Книга фонетика

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UNIT 5. / ʊ /, / u: /

Exercise 1. A. First practise the sound / ɒ / (see unit 4).

B. The back of your tongue goes forward and up a little more to make the target sound / ʊ /. Listen and repeat.

C. Listen and repeat both sounds together.

Exercise 2. A. First practise the sound / ʊ /. Listen and repeat.

B.Put your tongue up and back a little more to make the long target sound / u: /.

C.Listen and repeat both sounds together.

Exercise 3. Listen and repeat the words.

Exercise 4. Listen to the minimal pair sentences. Repeat them.

Exercise 5. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

Exercise 6. Say which words a) or b) do you hear in the sentences.

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Exercise 7. Listen to the dialogue, paying attention to the target sound / ʊ / and intonation. Then read the dialogue.

A lost book

MR COOK: No. I’ve looked. I’m going to put all my books in a box and lock it!

MRS COOK: Look, John! It’s on the floor next to your foot.

MR COOK: Ah! Good!

Exercise 8. Listen to the dialogue, paying attention to the target sound / u: / and intonation. Then read the dialogue.

The two rudest students in the school

MISS LUKE: Good afternoon girls.

GIRLS: Good afternoon, Miss Luke.

MISS LUKE: This afternoon we’re going to learn how to cook soup. Turn on your computers and look at unit twenty-two.

LUCY: Excuse me, Miss Luke.

MISS LUKE: Yes, Lucy?

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A:She couldn't cook, could she?

B:No, she couldn’t.

1.We couldn’t cook a cake without sugar.

2.Good footballers shouldn't eat too much pudding.

3.You should look at some good cookery books.

4.You wouldn’t put your foot in it'*.

5.They wouldn’t cook the books**.

*idiom meaning say or do the wrong thing

**idiom meaning change the accounts to steal money

HOMETASK:

5.Look back over this unit at words with the target sounds, and write what you noticed about how to spell the sounds / ʊ / and / u: /.

6.Listen to the dialogues you’ve listened to in class several times, practice reading them aloud, paying special attention to the target sounds and intonation. Be ready to present the dialogues in class.

7.Transcribe the sentences in Exercise 4. Mark the intonation.

8.Study the theoretical material: Section B, Lecture 5.

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UNIT 6. / ɜ: /, / ə /

Exercise 1. A. First practise the sound / ɔ: / (see unit 4).

B.Put your tongue forward and up a little more to make the target sound / ɜ: /.

C.Listen and repeat both sounds together.

Exercise 2. Listen and repeat the words.

Exercise 3. Listen to the minimal pair sentences. Repeat them.

Exercise 4. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

Exercise 5. Say which words a), b) or c) do you hear in the sentences.

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Exercise 6. Listen to the dialogue, paying attention to the target sound / ɜ: / and intonation. Then read the dialogue.

COLONEL BURTON: He and… e … Nurse Turner weren’t at work on Thursday, were they?

SIR HERBERT: No, they weren’t.

COLONEL BURTON: Nurse Sherman is the worst nurse in the ward, isn’t he, Sir

Herbert?

SIR HERBERT: No, he isn’t, Colonel Burton. He’s the worst nurse in the world!

Exercise 7. A. First practise the sound / ɜ: /.

B.Make the same sound but very very short to make the target sound / ə /.

C.Listen and repeat both sounds together.

Exercise 8. Listen and repeat. The spelling has been changed in the words on the right to show you when to use the sound / ə /.

This sound, often called schwa, appears in unstressed words and syllables as a

result of reduction (see Lecture 5).

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Exercise 9. Listen to the example of the weak form and

Exercise 10. Say which words a) or b) do you hear in the sentences.

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INTONATION

Exercise 11. Read, listen and repeat.

The intonation of question tags is usually going down. This means the speaker expects agreement. Down tags are used a lot to create agreement and rapport between the speakers.

B: Yes, we were.

Sometimes the intonation goes up. This means the speaker is not sure if the information is correct and is asking the listener to check it. Before an up tag there is often a slight pause.

EXAMPLE: A: The nurses were at work on Thursday, weren’t they? B: Yes, they were.

Exercise 12. Listen and mark intonation arrows on the tags:(expects agreement) or (not sure). Number 1 has been done. Then practice the

intonation.

1.They weren’t walking to work, were they? _____not sure_____

2.Those dirty shirts were Nurse Turner's, weren’t they?__________

3.The wards weren’t dirty, were they?____________

4.They weren’t speaking German, were they?___________

5.Those nurses were thirsty, weren't they?__________

6.The Colonel and Sir Herbert were the worst patients

in the ward, weren’t they?___________

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Exercise 3. Listen to the minimal pair sentences. Repeat them.

Exercise 4. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

Exercise 5. Listen to the dialogue, paying attention to the target sound / eɪ / and intonation. Then read the dialogue.

PORTER: They changed the timetable at the end of April. It’s the first of May today.

MR GREY: Changed it? May I see the new timetable? What does it say? PORTER: It says: Baker Street train – 8.08.

MR GREY: Oh no, you’re right. The train isn’t late. I am.

Exercise 6. A. First practise the sound / a: / (see unit 3).

B.Then practice the short sound / ɪ / (see unit 1). Listen and repeat.

C.Join the two sounds: / a:a:a:ɪ /. The second part of the sound / aɪ / is shorter.