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Файл:Pronunciation in practice. Year II. Undergraduate course in practical phonetics. Учебное пособие по практической фонетике для студентов II курса
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13.Query[________]doesnotrhymewithvery,
Nordoesfury[________]soundlikebury[________].
Dost,lost,postanddoth,cloth,loth[________].
Job,Job,bosom[___________],transom,oath[_________].
14.Thoughthedifferencesseemlittle,
Wesayactual[________]butvictual[________].
Reefer[________]doesnotrhymewithdeafer[________].
Feoffer[________]does,andzephyr[________],heifer[________].
15.Mint,pint[_______],senate[_______]andsedate[______];
Dull,bull,andGeorgeate[________]late[________].
Scenic[________],Arabic[________],Pacic[________],
Science,conscience[________],scientic.
16.Liberty,library,heaveandheaven[________],
Rachel,ache[________],moustache[________],eleven.
Wesayhallowed[________],butallowed[________],
People,leopard[________],towed[________],butvowed[______].
17.Markthedifferences,moreover,
Betweenmover,cover,clover[________];
Leeches,breeches,wise,precise[________],
Chalice[________],butpoliceandlice[________];
18.Camel,constable,unstable,
Principle,disciple[________],label.
Petal,panel,andcanal[________],
Wait,surprise,plait[________],promise,pal.
19.Wormandstorm,chaise[_______],chaos[_______],chair,
Senator,spectator,mayor[________].
Tour,butourandsuccour[________],four.
Gas,alas[________],andArkansas[________].
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20.Sea,idea,Korea[________],area[________],
Psalm[________],Maria,butmalaria[________].
Youth,south,southern[________],cleanse[________]andclean.
Doctrine[________],turpentine[________],marine[________].
21.Comparealien[________]withItalian[________],
Dandelion[________]andbattalion[________].
Sallywithally[________],yea[________],ye[________],
Eye,I,ay,aye[________],whey[________],andkey[________].
22.Sayaver[________],butever,fever[________],
Neither,leisure,skein[________],deceiver.
Heron[________],granary,canary[________].
Crevice[________]anddeviceandaerie[________].
23.Face,butpreface[________],notefface[________].
Phlegm[________],phlegmatic,ass,glass,bass[________].
Large,buttarget[________],gin,give,verging[________],
Ought[____],out,joust[____]andscour[____],scourging[____].
Ear,butearnandwear[________]andtear
Donotrhymewithherebutere[________].
24.Sevenisright,butsoiseven[________],
Hyphen[_______],roughen[_______],nephew[_______],Stephen,
Monkey,donkey,Turkandjerk,
Ask,grasp[________],wasp[________],andcorkandwork.
25.Pronunciation—thinkofPsyche[________]!
Isapalingstout[________]andspiky?
Won’titmakeyouloseyourwits,
Writinggroats[________]andsayinggrits[________]?
26.It’sadarkabyss[________]ortunnel:
Strewn[________]withstones,stowed[________],solace
[________],gunwale[______],
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Islington[________]andIsle[________]ofWight,
Housewife,verdict[________]andindict[________].
27.Finally,whichrhymeswithenough—
Though,through,plough[_____],ordough[____],orcough[____]?
Hiccough[________]hasthesoundofcup.
Myadviceistogiveup!!!
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Раздел 2
ИНТОНаЦИЯ В КОНТеКСТе
Ifwe consider how intonation canbe studied in relation todiscourse,wecanidentifytwomainareas:oneofthemistheuseofintonationtofocusthelistener’sattentiononaspectsofthemessagethat
aremostimportant,andtheotherisconcernedwiththeregulationof
conversationalbehaviour.Wewilllookattheseinturn.
Referring
• Informationwhichisnotyet
shared
• To nd outratherthanto
makesure
1.Givinganevasiveanswer.
2.Addingorextendinginformationgiven(____but____)
3.Reference(=remindingof/
to)thingsdonetogetherand
introducinganewidea.
4.Givinganexcuse,inasituationofpersuasion
5.Rejectingasuggestion.
6.Referencetojointknowledge/experience
7.Referencetosomethingthat
hasjustbeensaid
8.Referencetobackground
(general)knowledge
9.“Makingsure”—checking
onwhatyoualreadybelieveto
bethecase
//I’vegotsomeLETtersto
write//onTUEsday//
// IS there an EARlier train
// (I needtoknowbefore
decidingwhattodo).
– Is he doing his essay?
– He’s writing something.
Of course, it’s important
to get it right, but it’s very
difcult.
– Arthur had that room upstairs, didn’t he?
– Well he used to.
Well actually
I’m sorry.
Well, as she likes reading.
Wouldyoulikemetoorder
itforyou?
Isthatthepolicestation?
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Rising
Level Tone
Low Key
High Key
• Togiveinstructions.
• Toemphasizethefactthat
youoccupythedominant
speakerrole,theauthority.
Fluentnativespeakers,like
learners,oftenhavedifculty
inputtingtogetherthelanguagetheyneedtoexpress
theirintentions,andthisresultsintheuseoflevel tones.
•
tion
“Thisisexactlywhatwouldbe
expected”.
•
•
Tomarkacontrastbetween
whatyousayandwhatyou
supposewouldbeexpected.
“Thisisnotwhatwouldbe
expected”.
Come out of the car park //
and turn right.
– Surely you realised.
– Such a good salary.
– With so much
responsibility.
Thanks for coming, Professor, good of you to give us
your time.
… sixth and I’m sorry to
say nal…
We expected the results to
be bad, but they were ter-
rible
Tasks and exercises
Explanation. Why does highlighting happen?
Aspeakerhighlightsthewordswhicharemostsignicantatthat
pointintheconversation.Awordmayatonepointintheconversation
beverysignicantandatanotherpointbepartofbackgroundofwhat
thespeakersays.Inordertomakethehearernoticethewordwhenit
issignicantthespeakerhighlightsit.
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Ahighlightedwordismorenoticeablebecauseitcontainsaprominentsyllable.Oneimportantfeatureofasyllablewhichisheardas
prominentisaslightlyraisedpitch.Itmayalsobelouder,butthisis
notthemostimportantfeature.
PracTice acTiviTies
1. Listen to the conversation between Alan and Louise. Write
down the transcript. Circle round the words which are made more
noticeable.
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2. In the conversations below some phrases are repeated but they
sound different because the speakers have chosen to highlight different words.
• In the transcript which follows mark boxes round the words,
which you think the speaker has highlighted.
• Look carefully at the contexts of the phrases and try to explain
why the highlighting has changed.
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a)
–MybirthdayisontherstofJune.
–IthoughtitwasinAugust.
–MybirthdayisontherstofJune.
–I’llwriteitdown,thethirdofJune…
–No,mybirthday’sontherstofJune.
b)
–Imovedheretenyearsago.
–Iwassureyoumovedinonlyafewmonthsago.
–Imovedheretenyearsago.
–Howmanyyearsagowasit?
–Tenyearsago.
c)
–Wouldyouliketeaorjuice?
–I’dlikesomejuice.
–Appleororangejuice?
–I’dlikesomeorangejuice.
–ShallIputsomeiceintoit?
–I’dlikesomeorangejuicewithoutanyice.
d)
–IgototheswimmingpoolonSundays.
–IwassureyouwenttoaerobicsonSundays.
–No,IgototheswimmingpoolonSundays.
–Wasn’titFridaylastweek?
–IgototheswimmingpoolonSundays.
e)
–Ineedablackpen.
–Butyou’vegotablueone.
–Yes,butIneedablackpen.
–Well,Icangiveyouablackpencil.
–ButIneedablackpen.
f)
–I’vegotaredcrayon.Itmakesthepicturesobright.
–It’sabluecrayon.You’vegotabluecrayon.
–It’sred.
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–No,it’sblue.Likemysuit,see—blue.
–That’sabluecrayon.Iknowthat.Iamtalkingaboutmyredone.
It’sathome.I’vegotaredcrayonathome.
g)“A Phone Call to the Bank”
–Goodmorning,MissMaddox.
–It’sMrs.Maddoxactually.
–Ohyes.Mrs.MaryMaddoxof…
–Mrs.MaureenMaddox.
–Yes,ofcourse.MaureenMaddoxoftwenty-three…
–Twenty-two,actually.
–Twenty-twoHillsideLane,Chestereld.
–HillsideRoad,Chestereld.
–Ahyes.Now Mrs.Maddox,Ibelieveyouwanttoborrowve
hundredpounds.
–No,infact,Iwanttoborrowvethousandpounds.Haven’tyou
gotmyletter?
–No,I’mafraidnot.ButIunderstandyouwanttoopenamusic
shopforyourson.
–Oh, dear me, no. Iwant to open a giftshop for my daughter.
Don’tyouthinkyoushouldreadmyletter,Mr.Hardcastle?
–Agiftshopforyourdaughter.Well,I’llsendyouaformto…
–But you sent me a form lastweek, and I’mringing because I
havesomequeriesaboutit.
–Oh,soyou’velledintheform…
–No,Ihaven’tlledintheform.Ican’tllitinbecauseIdon’t
understandit.That’swhyI’mringing.
–Oh,Isee!Youwanttoaskmesomequestionsabouttheform.
– Not any more. I don’t want to ask you questions about any-
thing!!Goodbye!
h)
MatthewandItriedtogureoutwhatwasthecorrectamountof
popcorntoputin...Heseemedtorememberthatyouusedtwocups.’
Mrs.Martinstartstolaugh.‘Hedidseemeputintwocups...but
Iusedaone-thirdcupmeasuringcup.Iusedtwoofthemtohavetwo
thirds...Onetablespoonofoiltakesone-thirdofacup.Doubleitand
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it’s two-thirdsof acup — not two cups.The popper is designed to
makesixquartsofpopcorn.You made twelvequarts,usinghalfthe
recommendedamountofoil.’
i)
‘Comeon.It’llbefun.Allwehavetodoisturnyouintoamummy
liketheEgyptiansusedtodo,’Matthew reminds him.‘It’llbeeasy.
Billygotallthestufftodoitfromhisfather’ssupplycabinet.Ittook
theEgyptiansseventydaystoprepareabody.We’llbedonetoday.’
‘TheEgyptiansonlydidittodeadpeople,’Brianremindshim.
‘Deadanimalstoo.’Joshuahasbeendoingalotofresearch.
‘I’mstillalive.’Briangetsupandstartspacingaround.‘I’mnot
adeadperson.I’mnotadeadanimal.I’mnotsurethatthisisagood
idea.’
‘YouthoughtitwasagreatideauntilyougottheX.’Matthewgets
uptoo.‘It’llbefun.We’llusetheplastergauzestuffthatDrKellerman
usesallthetimeonhispatients.Remember,weusedthatstuffinthird
gradetomakefacemasks.’
‘Thatwasjustourfaces.You’regoingtodoittomywholebody.
1. Practise reading two passages taken from the famous book
by A. Milne, taking care to highlight appropriate parts. Circle them
round.
a)
ThreecheersforPooh!
(For Who?)
ForPooh—
(Why what did he do?)
Ithoughtyouknew;
Hesavedhisfriendfromawetting!
ThreecheersforBear!
(For where?)
ForBear—
Hecouldn’tswim,
Butherescuedhim!
(He rescued who?)
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Oh,listen,do!
IamtalkingofPooh—
(Of who?)
OfPooh!
(I’m sorry I keep forgetting)
from“Winnie-the-Pooh”byA.Milne
b)
“Well,couldyouverykindlytellmewhereRabbitis?”
“HehasgonetoseehisfriendPoohBear,whoisagreatfriendof
his.”
“ButthisisMe!”saidBear,verymuchsurprised.
“WhatsortofMe?”
“PoohBear.”
“Areyousure?”saidRabbit,stillmoresurprised.
“Quite,quitesure”,saidPooh.
“Oh,well,then,comein”.
from“Winnie-the-Pooh”byA.Milne
2. Give samples of mini-conversations or extracts from contem-
porary prose illustrating some features of highlighting.
Space for your own highlighting script / mini-conversation:
_______________________________________________________
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