word Повторите стихотворение
for word. дословно.
[rı'pi:t ðə ˏvз:s 'wз:d fə `wз:d]
6. The work will serve no Это бесполезная работа.
purpose.
[ðə 'wз:k wıl 'sз:v 'nəu `pз:pəs]
7. My girl has her bursts У моей дочери бывают приливы
of work. энергии.
[maı 'gз:l hæz hə `bз:sts əv ˇwз:k]
8. Ernest is determined Эрнест хочет заняться немецким
to learn German. языком.
['з:nıst ız dı'tз:mınd tə 'lз:n `dӡз:mən]
9. Under the circumstances При сложившихся обстоятель-
Dirk preferred to earn ствах Дирк предпочел сам зараба-
his living. тывать себе на жизнь.
[ʌndə ðə ˏsз:kəmstənsız 'dз:k prıfз:d tu 'з:n hız `lıvıŋ]
III. Match the following English idioms, proverbs and sayings with
their Russian equivalents. Make up situations to illustrate their usage.
1. First come first served. a. замолвить словечко
2. It’s an early bird that catches b. Кто рано встает, тому
the worm. бог дает.
3. The workman is known by c.Услуга за услугу
his work.
4. put in a (good) word d. тут же, экспромтом
5. on the spur of the moment e. Первому гостю – первое
место.
6. One good term deserves f. войти в курс дела
another.
7. to learn the ropes g.мчаться во весь опор/гнать
машину
8. burn the earth h. дело мастера боится
IV. Observe the correct pronunciation of the rhythmic groups and
the vowel [з:].
The 'nurse told ˎnursery ˌtales.|| 'Nightly the 'nurse told ˎnursery
ˌtales.||'Nightly the 'nurse told 'nursery tales a˙bout ˎgnomes.||'Nightly
the 'nurse told 'nursery tales about 'gnomes to the `twins.||
49
V. Practise the tongue twister. Observe the correct articulation of
[з:].
An earl gave Pearl a fur and a circlet of pearls for her thirty-first
birthday.
Section 3
I. Test. Tick the words you recognize in the sentences you hear.
1. a) bed; b) bud; c) bird
2. a) Ben’s; b) buns; c) burns
3. a) ward; b) word
4. a) walk; b) work
5. a) short; b) shirt
6. a) or; b) er
II. Listen to the dialogue and learn it by heart.
The Worst Nurse
Sir Herbert: Nurse!
Colonel Burton: Nurse! I’m thirsty!
Sir Herbert: Nurse! My head hurts!
Colonel Burton: NURSE!
Sir Herbert: Curse these nurses!
Colonel Burton: Nurse Sherman always wears such dirty shirts.
Sir Herbert: And such short skirts.
Colonel Burton: She never arrives at work early.
Sir Herbert: She and … er … Nurse Turner weren’t at work on
Thursday, were they?
Colonel Burton: No, they weren’t.
Sir Herbert: Nurse Sherman is the worst nurse in the ward, isn’t
she?
Colonel Burton: No, she isn’t. She’s the worst nurse in the world!
Review questions and tasks
1. How are the sounds pronounced in isolation and in connected
speech?
2. What phenomenon is called ‘reduction’?
3. Do the laws of reduction in English and in Russian coincide?
What are they?
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