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Файл:Практическая фонетика первого иностранного языка. Шаг за шагом. Учебно-методическое пособие для студентов первого, второго курсов
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Distinguishing plural noun endings PRACTICE
Ex.1 Write down the number of syllables in each word. Which of these have extra syllables in
the plural noun endings? Draw the stress pattern.
1 drives 2 mixes 3 piles 4 causes 5 boxes
6 smiles 7 damages 8 kisses 9 fishes 10 make
11 leases 12 interfaces 13 buzzes 14 catches 15 slashes
16 axes 17 judges 18 diseases 19 illnesses
Ex.2 Write the plural forms of each noun in the correct column below, according to the
pronunciation of the –s ending.
1. jobs 2. weeks 3. ships 4. peaches
5. legs 6. books 7. offices 8. towns
9. horses 10. nights 11. eyes 12. noses
13. desks 14. matches 15. sisters
Distinguishing past tense verb endings PRACTICE
Ex.1 Write down the number of syllables in each word. Which of these have extra syllables in
the past tense verb endings?
1 laughed 2 joked 3 wasted
4 walked 5 landed 6 closed
7 folded 8 washed 9 evaluated
10 lasted 11 worked 12 distributed
13 purchased 14 closed 15 last
16 surveyed 17 disrupted 18 collected
Ex. 2 Write the past tense of each verb in the correct column below, according to the
pronunciation of the –ed ending.
1. happened 2. worked 3. lived 4. pushed
5. decided 6. shouted 7. danced 8. visited
9. laughed 10. stayed 11. painted 12. rained
13. called 14. needed 15. talked
Ex. 3 Pronounce the following pairs of words and pay particular attention to the 'ed' endings.
1 walked 2 knocked 3 jumped 4 looked 5 stopped 6 helped
7 finished 8 explained 9 phoned 10 designed 11 wanted 12 arrested
13 started 14 ended 15 created 16 produced 17 carried 18 headed
Ex. 4 Read aloud the following dialogue between Tim and Jenny. Pay particular attention to the
'ed' endings.
Jenny: I witnessed a serious accident last Friday.
Tim: Really? What happened?
Jenny: Well, I was doing some housework. It was going to rain heavily, and I wanted to see how
bad the weather was. Then I walked over to the window and looked outside.
Tim: And what did you see?
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Jenny: Well, nothing at first. But then a minibus came along the road. Two students started to
cross the road when the minibus drove straight over the crossing without even slowing down.
Tim: Oh, no! Was anybody hurt?
Jenny: Well, the taller one jumped out of the way and the minibus just missed her. But it
knocked down the other one.
Attach practice to a habit! Choose any sound that is difficult for you and practice it every
time you do something like wash your hands, check your email, get out of your desk chair, or
make a phone call.
Do you remember to pause between thought groups and stretch your sounds at the end of
thought groups? If you forgot to do that, reread the sentences above and add pausing and
stretching! While you are practicing your sounds, remember to maintain your rhythm!
1. Stress. (Accent).
Complete the definition. How can you make the word stressed?
Word stress – an extra f… used when pronouncing a particular …. or a … .
Time to PRACTICE
Ex.1Match the following words to the correct stress pattern below. Transcribe the words. Mind
the stress:
application, analyst, authority, commission, community, confusion, dangerous, demonstration,
disclosure, excellent, facility, graduation, hospital, material, motivation, philosophy,
photographic, potential, practical, tradition
DA-du-du (STRESSED-unstressed-unstressed)
du-DA-du (unstressed-STRESSED-unstressed)
du-‘DA-du-DA (unstressed-PRIMARY STRESS-unstressed-SECONDARY STRESS)
DA-du-‘DA-du (SECONDARY STRESS-unstressed-PRIMARY STRESS-unstressed)
Have you noticed which words have the same stress pattern? Make the rule in the scheme.
It is important not only stress the correct syllable in your words but also to shorten the
unstressed syllables. The vowels in the unstressed syllables usually get shortened to either an
/I/ sound or /ə/ sound.
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Ex. 2 Practice these examples. Pay careful attention to the sound of the unstressed syllables.
focus (FO-kIs) not FO-cus
Oakland (OAK-lənd) not OAK-land
developer (də-VEL-əp-ər) not de-VEL-op-er
surface (SUR-fIce) not SUR-face
design (də-SIGN) not de-SIGN
anniversary (an-nə-VER-sə-ry) not an-ni-VER-sa-ry
climate (CLI-mət) not CLI-mate
Some unstressed vowels are so weak that they disappear altogether.
family (FAM-ly) not FAM-i-ly
comfortable (COMF-ter-bəl) not COM-fort-a-bul
camera (CAM-rə) not CAM-er-a
interesting (IN-trI-stIng) not IN-ter-est-ing
Study the table. Make the rule in the scheme.
1. Stress in Compound words
The stress is placed on the first syllable of both words when they are used as two
individual words, for example, ˈswimming ˈpool. However, if the compound noun is used as a
single word, the stress is placed only on the first syllable, for example, ˈblackboard.
Ex.1 Practice saying the following.
Two individual words A compound word
1 ˈwhite ˈboard whiteboard
2 ˈcommon ˈroom ˈcommonroom
3 ˈcross ˈword ˈcrossword
4 ˈdark ˈroom ˈdarkroom
5 ˈgreen ˈhouse ˈgreenhouse
6 ˈheavy ˈweight ˈheavyweight
7 ˈsecond ˈhand ˈsecondhand
8 ˈhot ˈcake ˈhotcake
2. Pronunciation and grammar
Pronunciation can sometimes be important for grammar, and good pronunciation can help
you write accurately.
Nouns VS Verbs
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The stress is usually placed on the first syllable of a noun and the second syllable of a verb.
Ex.1Practice saying the following.
Noun Verb
1 ˈconflict conˈflict
2 ˈcontract conˈtract
3 ˈdefect deˈfect
4 ˈdigest diˈgest
5 ˈexport exˈport
6 ˈextract exˈtract
7 ˈimport imˈport
8 ˈobject obˈject
9 ˈpermit perˈmit
10 ˈprotest proˈtest
11 ˈpresent preˈsent
12 ˈproduce proˈduce
3. Sentence focus (sentence stress)
SENTENCE STRESS
Speakers of English focus their listeners‘ attention on the specific part of the sentence
they wish to emphasize by stressing particular words or phrases. Usually the emphasized words
are content words such as nouns, adjectives, verbs or adverbs rather than structural words like
prepositions or auxiliary verbs. The most significant information is likely to be the last content
word in the sentence.
Identifying sentence focus
In the examples below, find out the last content word in each sentence:
1 I've been working all morning on the computer and now it's crashed!
2 Hey, what's the problem? You look terrible!
3 What is she so pleased about? She looks like the cat that's eaten the cream!
Although content words are usually the focus of a sentence, the speaker can choose to stress any
words s/he chooses according to the meaning s/he wishes to convey. Usually, known information
is not stressed. For example, at a lecture, if everybody in the audience knows the talk is about
Hong Kong, the place name is unlikely to be stressed. However, information which is new to the
listeners is very likely to be stressed
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Time to PRACTICE
Ex.1 Match the sentence with the stress sentence pattern
A. 1.Lock the golf clubs in your car trunk.
A. 1 / 2 3 4 5 6 .
2. Laughter is the best way to relieve stress.
B. 1 2 3 / 4 5 6 7/ 8 9 10 11/ 12 13 14 1 16.
3. Technology is not a silver bullet.
C. 1 2 3 4/ 5 6 7 8.
4. Don‟t mock me for trying to improve.
D. 1 2 3/ 4 5 6 7.
5. Nothing is worse than being woken up by a phone call at one in the morning.
E. 1 / 2 3 !4 5 6 7 8.
B. 1. I don‟t think that this thesis has been thought through thoroughly.
A. 1 2\ 3 4 5 6 7\ 8 9 10.
2. Thank you for thinking of me on my birthday.
B. 1 2 \3 4 5 6\ 7 8 9 10.
3. That was very thoughtful of you.
C. 1 2\ 3 4 5 6 \7 8 9.
4. Bathing suits are difficult to buy in cold weather months.
D. 1 2 3\ 4 5 6\ 7 8 9 10
5. The Olympic athlete was not thrilled to have placed fifth.
E. 1 2 3 \ 4 5 6\ 7 8 9 10 \11.
6. It‟s important to think about your pronunciation throughout the day.
F. 1 2\ 3 4 5 6.
Ex.2 Use the same method to read the sentence
1. Please leave the oven off if you don‘t plan to use it.
2. The cab driver smiled when I tipped him well.
3. Phone applications are more popular than ever.
4. Live life to the fullest every day.
5. Welcome to our first ever benefits party.
6. Put your best foot forward to leave a positive impression.
Ex.3 Look at this brief extract from the HKUST President's 1999 State of the University Report.
Find out all the words likely to be stressed.
Work out the places in the sentence where you might hear a slight pause between sense
groups (phrases) to help listeners follow the speaker's meaning.
Education and technology are the cornerstones of Hong Kong's future development and
they are precisely HKUST's mission.
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Using sentence stress and intonation to convey a writer's message. Using stress and
intonation
Ex.1
In the brief text below, use the capital letters to indicate the most important words which the
writer would probably emphasize in order to focus his audience's attention on them.
Air Pollution in Hong Kong
Many Hong Kong children suffering from asthma were unable to attend school recently on
account of the unhealthy air quality. Officials had advised those suffering from heart or
breathing problems to stay indoors until the air quality improved.
Go through the text again and mark with ↗ the words where the voice tune would rise, and
with ↘ the words where it would fall.
Read the paragraph aloud, remembering to pronounce all the unstressed words very quickly
and softly. Only the stressed words should stand out.
many hong kong children suffering from ASTHMA (↗) were unable to attend SCHOOL
recently (↗) on account of the UNHEALTHY air quality (↘) officials had advised those suffering
from HEART or BREATHING problems (↗) to stay INDOORS (↗) until the AIR QUALITY
IMPROVED (↘)
Analysing sentence intonation and stress
Paying special attention to the important words and the intonation, practise this brief
opening to a speech on framing pictures. Find out where you will use a rising tone or a falling
tone. Find out where the weak syllables are.
Today I'd like to discuss some aspects of framing a picture there are three things to
consider the style of the frame the colours and the type of glass
Ex.1 These paragraphs use a method of bolding key content words and CAPITALIZING the
most important words chosen for the best emotional impact. This starts off with a simple
sentence paragraph use to practice and ends with a more advanced selection that is typical of a
presentation.
1) Paragraph to be read
Our school is the best in town. The teachers are friendly, and very knowledgeable about
English. I've studied at the school for two years and my English is becoming very good. I hope
you will visit our school and try an English class. Maybe we can become friends, too!
2) Paragraph to be Read
In this day and age, facts, statistics and other numbers are used to prove everything.
Intuition, gut feelings and personal preferences are all out the door. Of course, there are some
who are trying to battle this trend. Recently, Malcolm Gladwell wrote Blink, a best-seller which
explores the usefulness of making split-second decisions based on intuition rather than careful
consideration of all the facts and figures.
In this book, Gladwell argues that initial impressions - or gut-feelings - are quite rational.
However, that this "split-second" thinking process moves faster than what we usually associate
with thinking. If you are one of these people - and there are many of us - Blink provides "proof"
that you're actually quite a rational human being.
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Ex.2 Practice speaking through the sentences below. First speak the sentence trying to carefully
pronounce EVERY word. Notice how unnatural this sounds. Next, focus on speaking the
sentences only working on stressing the content words. Tape yourself doing this and you will be
surprised at how quickly your pronunciation improves!
He drove to work after he had finished working in the garden.
You'll find the apples next to the oranges on the shelf over there.
Maggie must have been visiting her aunt in Springtown last weekend.
Could you pass me the mustard, please?
They have been considering buying a new car as soon as they have saved enough money.
Endings and Intonation
/s/ endings
Do you pronounce the /s/ endings in the following words differently?
Talks – Videos – Pages? You should.
! There are three ways to pronounce the letter ―s‖ at the ends of words:
1. “S” is pronounced /s/ after unvoiced sounds.
looks makes talks straps apps budgets amounts
2. “S” is pronounced /z/ after voiced sounds.
films pixels tripods cameras files frames pictures
3. “S” is pronounced /Iz/ after /s/, /z/, /ʃ/, /ʒ/, /tʃ/, /dʒ/ sounds.
(This adds a syllable to the word.)
lenses flashes resizes watches poses pages advances
Ex.1 Look at this paragraph and notice all the ―s‖ endings. Which way is each ―s‖ pronounced?
When vacationers snap photos for their scrapbooks, they don‟t usually worry about
lenses, flashes, or even the people‟s poses. They just “point and click.” This style produces
photos that are great for uploading to social networking sites, but without tripods, special lenses,
and an eye for balance, these photos will definitely not become screen savers. Your family‟s
poses in Times Square probably look just like your friends‟ photos. Professional photographers
always look for scenes and poses that are unique. When professionals shoot a photo, they pay
attention to the light, balance, and message that the image gives. With advances in cameras,
everyday photographers can improve their images, but technology alone will not turn the
hobbyists into professionals. To make that jump, amateurs need lessons, not better cameras.
the “ed” endings
Do you pronounce the ―ed‖ endings in the following words differently:
Watched – Showed – Added? You should.
!There are three ways to pronounce the letters ―ed‖ at the ends of words:
1. “Ed” is pronounced /t/ after unvoiced sounds.
searched watched passed danced washed matched
2. “Ed” is pronounced /d/ after voiced sounds.
grabbed arrived breathed bored ruined showed
3. “Ed” is pronounced as /Id/ after /t/ or /d/. (This adds a syllable to the word.)
needed wanted suggested added depended visited
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Ex.2 Look at this paragraph and underline or highlight all of the ―ed‖ endings you see. Which
way is each ―ed‖ pronounced?
Enid was an engineer noted for her research in computer network security systems.
Although she often analyzed complicated attacks on computers, the security system for her house
baffled her. When she first installed her own alarm system, she avoided turning it on because it
beeped at regular intervals and bothered her. She believed that a system wasn‟t needed for her
house. She felt her neighborhood was safe. But after hearing that a thief had climbed through a
neighbor‟s back window and robbed him of $500, she finally asked a technician for help. An
alarm system rep visited her house and realized that Enid had bought such a complicated system
that it was nearly impossible to use every day. He changed some settings and customized her
system so that it could be controlled from her computer. She cheered at that news because she
felt more comfortable using her computer than the control box that had been installed in her
home. After the tech fixed it, she thanked him and offered to give him a free security upgrade for
his computer. He declined because he claimed he didn‟t need computer security. She was
astonished, but understood…she used to think the same thing about her home security!
4. Tongue Twisters
Tongue twisters are short, memorable lines that are difficult to pronounce, especially rapidly,
because of alliteration or a slight variation of consonant sounds. Tongue twisters are especially
useful in pronunciation when focusing on a specific, related phonemes, or sounds. In other
words, there are a number of 's' sounds such as 'sh', 'z' and 'tch'. A tongue twister focuses on the
minor changes in the mouth required to move between these sounds. By changing back and forth
a number of times to the different sounds, students can improve their knowledge of the specific
physical movements required for that particular phoneme set. Learning a tongue twister employs
musical intelligence, which is one of each learners multiple intelligences another example of this
type of learning includes grammar chants.
Tongue Twisters are lots of fun (and difficult). They often don't make much sense, but they
certainly exercise your pronunciation muscles.
Working on Tongue Twisters is very good, very useful training of your diction. You are quite
wrong if you think that it is necessary to work at them only to achieve an extremely fast pace of
the speech. This is not always the case.
Doing the Tongue Twisters, as in all of the work on diction, each speaker requires an
individual approach. If the you speech is slow, it is necessary to achieve a rapid pace by training,
to which you should move gradually. If the speaker is a fastmouth from nature, it requires the
training in the extremely slow pace. And it's, usually, much harder than to read at a fast pace.
Doing Tongue Twisters one must first understand its content. Start to pronounce Tongue
Twisters at a very slow pace.
The most difficult words are to be said several times in a slower pace. And to do this until
they begin to sound freely, easily, without any tension, but at the same time meaningfully.
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During the reading of tongue twisters, it`s wrong to recite it without any meaning. The main
thing is to understand its content.
Tongue twisters are pronounced in two or three paces, as it`s needed. The speakers, who are
fast, you need to work in two rates: slow and faster. A ―slow speakers‖ in three rates: slow, faster
and very fast.
Work on Tongue Twisters in such sequence:
read them as they are written in a "pure" form, without any changes.
when the speaker possesses slow and fast pace, move to Tongue Twisters with more
difficult phrases, with repetitions and permutations of certain phrases and words.
Exercise techniques of speech will help the speaker in the formulation of speech breathing,
voice, in the mastery of resonators, widening the range of voices in the strengthening of the
voting power and its toughness, enrich intonation, pronunciation of vowels and consonants,
working out the speech rate. How to learn to speak nicely? The answer is obvious - engage in
these exercises.
As it is known, the process of breathing consists of inhalation and exhalation, and is done
subconsciously. But when we in front of the class , breathing must obey our will, therefore, we
need to learn how to manage them. It is important to be able to hold the air, consume it
sparingly, to last until the logical pause, during which replenished the stock of air. If breathe
arbitrarily, awkwardly, read the text may be deprived of the emotional and semantic sound. It's
also very important to vocal breath was silent, and the supply air replenished quickly.
Tongue Twister PRACTICE
Begin warming up your tongue by repeating short tongue twisters aloud.
"Toy boat."
When you can say "Toy boat" correctly 10 times in a row, move onto the next twister.
Now, try repeating the phrase
"Unique New York."
As in the previous twister, this phrase forces you to focus on the vowel and consonant sounds
coming from your mouth. When you can say the phrase correctly 10 times in a row, move
onto the next twister.
This phrase is a little tricky, because you're implementing two different parts.
Try repeating the phrase
"Red leather, yellow leather; Good blood, bad blood."
This phrase is difficult because it forces you to focus on differentiating between the "b" and
the "l" sounds, made by your lips and tongue, respectively. When you can say the phrase
correctly 10 times in a row, move onto the next section.
Longer Tongue Twisters
For your first long tongue twister, begin by repeating,
"A big black bug bit a big black bear and made the big black bear bleed blood."
Because it's a little longer, you may need to read it through a few times before trying it on
your own. While repeating the twister, focus on saying each word clearly and correctly.
When you can say the phrase correctly two times in a row, move onto the next twister.
Next, try repeating the phrase,
"Shy Shelly says she shall sew sheets."
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Differentiating between the "s" and the "sh" sounds are what makes this step tricky. Say the
phrase correctly three times in a row.
This twister is tricky. Make sure to read it through all the way before you begin to recite it.
Try repeating:
"Betty Botter bought some butter,‟ But,' she said, 'this butter's bitter. If I bake this bitter
butter, it would make my batter bitter. But a bit of better butter--that would make my batter
better.'
So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and
the batter was not bitter.
So 'twas better Betty Botter bought a bit of better butter."
Whew! You might get tongue-tied just trying to read it, but after you've said it a few times
without making any mistakes, you know your mouth is ready to handle whatever challenges
you're about to face.
Articulation For „D‟ Type Words:
Did Doug dig Dick's garden or did Dick dig Doug's garden?
Articulation For „S‟ Type Words:
Moses supposes his toes are roses,
But Moses supposes erroneously,
For nobody‘s toes are posies of roses,
As Moses supposes his toes to be.
Articulation For „B‟ Type Words:
Bill had a billboard.
Bill also had a board bill.
The board bill bored Bill,
So Bill sold his billboard
And paid his board bill.
Then the board bill
No longer bored Bill,
But though he had no board bill,
Neither did he have his billboard!
Articulation For „F‟ Type Words:
Four furious friends fought for the phone
Articulation For „H‟ Type Words:
How was Harry hastened so hurriedly from the hunt?
Articulation For „J‟ Type Words:
Jack the jailbird jacked a jeep.
Articulation For „K‟ Type Words:
My cutlery cuts keenly and cleanly.
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