Parentheses

The intonation of parenthesis depends on its position in the sentence.

1.Parentheses in sentence-initial position are usually stressed. They can form separate syntagms which mostly take the Low Fall or Low Rise, though the

Fall-Rise is also possible.

Note. Parenthetical phrases that introduce object clauses such as, “I think”, “I suppose”, “I believe” do not form separate sense-groups.

2.Parentheses in sentence-mid or sentence-final position do not form separate syntagms. They are pronounced as an unstressed tail of the preceding stressed word, e. g. He is out, I’m a fraid.

Author’s Words

The group of author’s words may stand at the beginning, in the middle or at the end of the sentence.

I. Author’s words in sentence-initial position form a separate intonation-group. 1. Short phrases generally take the Low Level Tone, Low Rise or Low Fall.

She said,

She said, “ Sorry to have kept you waiting.” She said ,

2.An extended group of author’s words usually takes the Low Level pre-terminal tones (the Low Level scale or head) followed by the Low Fall or Low Rise, e. g.

She said ex citedly,

“ Sorry to have kept you waiting.” She said ex citedly,

II.Mid-sentence author’s words are usually pronounced as an unstressed tail of the preceding sense-group, thus breaking the sense-group into two syntagms.

“ Sorry, - she said – to have kept you waiting.”

III.Author’s words in the sentence-final position are also pronounced as an unstressed tail of the preceding sense-group, if they are unextended.

Extended group of sentence-final author’s words forms two or more syntagms. Some initial words of the group are said as an unstressed tail of the preceding syntagm, it repeats the intonation pattern of the first syntagm but on a narrowed range.

“ Will you do me a favour”, she asked looking me straight in the eye.

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GRAPHICAL RULES

Vowel № 1 / i : /

Graphical Rules:

Vowel № 1 is represented in spelling by:

1.the letter e in open and historically open syllables (be, meter, these, theme);

2.the digraphs: ее – meet, see, feel, tree

ea – meat, seat, peace ie – piece, field, believe ei – ceiling, receive

Rare Spellings: people, key, breathe, wreathe. /i:/ in proverbs and sayings:

1.A friend in need is a friend indeed.

2.No sweet without some sweat.

3.Extremes meet.

Vowel № 2 / /

Graphical Rules:

Vowel № 2 is represented in spelling by:

1.the letters i, у in stressed closed syllables (myth, syllable);

2.y, ey when unstressed (city, baby, money, family, hockey, valley);

3.ai when unstressed (fountain, mountain, portrait, captain);

4.the letter e in prefixes (before, begin, decide).

Rare Spelling: busy, build, biscuit, foreign, women, coffee.

/ / in proverbs and sayings:

1. As fit as a fiddle.

2. As busy as a bee.

3. Little pitches have big ears.

Vowel № 3 /e/

Graphical Rules:

Vowel № 3 is represented in spelling by:

1. the letter e in closed accented syllables (red, better);

Rare Spelling: aunt, draught, clerk, heart, hearth, bazaar, drama, aria, tomato, banana, garage, moustache, vase.

/ / in proverbs and savings:

1. He laughs best who laughs last.

2. After a storm comes a calm.

3. Each dog barks in his own yard.

4. Art is long, life is short.

Vowel № 6 / /

Graphical Rules:

Vowel № 6 is represented in spelling by:

1.the letter o in closed stressed syllables (not, office);

2.the digraph wa (was, want, wasp);

3.qua (quality, quantity) except quarter.

Rare Spelling: because, cough, knowledge, sausage.

/ / in proverbs and sayings:

1.Honesty is the best policy.

2.A little pot is soon hot.

3.Be slow to promise and quick to perform.

4.Never put off till tomorrow what you can do today.

Vowel № 7 / /

Graphical Rules:

Vowel № 7 is represented in spelling by:

1. oor, our, oar (floor, door, your, course, board); 2.. the digraph or third syllable type (port, sort);

3.a followed by ll, l + cons. (all, tall, salt, chalk, wall);

4.ough, augh + t (thought, bought, caught, taught);

5.war (warm, ward).

Irregular readings: our, flour, sour, poor.

/ / in proverbs and sayings: It never rains but it pours.

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Vowel № 8 / /

Graphical Rules:

Vowel № 8 is represented in spelling by:

1.the digraph oo followed by k (book, look, took);

2.the letter u after p, b, f (pull, bull, full).

Irregular Reading: but, bus, butter.

Rare Spelling: could, should, would, wolf, bouquet.

/ / in proverbs and sayings:

1. A good beginning makes a good ending.

2. A good cook never cooks while looking into a cookery book. 3. Look before you leap.

Vowel № 9 / /

Graphical Rules:

Vowel № 9 is represented in spelling by:

1. the letter u in open syllables (tune, due, puny)

NOTE: It sounds / / preceded by l, j, r (June, rule, blue, true);

2. the digraphs eu, ew (neutral, feudal, few, new); 3. ui (suit, fruit, cruise);

4. the digraph ou in words of French origin (group, soup, route, youth, wound, rouge, you).

Rare Spelling: shoe, beauty, queue, who, whom, whose, do, to, two, tomb.

/ / in proverbs and sayings:

1. No news is good news.

2. Bad news has wings.

3. That’s where the shoe pinches.

Vowel № 10 / /

Graphical Rules:

Vowel № 10 is represented in spelling by:

1. the letter u in stressed syllables (hurry, uncle, consult);

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2.о followed by m, n, v, th (come, some, son, ton, love, govern, mother, other);

3.the digraph ou followed by gh, bl(e), pl(e) (tough, enough, trouble, double, couple);

4.ou + other consonants (country, courage, cousin, youth, southern).

Rare and irregular spelling: blood, flood, worry, shove.

/ / in proverbs and sayings:

1. So many countries so many customs.

2. Don't trouble trouble until trouble troubles you.

3. Love me, love my dog.

4.When two Sundays come together.

5.A storm in a tea-cup.

6.A man is known by the company he keeps.

7.As hungry as a hunter.

Vowel № 11 / /

Graphical Rules:

Vowel № 11 is represented in spelling by:

1.e, i, u, у followed by r third syllable type (term, service, bird, stir, fir, nurse, fur, turn);

2.ear + consonant (earth, heard).

Irregular readings: heart, hearth, worn, work, worst.

/ / in proverbs and sayings:

1. It’s an early bird that catches the first worm. 2. First come, first served.

3. Live and learn.

Vowel № 12 / /

Graphical Rules:

Vowel № 12 is represented in spelling by:

1.the letter a in prefixes (about, asleep);

2.in suffixes er, or, ar, oar, ous (teacher, doctor, cellar, flavour, famous);

3.a, o, u non-accented (sofa, atom, column).

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Diphthong № 13 / /

Graphical Rules:

Diphthong № 13 is represented in spelling by:

1.the letter "a" in open syllables (take, lake);

2.the digraphs ai, ay (main, plain, may, play);

3.ei, ey (veil, vein, neighbour, grey, they, convey).

Irregular Readings: key, height.

/ / in proverbs and sayings:

1.Make hey while the sun shines.

2.Make haste slowly.

3.Haste makes waste.

4.No gains without some pains.

Diphthong № 14 / /

Graphical Rules:

Diphthong № 14 is represented in spelling by:

1.the letter o in open syllables (go, home, moment);

2.the letter o followed by ll, ld, st (polk, roll, old, told, most, post);

3.the digraph ow (low, show, know, tomorrow);

4.the digraph oa (boat, road, load);

5.the letter о in word-final unstressed syllables (hero, photo, potato).

Exceptions to memorize: now, how, cow, row, brow, bow.

Irregular Spelling: shoulder, poultry, soul, owe, mould.

/ / in proverbs and sayings:

1.As you sow you shall mow./As you sow, so shall you reap.

2.True love never grows old.

3.When at Rome do as Romans do.

4.Be slow to promise and quick to perform.

Diphthong № 15 / /

Graphical Rules:

Diphthong № 15 is represented in spelling by:

1.the letters i, у in stressed open syllable (lie, fly, final, lime);

2.igh followed by t (light, night, sight);

3.the letter i followed by ld, nd (child, wild, kind, blind).

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Irregular Spelling: either, neither.

Irregular Readings: wind, city, pity.

Diphthong № 16 / /

Graphical Rules:

Diphthong № 16 is represented in spelling by:

1.the digraph ou (out, thousand, stout);

2.the digraph ow (town, down, towel).

Irregular Spelling: drought, bough, plough. / / in proverbs and sayings;

1.A sound mind in a sound body.

2.Every cloud has a silver lining.

3.Actions speak louder than words.

4.To come out dry.

5.When angry, count a hundred.

Diphthong № 17 / /

Graphical Rules:

Diphthong № 17 is represented in spelling by: the digraph oi, oy (oil, boil, toy, oyster).

Irregular Readings: tortoise.

/ / in proverbs and sayings:

The voice of one man is the voice of no man.

Diphthong № 18 / /

Graphical Rules:

Diphthong № 18 is represented in spelling by:

1.the letter combinations ere, ear, eer (here, sphere, hear, dear, fear, deer, beer, pioneer);

2.the letter combination ier (pier, fierce, cashier);

3.the letter e in open accented syllables + r (era, hero, period, serious).

Rare Spelling: theory, museum, theatre, idea, beard, real.

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/ / in proverbs and sayings:

1.Neither here nor there.

2.Experience is the best teacher.

3.To be up to the ears in love.

Diphthong № 19 / /

Graphical Rules:

Diphthong № 19 is represented in spelling by:

1.the letter combinations are, air (hare, fare, care, prepare, hair, chair, air);

2.the letter a in open accented syllable followed by r (vary, Mary, parent, variant).

NOTE. Mind the rr case: marry, parrot.

Irregular Spelling: are, bear, wear, tear, where, there.

/ / in proverbs and sayings:

1.Where there's a will, there's a way.

2.After rain comes fair weather.

3.If you run after two hares, you'll catch neither.

Diphthong № 20 / /

Graphical Rules:

Diphthong № 20 is represented in spelling by:

1.the letter combination ure (cure, pure, sure);

2.the letter u in open accented syllable (fury, during).

Rare Spelling: poor, moor, tour, Europe.

Irregular Readings: to bury.

/ / in proverbs and sayings:

1.What can't be cured must be endured.

2.Slow but sure.

3.Curiosity killed a cat.

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Practical assignments

Stress

Task 1

Write the words listed below in groups according to the following accentual patterns:

( ); ; ( ); ; ( ):

expose, re-pay, illustrate, forbear, make-up, debate, admission, event, get off, dressing-table, vacancy, pedagogic, vice-dean, discontent, demonstration, wellbred, exact, compensate, antiphonic, exclamation, foresee, multiply, begin, submarine, blue-eyed, celebrate, ice-cream, behave, parenthetic, tape recorder, procession, registration, well-shaped, paraphrase, economic, parenthesis, introduction, machinery.

Task 2

Write the words listed below in groups according to the following accentual patterns:

( ); ; ( ); ; ( ):

Advertise, conversation, demonstrate, believe, antifascist, sitting-room, recognize, composition, postwar, forget, appreciate, situate, armchair, patriotic, academy, inconvenient, election, forbid, gas-stove, economy, blackboard,criticize, recollect, well-known, beefsteak, vice-president, revolution, become, get up, fair-haired, redress, sympathetic, make up, fourteen, picturesque, put on.

Task 3

Write the words listed below in groups according to the following accentual patterns:

( ); ( ); ; ; ( ); :

Father, phonetics, compound, organisation, phonotactics, practice, saying, communication, allophone, attitude, international, loudness, nucleus, intensity, opposition, pronunciation, syllable, classify, reduction, articulation, phoneme, modification, prosody, palatalisation, quality.

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Linking of words in connected speech

1.Linking “r”

Practise the following word combinations and phrases

3. Two adjacent vowels in a word and at a word boundary

Practise the following words, word combinations and phrases:

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Assimilation

Task 1. Loss of plosion

a) Practise the following words, word combinations and phrases.

14.May I see your passport, please?

Oh, I haven’t got it with me.

15.Let’s have dinner out tonight.

That’s a good idea.Why not go for a walk first? It’s only six o’clock.

16.I’ve just called in to say good-bye.

What time are you leaving?

17.What dress do you think I’d better put on?

Oh! I don’t know.

18.Seen my hat anywhere? I’ve lost it.

What colour is it?

Task 2. Different degrees of aspiration

b)Read the following conversational contexts:

1.Hallo, Kitty here. Can I speak to Peter, please?

Sorry, but he’s out.

2.Hallo, Patrick Cowel speaking. Could I talk to Stella, please?

I’m afraid she’s not here. Can you call later?

3.They haven’t time to finish the job.

That’s no reason for not starting it.

4.You will stay a bit longer, won’t you?I’m sorry I can’t.

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5.What do you think of the place?

Oh, it’s a delightful spot.

6.By the way, where do you live?

Near King’s Cross station.

7.I do wish I could go.

I’m not stopping you.

8.Whatever was he thinking of?

I can’t imagine.

9.I want to see the football match after the news.

Don’t you want to see part two after the serial?

Task 3. Alveolar consonants before interdental

a) Practise the following words, word combinations and phrases:

b)Read the following conversational contexts:

1.– Can I book two seats for tomorrow nights?

–Would you like something in the second row?

2.– What’s the postage on these letters to Spain?

–I’ll have to check.

3.– I’ve just been promoted.

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–That’s the best news I’ve heard for a long time.

4.– Is there anything worth watching on the other channel?

–I think it’s a documentary.

5.– Excuse me, can you tell me where South Street is, please?

–Take the second turn on the left and then ask again.

6.– Excuse me, but I’m trying to find the town hall.

–Take the third turn on the right and go straight on.

7.– Do you think the manager could see me tomorrow before nine-thirty?

–He won’t be till ten thirty.

8.– Why don’t they work in the evenings?

–Some of them do, I believe.

9.– What’s the time, please?

–I suppose it’s about twelve.

Task 4. Consonants before [r]

a) Practise the following words and word combinations:

b) Read the following conversational contexts:

1.- Is it still possible to get tickets for tonight?

-No, I’m afraid you’ve left it rather late. 2.- How could he let you know?

-He could have written.

3.- It was all your fault.

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-But it wasn’t. And I can prove it.

4.I’m sorry to trouble you, but could I borrow your spade?

-It’s no trouble. I’m not using it at the moment.

5.- Could you make up this prescription for me, please? - I’ll do it for you straight away.

6.- You’re quite a stranger. Where have you been travelling?

-I’ve had a few weeks with my friend in Brussels. 7.- What do you think of life in France?

-I still feel pretty homesick. Everything seems so strange. 8.- What are your first impressions of Greece?

-It’s quite different from what I expected.

9.- Are you sure this drive is not too much trouble? - No, it won’t take a minute to drop you off.

Task 5. Consonants before the bilabial sonorant [w]

a) Practise the following words and word combinations:

b) Read the following conversational contexts:

1.- Was there any difference between them?

-Very slight, as far as I could see. 2.- Quick. The kettle’s boiling over.

-I’m just coming.

3.- Nice and bright this morning.

-Yes, quite different from the forecast. 4.- It’s good to see the sun again.

-A big improvement on what we’ve been having. 5.- Hasn’t he been there often?

-Once or twice at the most.

6.- We are quite sold out, l’m afraid.

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-Then I must try somewhere else, I suppose. 7.- They are twins, aren’t they?

-Yes, but they’re not a bit alike.

8.- Could you tell me where they live? - Number twenty-four.

9.- I saw Grace at the Taylors’ party. - Oh! And who else was there?

Rhythm and Rhythmic Groups

To acquire correct reading habits it is advisable to attach the unstressed syllables to the preceding stressed word rather than to the following one.

Task 1.

John’s a way on business.Thank you for the letter.What a de lightful sur prise.

Somebody called when you were out.Will it be a nuisance if I leave it here? They went for a walk in the park.

I’m going to the theatre to night.

I sent them a photo of the children.

You can get there by bus from Liverpool Street. I think it would be better to wait till to morrow.

Per haps we might go to the theatre to gether for once.

I don’t think they will have come back from their trip to Paris by then. I would have tried to see his point of view.

Task 2.

As we felt hot and dusty after our trip we bathed and rested a while. By thattime it was five thirty, and we de cided to stroll down to the dining-room

53

and see what was on the menu for dinner. We de cided not to eat until six o’ clock. So since there was half an hour to kill we went into the lounge towatch the television for a while.

Task 3.

A bad tempered dog one day found his way into a manger, and found it ↑so nice and comfortable that he made up his mind to stop there. When ever the cattle came near to eat their hay he growled and barked at them tofrighten them off. “What a very selfish dog,” ex claimed one of the oxen. “He can’t eat the hay him self and he won’t let us eat who can.

Scales and Terminal Tones

b) Who did you go with?Who did you go with?Who did you go with?Who did you go with?

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c)I think you’d better ask the others. I think you’d better ask the others.

I think you’d better ask the others. You think I’d better ask the others?

d)I’ll finish it now.

I’ll finish it now.

I’ll finish it now.

You’ll finish it now?

e) You can easily catch the last train. You can easily catch the last train. You can easily catch the last train. You can easily catch the last train?

f) Does she know the way?Does she know the way?Does she know the way?Does she know the way?

g)It’s always better to wait. It’s always better to wait. It’s always better to wait. It’s always better to wait?

h)How long do you want to keep it?

How long do you want to keep it? How long do you want to keep it? How long do I want to keep it?

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i)Nobody told me what to do about it.Nobody told me what to do about it.Nobody told me what to do about it.Nobody told me what to do about it?

j)John told me not to come.

John told me not to come.John told me not to come.John told me not to come?

k)Henry said he’d wait for us at home.Henry said he’d wait for us at home.Henry said he’d wait for us at home.Henry said he’d wait for us at home?

l)Why does he re fuse to listen?

Why does he re fuse to listen?Why does he re fuse to listen?Why does he re fuse to listen?

m) Who’s going to sup port him?Who’s going to sup port him?

Who’s going to sup port him?Who’s going to sup port him?

n) I don’t think I’II follow your ad vice. I’m a fraid I’ve made a mis take.

Don’t take it too much to heart.Why don’t I write to the secretary?

Could anything have been simpler than that?Are you travelling on your own?

My message didn’t reach him in time? I don’t be lieve it’s possible.

It doesn’t matter, dear.

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I thought it was going to rain.

It’s much too late to have any re grets now.

When did I see him? From which station?

You saw him when?What time do you want me?

I saw him a few moments a go.

57

Word Phonetic Analysis Model

1.Spell the word.

2.Define the number of phonemes, constituting the word and give their definition and orthographical representation.

3.Define the allophones by which the phonemes are realized in the phonetic structure of the word.

4.Divide the word into syllables. Define their types. Mark the stressed syllable.

5.Give the accentual pattern of the word and examples of words of the same accentual pattern.

Sentence Phonetic Analysis Model

1.Define the communicative type of the sentence.

2.Show the syntagmatic division of the sentence.

3.Lay all the necessary tonetic stress marks in the intonation groups. Define the communicative centres in the intonation groups according to the meaning and modality expressed in the sentence.

4.Transcribe the sentence. Define the cases of vowel reduction and assimilation.

5.Draw the tonogram of the sentence. Define the structure of each intonation group.

58

Preparatory Tests

Preparatory Test 1

1. Listen to the words and write them down in transcription. Lay stress-tone

2. Transcribe the following words. Lay stress-tone marks.

3. Lay stress-tone marks, transcribe and give tonograms of the following:

4.Listen to the conversation, write the utterances down and lay stress-tone marks.

Preparatory test 2

1. Listen to the words and write them down in transcription. Lay stress-tone

2. Transcribe the following words. Lay stress-tone marks.

3. Lay stress-tone marks, transcribe and give tonograms of the following:

4.Listen to the conversation, write the utterances down and lay stress-tone marks.

Preparatory Test 3

1. Listen to the words and write them down in transcription. Lay stress-tone

I’m Mrs. Hunt’s sister.

This evening my sister’s family is coming to celebrate my nephew’s birthday.

I’ve planned a small party but Simon doesn’t know about it yet. It’s a surprise.

4. Listen to the conversation, write the utterances down and lay stress-tone marks.

Preparatory test 4

1. Listen to the words and write them down in transcription. Lay stress-tone

3. Lay stress-tone marks, transcribe and give tonograms of the following:

My aunt and uncle are so kind. They remember my birthday every year. I’ve already received one present. Mum’s parents have sent me two pounds.

4. Listen to the conversation, write the utterances down and lay stress-tone

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Pedagogical classification of pronunciation errors and problems

I. Most important pronunciation errors or problems

A.Those which occur most frequently

(1)pronunciation of a particular phoneme (e.g. /r/as [rr]).

(2)mispronunciation of a common morpheme (e.g. past tense -ed as [ d]

after voiceless stops, as in worked, slopped).

(3)mispronunciation of a common lexical item (e.g. she, can't).

B. Those which are the most serious, i.e. have the greatest effect on intelligibility

(1)stress placed on wrong words or syllables of words.

(2)misleading intonation (e.g. high pitched intonation on old information; a sharp rise or fall, or a separate intonation pattern on each word).

(3)loss of one or more final consonants (e.g. in can't, sent, dusk).

II. Pronunciation errors or problems that will benefit most from remediation

A.Those whose improvement will have the greatest effect on performance

(1)a very soft or monotonous voice.

(2)incorrect stress or intonation.

(3)loss of final consonants in lexical items.

B.Those for which there is the greatest chance of successful remediation, i.e. those which will be the easiest to correct

(1)a very soft or monotonous voice.

(2)misleading intonation.

(3)stress on an incorrect word.

III. Errors or problems identified by the learners of their language needing attention

A.Stereotyped errors

(1)unreduced vowels.

(2)substitutions such as /i:/and/ /, /l/and /r/, /s/ and / /.

(3)loss of -ed and -(e)s endings.

B.Errors causing embarrassment or obvious miscommunication

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(1)incorrect stress or intonation.

(2)mispronunciation of common words (e.g. she, his).

(3)Unintential profanity caused by phonemic substitutions (e.g. opening of the initial consonant in sit or lowering/laxing of the vowel in sheet).

C.Items they would like to pronounce correctly

(1)new words, phrases or sentences which they have recendy encountered in their reading or picked up from friends or the media.

(2)common or favorite expressions.

(3)key words in their field of specialization.

IV. Errors or problems in areas of language that are of importance for the learner's social, ocademicr or professional needs

A.Errors or problems in communicational pragmatics

(1)inappropriate voice quality (e.g. talking on the telephone socially or professionally, disagreeing with someone in different social, academic or professional circumstances).

(2)incorrect or misleading intonation.

(3)failure to use prosodic backgrounding and foregrounding to indicate the informational structure of messages.

B.Errors or problems related to specialized areas of language

(1)stress placed on the wrong syllables of key words in the learner's field of specialization.

(2)lack of elision and other coarticulatory effects in commonly used or key phrases.

(3)commonly mispronounced words or expressions needed for social, academic or professional encounters.

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PHONETIC AND GRAMMAR TERMS

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RECOMMENDED LITERATURE

1.Baker A. Ship or Sheep? An Intermediate Pronunciation Course. Third Edition. / A. Baker/ - Cambridge University Press, 2011. – 225 p.

2.Kalyta A., Taranenko L., Svishchevska A. The Self-Study Guide in Practical Phonetics of English (1-st year). / A. Kalyta, L. Taranenko, A. Svishchevska. – К.: KNLU. – 2004. – 78 p.

3.Mortimer C. Elements of Pronunciation. / Mortimer C. – Cambridge: CUP, 1985.

– 100 p.

4.Mortimer C. Sound Right. / Mortimer C. – Cambridge: CUP, 1982. – 98 p.

5.Антипова Е. Я., Каневская С. Л., Пигулевская Г. А. Пособие по

английской интонации (на английском языке). / Е. Я. Антипова, С. Л. Каневская, Г. А. Пигулевская. - М.: Просвещение, 1985. – 224 с.

6.Васильев В. А. Фонетика английского языка. Нормативный курс: Учебник / Васильев В. А. – М.: Высшая школа, 1980. – 256 с.

7.Карневская Е. Б. Практическая фонетика английского языка: Уч. Пособие. / Е. Б. Карневская. – Минск, 1990. – 279 с.

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