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Файл:Практическая фонетика английского языка. Часть 1. Практикум
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4. What sounds represent the reduced forms of unstressed vowels
and diphthongs?
5. Define the types of reduction. Give your own examples.
6. In what words do unstressed vowels retain all their qualities?
7. What recommendations concerning the pronunciation of the re-
duced vowels may be given?
8. Transcribe and pronounce the following words. Pay attention to
the stressed and unstressed vowels. Give the necessary commentary.
hopeless effective compare artillery
epoch generally reunion satisfaction
51
UNIT 10
an
æn
ən
the
ði:
ðə, ðı
and
ænd
ən, n
that
ðæt
ðət
his
hız
ız
from
frɔm
frəm
of
ɔv
əv, v
some
sʌm
səm
there
ðεə
ðə
have
hæv
əv, v
Сильные и слабые формы слова
Цели: 1) рассмотреть понятия сильной и слабой словоформы;
2) обучить правильной артикуляции монофтонга [ə].
Знания: значимые и формообразующие слова в английском
языке, сильные и слабые формы слова
Умения: оперирование фонетической терминологией при об-
суждении темы, артикулирование монофтонга [ə]
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
Strong and Weak Forms
Nearly 50 words in English can be pronounced in two distinct
ways depending on the degree of force they are uttered with. They are
all words performing a grammatical function (form-words): determiners, personal and possessive pronouns, auxiliary and modal verbs,
prepositions, conjunctions, and particles.
Strong (or full) forms are pronounced very distinctly and the pho-
nemes in them retain all their qualities. Weak forms are normal in connected speech. The vowels are subject to reduction and sometimes both
vowels and consonants are elided.
In the examples below, the strong forms are given on the left and
the weak forms on the right.
52
do
du:
də, du
must
mʌst
məst, məs
us
ʌs
əs
was
wɔz
wəz
can
kæn
kən, kn
could
kud
kəd, kd
Strong forms are used when the form word
1) is said in isolation: a [eı], the [ði:];
2) is in stressed position:
e.g. She is 'coming `to [tu:] London, not `from [frɔm] London.
3) is being emphasized (=becomes the communicative centre of
the utterance):
e.g. He is the [ði:] 'man you `need.
Prepositions have their strong forms though they might remain un-
stressed
1) at the very end of an intonation group or a phrase:
e.g. What are you `looking at [æt]?
2) at the end of a phrase when they are followed by the unstressed
pronoun:
e.g. I’m 'not `talking to [tu:] you.
I’m 'not 'talking to [tə] `you.
Auxiliary verbs have their strong forms
1) at the end of an intonation group:
e.g. Who has written it? – `Tom has [hæz].
Are you busy? – Yes, I `am [æm].
2) at the beginning of general or alternative questions in careful
colloquial style:
e.g. Can you do it at once? ['kæn ju 'du ıt ət ˏwʌns]
(but: [kən ju 'du ıt ət ˏwʌns] – in rapid colloquial speech)
3) in contracted negative forms:
e.g. I don’t know the way [aı 'dəunt 'nəu ðə `weı ]
The demonstrative pronoun “that” is never reduced:
e.g. I know that [ðæt]. (but: I know that he’s here. – [ðət] is
the conjunction)
The verb “to have” (in the meaning of ‘to possess’ and in set
phrases like “to have lunch”) has no weak form even if it is unstressed:
e.g. I have a 'nice garden [hæv].
53
In Russian speech personal and possessive pronouns, auxiliary and
modal verbs are often stressed, and Russian learners of English often fail to
use weak forms correctly. In order to avoid making mistakes one should
have careful practice using form words in various accentual patterns.
Section 2
[ə]
(central, mid (broad variant), unrounded, very short)
I. Observe the position of the lips and the tongue for the sound [ə].
Read the words in the columns. Pay attention to the positional length of [ə].
Africa about Columbus
cinema absent commander
sofa a dog gorilla
mother forsake to go
father surprise to come
either concern long ago
II. Read the sentences. Follow the tonetic marks.
1. They are both of a hair. Они одного поля ягоды.
[ðeı ə 'bəuθ əv ə `hεə]
2. A day after the fair. Слишком поздно.
[ə 'deı α:ftə ðə ˎfεə]
3. I must have been mistaken. Я, по всей вероятности,
[aı 'mʌst (h)əv bın mıs`teıkn] ошибся.
4. If I were you, I should На вашем месте, я бы не
not do it. делал этого.
[ıf `aı wə ˇju: aı ∫əd .nɔt ˏdu: ıt]
5. There must be no delay. Нельзя медлить.
[ðə məst bi. 'nəu dı`leı]
6. Her tone was matter-of-fact. Её тон был бесстрастным.
[hə 'təun wəz 'mætər əv`fækt]
7. Never judge from Не судите по внешности.
aˇppearances.
[`nevə ˙dӡʌdӡ frəm əpıərənsız]
8. Man can die but once. Двум смертям не бывать,
['mæn kən 'daı bət ˎwʌns] а одной не миновать.
9. Tell them that someone was Скажите им, что их тут
asking for them here. кто-то спрашивал.
['tel ðəm ðət 'sʌmwʌn wəz ˇα:skıŋ fə ðəm hıə]
54
10. I have known her from a child. Я знаю её с детства.
[aı həv ˏnəun hə frəm ə `t∫aıld]
III. Match the following English idioms, proverbs and sayings with
their Russian equivalents. Make up situations to illustrate their usage.
1. next of kin a. быть на ножах с кем-либо
2. ask for it b. линия поведения
3. line of conduct c. немедленно, экспромтом
4. once for all d. лезть на рожон
5. at loggerheads with smb. e. раз и навсегда
6. out of hand f. ближайший родственник
IV. Practise the the following rhyme and learn it by heart.
Dust of Snow
by Robert Frost
The way a crow Has given my heart
Shook down on me A change of mood
The dust of snow And saved some part
From a hemlock tree Of a day I have rued.
Section 3
I. Test. Tick the words you recognize in the sentences you hear:
1. a) has; b) həs
2. a) can; b) cən
3. a) was; b) wəs
4. a) does; b) dəs
5. a) am; b) əm
6. a) them; b) thəm
II. Listen and repeat:
Wəs she dreaming? Yes, she was.
Wəs she thinking about South America? Yes, she was.
Wə her brothers and sisters asleep? Yes, they were.
Də they like reading? Yes, they do.
Həv you read about South America? Yes, I have.
Dəs your friend like reading? Yes, he does.
əm I talking to myself? Yes, I am.
ə we working hard? Yes, we are.
Həs your friend been to South America? Yes, he has.
Cən you swim? Yes, I can.
55
III. Listen to the dialogue and learn it by heart. The words in italics
are weak forms and have the sound [ə] here.
Shopping
A: I’m going to the post office.
library.
B: Can you buy something for me at the supermarket?
tobacconist’s?
A: But the supermarket is a long way from the post office.
tobacconist’s mile library.
B: No. Not that supermarket. Not the one that’s next to the cinema.
tobacconist’s. swimming
pool.
I mean the one that’s near the fruit shop.
butcher’s.
A: Oh, yes. Well, what do you want?
B: Some cigarettes and a box of matches and an envelope.
Cigars tin of sweets address book.
Review questions and tasks
1. What English words may have strong and weak forms?
2. When are strong and weak forms used? Give examples.
3. Transcribe the following sentences marking stresses and tunes.
Read the sentences and comment on the use of strong and weak forms:
1). He told his son to wait for him.
2). What do you generally do in the evening?
3). I can do it as well. Can you write it yourself? – Yes, I can.
4). Who are you waiting for?
5). We have an elder brother. He has left for the Urals at present.
Progress Test 2
When you hear one of these words or sounds, say which number it is.
1 2 3 4 5
ɔ ɔ: u u: з:
Polly Paul pull pool Peal
Folly fall full fool furl
Cod cord could cooed curd
What ward would wooed word
56
UNIT 11
Дифтонги и трифтонги
Цели: 1) рассмотреть понятия дифтонга и трифтонга, систе-
матизировать дифтонги и трифтонги английского языка
2) обучить правильной артикуляции дифтонга [eı] u интона-
ции, выражающей удивление
Знания: система дифтонгов и трифтонгов английского языка
Умения: оперирование фонетической терминологией при об-
суждении темы, артикулирование дифтонга [eı], интонация выражающая удивление-переспрос
Формируемые компетенции: ОПК-3 и ОПК-8 (фонетиче-
ский компонент).
Актуальность темы обусловлена статусом фонетики как ос-
новополагающего аспекта языка, без которого невозможно реализовать речевое высказывание и сформировать иноязычную компетенцию.
Section 1
Diphthongs
As it was stated earlier, all English vowels are divided into 3
groups: monophthongs, diphthongs and diphthongoids.
Diphthongs consist of two clearly perceptible elements. The start-
ing point, the nucleus, is strong and distinct. The second element (the
glide), to which the organs of speech move smoothly, is much weaker.
From the point of view of length, the diphthongs are like long vowels;
but the first part of a diphthong is much longer than the second one,
which is quite short and rapid.
There are eight diphthongs in English, Depending on the tongue
movement they are usually grouped into three types. The first group
ends with a glide towards the [ə] vowel in the centre of the mouth, and
are called centring diphthongs. The remainder end with a glide towards a higher position in the mouth (in the direction of an [ı] or [u]
quality), and are called closing diphthongs.
The diagram below also shows the two types of triphthongs,
formed by adding a central glide to the closing diphthongs.
57
One should remember that the Russian sound system has no diph-
thongs, but it comprises several sound combinations, which resemble
the English diphthongs in some degree (cf. lay – лей, my – май; boy –
бой; show – шoy; how – траур; peer – фиалка; care – океан; poor –
Пуаро). When pronouncing the English diphthongs the learner must
not confuse them with the above-mentioned Russian combinations. To
avoid making phonetic mistakes it is recommended to keep to the English articulatory basis.
Section 2
[eı]
(the nucleus is front, mid (narrow variant), unrounded)
I. Observe the position of the lips and the tongue for the sound [eı].
Read the words in the columns. Make the glide very smooth. Pay attention to the positional length of [eı].
a aid eight [e – eı] pen – pain
may made mate shed – shade
bay bade bait tell – tail
say save safe wet – wait
grey grade great test – taste
way wave wait West – waste
play played plate get – gate
58
II. Read the sentences. Follow the tonetic marks.
1. Save your pains. Зря стараешься.
['seıv jɔ. ˎpeınz]
2. Haste makes waste. Поспешишь – людей насмешишь.
[ˇheıst ˌmeıks `weıst]
3. It may rain today. Возможно, сегодня будет дождь.
[ıt meı `reın təˏdeı]
4. Take it straight away. Возьми это сейчас же.
['teık ıt streıt əˎweı]
5. Kate’s mainly to blame. Кейт больше всех виновата.
[`keıts ˌmeınlı tə ˌbleım]
6. They made a day of it. Они провели день вместе.
[ðeı 'meıd ə `deı əv ıt]
7. The mail train was Почтовый поезд опять опоздал.
delayed again.
[ðə 'meıl treın wəz dı'leıd ə`geın]
8. They are playing the Они ведут выжидательную
waiting game. политику.
[ðeı ə ˌpleııŋ ðə `weıtıŋ ˌgeım]
III. Mind the correct pronunciation of the rhythmic groups and the
diphthong [eı].
They 'painted the `table. || They 'painted the 'table pale `gray. ||
They 'painted the 'table pale 'gray the other `day. || They 'painted the
'table pale 'gray the other `day | to 'save it from `stains. ||
IV. Match the following English idioms, proverbs and sayings with
their Russian equivalents. Make up situations to illustrate their usage.
1. No pains, no gains. a. спекулировать чьим-то именем
2. to call a spade a spade b. называть вещи своими именами
3. to make the grade c. разбираться в чем-либо/ком-либо
4. make head or tail d. по старой дружбе
of smth/smb
5. put on a brave face e. Без труда не вытащишь и рыбку
из пруда
6. for old sake’s sake f. добиться успеха
7. take smb’s name g. поднять скандал
in vain
8. to raise snakes h. действовать смело, решительно
59
Section 3
1. a) pen;
b) pain
2. a) shed;
b) shade
3. a) pepper;
b) paper
4. a) let;
b) late
5. a) letter;
b) later
6. a) get;
b) gate
I. Test. Tick the words you recognize in the sentences you hear:
II. Listen to the dialogue and learn it by heart.
At the Railway Station
(Mr. Grey is waiting at the railway station for a train.)
Mr. Grey: Hey! This train’s late! I’ve been waiting here for ages.
Porter: Which train, sir?
Mr. Grey: The 8.18 to Baker Street.
Porter: The 8.18? I’m afraid you’ve made a mistake, sir.
Mr. Grey: A mistake? My timetable says: Baker Street train – 8.18.
Porter: Oh no, sir. The Baker Street train leaves at 8.08.
Mr. Grey: At 8.08?
Porter: You see, sir, they changed the timetable at the end of
April. It’s the first of May today.
Mr. Grey: Changed it? May I see the new timetable? What does it say?
Porter: It says: Baker Street train – 8.08.
Mr. Grey: Hm! So the train isn’t late. I’m late.
III. Conversational practice: Expressing surprise
Practise in pairs.
Example: A: It’s the eighth of April. B: The ′eighth?
1. It’s the eighth of May.
2. Yes. It’s Mrs Grey’s birthday today.
3. Yes. She’s eighty-eight.
4. Yes. And she’s going away for a holiday.
5. That’s right. And she’s going by plane.
6. Well, it’s a bit dangerous at her age, but she wants to go to
Spain.
7. That’s right. Why don’t you go with her?
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