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Файл:Практическая фонетика английского языка. Часть 1. Практикум
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Review questions and tasks
1. What groups of English vowels may be distinguished according
to the stability of articulation?
2. Enumerate all the diphthongs. How are they pronounced? De-
scribe their structure.
3. State the difference between centring and closing diphthongs.
4. What are triphthongs?
5. Are there any diphthongs in the Russian language?
6. What should one do to pronounce English diphthongs correctly?
7. Group the following words according to the diphthongs / triph-
thongs in them:
weary, way, poor, loiter, ground, lion, globe, spear, cow, flamboy-
ant, affair, sure, case, beer, fearful, pear, spy, chair, owl, serial, endure,
there, ghost, crown, layer, square, theatre, roll, power, tourist, upstairs,
cheer, full, foil, flower, moisture, inspire, jeered, lawnmower, proud,
unbearable, experience, host, plough, frighten, oyster, aisle, lady,
shower, drought, haste.
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UNIT 12
Основные ядерные тоны
Цели: 1) рассмотреть основные ядерные тоны в английском
языке; 2) обучить правильной артикуляции дифтонга [аı]
Знания: основные ядерные тоны в английском языке
Умения: оперирование фонетической терминологией при об-
суждении темы, артикулирование дифтонга [аı]
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
Principal Nuclear Tones
The Low Fall
(starts in the middle of the voice range
and gradually descends to a very low pitch)
The High Fall
(starts at a high pitch and then
falls to a very low pitch)
The Low Rise
(starts at a very low pitch and gradually
ascends to the middle of the voice range)
The High Rise
(starts in the middle of the voice range
and then rises to a very high pitch)
The Fall – Rise
(starts with a fall similar to that of the
high fall which is followed by a low rise)
The Rise – Fall
(starts in the middle of the voice range,
rises to a very high pitch and then falls to a very
low pitch)
The Rise – Fall – Rise
(the voice rises from a very low pitch level,
moves up to the medium one, falls deep down,
then rises again)
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The Mid -_Level
(maintains a level pitch between high аnd
low, the voice neither rises nor falls)
Section 2
[aı]
(the nucleus is central, open (broad variant), unrounded)
I. Observe the position of the lips and the tongue for the sound [aı].
Make the glide very smooth. Pay attention to the positional length of [aı].
I eyed ice [α: – aı] bar-bay
high hide height star – sty
tie tide tight darn – dine
why wide white lark -like
rye ride right cart – kite
sigh side sight heart – height
lie lied light laugh – life
II. Read the sentences. Follow the tonetic marks.
1. Time flies! Как время летит!
[˙taım `flaız]
2. Mind your eye! Гляди в оба.
[`maınd jɔr ˏaı]
3. I had a white night. Я провел бессонную ночь.
[aı hæd ə 'waıt `naıt]
4. Ida drives Myra wild. Айда бесит Майру.
['aıdə 'draıvz 'maırə ˎwaıld]
5. I find it’s quite right. Я считаю, что это совершен-
[aı 'faınd ıt 'kwaıt `raıt] но верно.
6. Stop piping the eye like Не реви.
the crocodile.
[`stɔp ˌpaıpıŋ ðə ˌaı laık ðə ˏkrɔkədaıl]
7. Ike and Ivy sat side by side Айк и Айда сидели рядышas quiet as mice. ком, тихие как мыши.
['aık ənd 'aıvı sæt 'saıd baı`saıd 'kwaıət əz`maıs]
III. Match the following English idioms, proverbs and sayings with
their Russian equivalents. Make up situations to illustrate their usage.
1. life’s ironies a. С глаз долой – из сердца вон.
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2. Out of sight, out of mind b. покинутый в беде,
«на мели»
3. Beauty lies in lover’s eyes. c. отсталый
4. to see eye to eye d. превратности судьбы
5. in one’s mind’s eye e. в воображении
6. high and dry f. сходиться во взглядах
7. behind the times g. быть живучим, как кошка
8. have nine lives h. У каждого свое представ-
ление о красоте
Section 3
I. Test. Tick the words you recognize in the sentences you hear:
1. a) cart; b) kite
2. a) darning; b) dining
3. a) star; b) sty
4. a) laugh; b) life
5. a) hard; b) hide
6. a) Pa; b) pie
II. Listen to the dialogue and learn it by heart.
Mike, Myra and Violet
(Myra and Violet are typists in the library.)
Myra: (smiling) Hello, Mike!
Mike: Hello, Myra. Hello, Violet! You’re looking nice, Vio-
let. (silence)
Mike: Would you like some ice-cream, Violet?
Violet: No, thanks, Mike. I’m busy typing. Talk to me some
other time. I have ninety-nine pages to type by Friday.
Mike: Never mind. Do you like riding, Violet?
Violet: Sometimes.
Mike: Would you like to come riding with me tonight, Violet?
Violet: Not tonight, Mike. I’m going for a drive with Nigel.
Mike: What about Friday?
Violet: I’m going climbing with Miles.
Mike: Hm! Oh, all right. Bye!
Myra: Violet, he’s put something behind your typewriter.
Violet: Is it something nice, Myra?
Myra: No. It’s a spider.
64
Review questions and tasks
1. What is the nucleus?
2. What types of nuclear tones do you know?
3. Define each of the eight nuclei.
4. Practise saying any word with different nuclear tones.
5. Listen to any recorded material and learn to recognize various
tunes.
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UNIT 13
Ритм
Цели: 1) рассмотреть особенности английского ритма
2) обучить правильной артикуляции дифтонга [ɔı]
Знания: ритм английской речи
Умения: оперирование фонетической терминологией при об-
суждении темы, артикулирование дифтонга [ɔı]
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
Rhythm
Rhythm is a regular recurrence of some phenomenon in time, e. g. the
rhythm of the seasons, bodily functions, the rhythm of music. Speech
rhythm is the recurrence of stressed syllables in a sense group at certain
intervals of time. The rhythm of speech is more free and elastic than that of
music; the regularity of the beat in speech is only approximate.
Every language in the world is spoken with one kind of rhythm or
with the other. Speech rhythm may be of two types: syllable- and
stress-timed. In syllable-timed languages, for example, French and
Japanese, the syllables follow each other with fairly equal length and
force without a strong contrast of stress. It sounds mechanically regular
and is hard for an English-speaking person to understand. In stresstimed languages, for example, English and Russian, rhythm is based on
the alteration of strongly and weakly stressed syllables. Within each
intonation group the stressed syllables occur at fairly equal intervals of
time. The greater the number of unstressed syllables intervening between the stressed ones, more rapidly they are pronounced.
e.g.'One, 'two, 'three, `four.
'One and 'two and 'three and `four.
'One and a 'two and a 'three and a `four.
A stressed syllable pronounced together with the unstressed syllables
forms a rhythmic group. The unstressed syllables are attached either to
the preceding or to the following stressed syllable depending on their semantic or grammatical relationship. A sense-group may consist of one or
66
more rhythmic groups. If there are several rhythmic groups in a sensegroup, each of them takes approximately the same time to pronounce.
e.g.She 'thinks you 'came to `see her.
She 'thinks you should have 'come to `see her.
Initial unstressed syllables are always pronounced rapidly. There is
a strong tendency in connected English speech to avoid stressing two
syllables in succession. As a result, a word that should be stressed according to the general rules may be left unstressed.
e.g. 'Why didn’t you 'find out `sooner?
(didn’t and out have lost their stress under the influence
of rhythm.)
The words with double stress may lose one of the stresses in con-
nected speech, when either preceded or followed by a stressed word.
e.g. There were 'fourteen `boys. – He’s 'just four`teen.
A 'good-natured `woman. – She’s ex'tremely good-`natured.
He 'put his `coat on. – 'John, put it `on.
Different phoneticians stress the importance of studying English
rhythm systematically and thoroughly. It occasionally happens that a
foreign student acquires faultless pronunciation and even correct intonation but it is faulty rhythm that betrays his non-English origin. To
achieve mastery in rhythm one should arrange sentences into rhythmic
groups weaken unstressed syllables and make the stressed syllables occur regularly within an intonation group.
Section 2
[ɔı]
(the nucleus is back, open (narrow variant), slightly rounded )
I. Observe the position of the lips and the tongue for the sound [ɔı].
Read the words in the columns. Make the glide very smooth. Pay attention to the positional length of [ɔı].
joy join joint [ɔ:- ɔı] all – oil
boy boys voice ball – boil
toy toys moist corn – coin
coy coin choice tore – toy
cloy soiled hoist jaw – joy
Roy boiled point bore – boy
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II. Read the sentences. Follow the tonetic marks.
1. Joys shared with others
are more enjoyed.
2. Choice of the end covers
the choice of means.
3. keep to the point
4. turn the midnight oil
5. a fly in the ointment
a. Цель оправдывает средства.
b. ложка дегтя в бочке меда
c. работать по ночам
d. Разделенная радость вдвойне приятна
e. говорить по существу
1. Boys will be boys. Мальчишки всегда мальчишки.
['bɔız `wıl bi ˌbɔız]
2. The noise is annoying. Этот шум несносен.
[ðə `nɔız ız əˇnɔııŋ]
3. Join me in the voyage. Поедем вместе путешествовать.
['dӡɔın mı ın ðə `vɔııdӡ]
4. It’s beyond the point. Это не по существу.
[ıts bı'jɔnd ðə `pɔınt]
5. What’s the boiling point Какова температура кипения
of oil? масла?
['wɔts ðə 'bɔılıŋ ˙pɔınt əv `ɔıl]
6. There’s no joy without Нет розы без шипов.
alloy.
[ðεəz 'nəu `dӡɔı wıðaut əˏlɔı]
7. Joice is so hoity-toity. Джойс очень обидчив и раздражи-
[ˌdӡɔıs ız 'səu hɔıtı ˎtɔıtı] телен.
8. Boys take enjoyment in Мальчики любят ломать
spoiling toys. игрушки.
['bɔız teık ın`dӡɔımənt ın ˌspɔılıŋ ˌtɔız]
III. Observe the correct pronunciation of the rhythmic groups and
the diphthong [ɔı].
I was an`noyed. || I was an'noyed at the `boy. || I was an'noyed at
the 'boy for 'spoiling the `toy. || I was an'noyed at the 'boy for 'spoiling
the 'toy which be'longed to `Joy. ||
IV. Match the following English idioms, proverbs and sayings
with their Russian equivalents. Make up situations to illustrate their
usage.
68
V. Practise the pronunciation of the following rhyme and learn it
1. a) corn;
b) coin
2. a) bawling;
b) boiling
3. a) all;
b) oil
4. a) aw;
b) oi
5. a) bore;
b) boy
6. a) all;
b) oil
by heart.
Take me Back to Toyland
Please take me back to Toyland,
Ev’ryone’s happy there.
It’s more than a girl and a boy land,
Where dreams, just like toys, can be shared.
If you believe in Toyland,
Believe in things that you cannot see;
All the world would become a Joyland.
What a wonderful world this would be!
Section 3
I. Test. Tick the words you recognize in the sentences you hear:
II. Listen to the dialogue and learn it by heart.
Joyce’s Rolls Royce
(Joyce takes her Rolls Royce to the garage.)
Garage boy: What a terrible noise!
Joyce: Er?
Garage boy: (raising his voice) What a terrible noise! This is
the noisiest Rolls Royce. I’ve ever heard.
Joyce: (pointing) It’s out of oil.
Garage boy: Out of oil? And look! The water’s boiling.
Madam, a Rolls Royce isn’t a toy. Perhaps
you’ve spoilt the motor or even destroyed it.
Joyce: How annoying! While you’re changing the oil,
I’ll go and visit my boyfriend, Roy.
Review questions and tasks
1. What is speech rhythm?
2. What kinds of speech rhythm exist?
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3. Enumerate the characteristic features of English rhythm.
4. Define a rhythmic group.
5. Divide the following sentences into rhythmic groups:
1) John’s away on business.
2) They went for a walk in the park.
3) I hope you won’t be late for your train.
4) The weather in England can change very quickly.
5) They couldn’t have chosen a better time for their holiday.
6. How does rhythm influence stress?
7. Explain rhythmical variations of double-stressed words in con-
nected speech.
1) He has afternoon tea. – Nearly every afternoon.
2) He was an unknown poet. – He was quite unknown.
3) She is fifteen years old. – She is just fifteen.
8. Give your own examples using the following words:
sixteen, good-looking, look through, conversation
9. What recommendations may be given a learner to help him ac-
quire a good English rhythm?
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