evstifeeva_m_v_teoreticheskaya_fonetika_angliiskogo_yazyka_l

#2. Write down a complete description of every English consonant phoneme. Enclose in brackets the characteristics, which are not phonologically relevant.

Example: [p] noise, occlusive, plosive, bilabial (voiceless), fortis, (oral).

[b] noise, occlusive, plosive, bilabial (voiced), lenis, (oral).

#3. Read and transcribe the following words with occlusive fortis stops. Observe different degrees of aspiration.

#4. Read and transcribe the following pairs of words. Avoid palatalization of initial plosives and fricatives. Observe slight palatalization of affricates before front vowels.

#5. Read the following groups of words. Mind full voicing of initial and intervocalic plosives and fricatives. Observe their partial devoicing in final position.

veal — cover — dove that — mother — with zebra — bosom — doze

giraffe — pleasure — garage bad — rubber — mob

dig — lady — bed goal — eager — bag

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#6. Read the following words and give their broad and narrow transcription. Make distinctions between dark [l] in final positions and before consonants, and light [l] before vowels and [j].

#7. Read the following groups of words. Give their broad and narrow transcription. Observe longer pronunciation of nasal sonorants in final positions, before voiced consonants and vowels. Keep the usual shorter pronunciation before voiceless consonants.

sing — singing — sink

sun — sunny — send — sent dim — lambs — mole — lamp men — mend — many — meant long — longer — think

#8. Read the following pairs of words. Transcribe the opposed sounds. Discuss their relevant features.

#9. Make sure that you remember English vowel phonemes. Fill in the following table.

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#10. Write down a complete description of every English vowel phoneme. Enclose in brackets the characteristics, which are not phonologically relevant.

Example: [ı] front-retracted, close, broad variant, (unrounded, short) monophthong.

[i:] front, close, narrow variant, (unrounded, long) diphthongoid.

[eı] diphthong, the nucleus is front, mid, narrow variant (unrounded).

#11. Read the following groups of words. Give their broad and narrow transcription. State differences in vowel length, tenseness and checkness of corresponding vowels. Say if they are relevant for phonological distinctions.

#12. Read the following pairs of words. Transcribe the opposed sounds. What makes them allophones of different phonemes?

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Exercise Block 4

#1. Read the following words. Say what type of sound juncture is affected. Classify types of consonant modifications. Mark them with the help of corresponding signs.

#2. Comment on the type of vowel modifications in the following words. Give their phonetic notation.

#3. Comment on the type of sound modifications at word boundaries. Arrange them into several groups. Give the phonetic notation of sound modifications.

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#4. Speak about possible combinative and positional changes in the following sentences. Explain the reasons for their use.

Some of the boys drink a pint of milk every day. You won’t believe this!

Perhaps I should go. There are lots of books. Oh, I like it!

My thigh and my arm still hurt. Do you have it in mind? You’re so brave!

Jack could’ve apologized. It’d be difficult.

#5. Read and transcribe the following poems. Find and explain cases of sound modifications. Mark them with the help of corresponding signs.

1)Spring is here,

The glorious spring, When young lams gamble And little birds sing.

The fields are all green, The trees are in bud. Away with the snow The rain and the mud.

2)On top of a bus in spring time, Along the country lane,

The trees all bright with blossom, I hear the bird refrain.

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I see a field where lambs play,

And peeping through the grass

The little yellow primroses

Nod their petals their path.

Yes, spring time is the best time,

Everything is so gay ...

As over the hill and down the lane

The bus goes on its way.

#6. Classify the following examples of vowel alternations. Transcribe the alternated phonemes.

#7. Group the following examples of consonant alternations. Transcribe the alternated phonemes.

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#8. Find and transcribe the alternated vowel and consonant phonemes. Give your own examples of vowel + consonant alternations.

live — life bath — bathe

breath — breathe loss — lose

#9. Read and transcribe the following instances of historical elision. Underline the elided sounds. Add some more examples of your own.

Exercise Block 5

#1. Define the syllabic type and structure of the following words. Underline the peak of the syllable.

#2. Read the following words. Define the structure of syllables, which consist of consonants. Mark the syllabic sonorant.

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#3. Divide the following words into three groups. Work out the rules determining a syllable boundary for each group. Identify the syllable boundary.

#4. Comment on the difference in syllable division of the following English and Russian words.

#5. Study the following sentences. Find meaningful oppositions. Detect the realization of the phonological function of syllable division.

The gentleman with a black tie has a blacked eye. I scream whenever I take very cold ice-cream.

At all our evening parties a tall boy invited Jill to dance. Whenever rain falls, we never have umbrellas.

#6. Study the following examples of open juncture. Turn them into those with close juncture. Transcribe both examples and mark them with [+].

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#7. Separate the following words in orthography if it is possible. Use the rules for syllable separation.

Exercise Block 6

#1. Compare the accentual structure of English and Russian words given below. Prove the necessity of word-stress for language learning.

articulation — а"#$%&'()$( sentimentality — *+,#$-+,#а'.,/*#. organization — /"0а,$2а)$( distribution — 4$*#"$5&)$( temperamental — #+-6+"а-+,#,7: illumination — $'';-$,а)$( antagonistic — а,#а0/,$*#$<+*%$: nationalization — ,а)$/,а'$2а)$(

#2. Accent the following polysyllabic words with two or three degrees of stress. Show the differences between British and American pronunciation models.

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#3. Study the columns of the accentuation oppositions. Transcribe and accent the words. What phonological functions of word stress are realized? How is it connected with the phonemic composition of a word?

#4. Observe the realization of different types of the recessive tendency in the following words. Put down accent marks and explain the origin of the words.

#5. Read the following words. Put down stress marks and state the origin of words. Comment on the realization of rhythmical tendency in English accentuation.

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