Книга фонетика
.pdf
41
Exercise 3. Transcribe the given words:
advertising |
understand |
sunglasses |
today |
nowhere |
expensive |
Lebanon |
fantastic |
cycling |
work it out |
timetable |
lemonade |
photograph |
horse riding |
turn it down |
atmosphere |
sandwich |
guitar |
appointment |
snowball |
|
|
|
|
|
Exercise 4. Listen to the sentences and mark which kind of question tag is being used:
agreement( expected) or
unsure( so checking the information).
1.You can buy bootlaces at the shoeshop, can't you?
2.That carpet shop sells cushions too, doesn’t it?
3.Sue bought her flute at the music shop, didn't she?
4.You'd like a new cookery book, wouldn't you?
5.The bookshop's next to the newsagent's, isn't it?
6.You do want your birthday presents to be a surprise, don't you?
42
UNIT 10. / p / - / b /, / t / - / d /, / k / - / g /
Exercise 1. A. Listen to the sound /p/. This is an unvoiced sound.
B.To make the louder sound / p / at the beginning of a word, first close your lips hard. Then push air forward in your mouth. Then quickly open your lips to release the air suddenly. Don't use your voice. Listen and repeat: /p/.
C.Notice that sometimes /p / is quieter because the air isn't released suddenly, eg.
up top help helps help me.
Exercise 2. A. First practise the unvoiced sound / p /. Listen and repeat.
B.Use your voice to make the target sound / b /. Listen and repeat.
C.Listen and repeat both sounds together. / p / is unvoiced. / b / is voiced.
D.Notice that sometimes / b / is quieter because the air isn’t released suddenly.
Listen: job jobs cab cabs verb verbs.
Exercise 3. Listen and repeat the words.
Sound 1 / p /
pin
It’s a useful pin.
pen
Pen, please!
pear
Look at the yellow pear.
cap
It’s an old cap.
pup
What a lively pup!
Poppy
Do you like Poppy?
Sound 2 / b /
bin
It’s a useful bin.
Ben
Ben, please!
bear
Look at the yellow bear.
cab
It’s an old cab.
pub
What a lively pub!
Bobby
Do you like Bobby?
43
Exercise 4. Listen to the minimal pair sentences. Repeat them.
Exercise 5. A. To make the target sound / t /, first put your tongue behind your top teeth. Then push air forward inside your mouth. **Then quickly move the tip of your tongue away from your teeth to release the air suddenly.** Don't use your voice. Listen and repeat: /t/.
B. Notice that sometimes / t / is quieter because the air isn't released suddenly. Listen. what forget doesn't breakfast minute minutes it's exactly
Omit from ** to ** above to make this quieter sound.
Exercise 6. A. First practise the unvoiced sound / t /. Listen and repeat.
B.Use your voice to make the target sound / d /. Listen and repeat.
C.Listen and repeat both sounds together. / t / is unvoiced. / d / is voiced.
D.Notice that sometimes / d / is quieter because the air isn’t released suddenly.
Listen: good |
food goodbye friend child bird birds. |
Exercise 7. Listen and repeat the words.
Sound 1 |
|
Sound 2 |
|
/ t / |
|
/ d / |
|
|
too |
|
do |
You too? |
|
You do? |
|
|
sent |
|
send |
You sent the emails? |
You send the emails? |
||
|
cart |
|
card |
Is the red cart hers?
write
Is the red card hers?
ride
Can he write well? |
Can he ride well? |
train |
drain |
Does this train smell? |
Does this drain smell? |
|
|
44
trunk
Is there a trunk outside?
drunk
Is there a drunk outside?
Exercise 8. Listen to the minimal pair sentences. Repeat them.
Exercise 9. Verbs ending in ed are pronounced:
/ d / after a vowel or |
/ t / after an unvoiced |
/ ɪd / after the sound |
voiced consonant |
consonant |
/ t / or / d / |
Listen and repeat: |
|
|
played |
brushed |
waited |
cleaned |
laughed |
painted |
snowed |
pushed |
shouted |
closed |
watched |
wanted |
filled |
danced |
landed |
stayed |
walked |
departed |
|
|
|
Exercise 10. A. To make the target sound / k / first touch the back of the roof of your mouth with the back of your tongue. Then push air forward behind your tongue. **Then quickly move your tongue away to release the air suddenly.
** Don’t use your voice. Listen and repeat: / k /.
B. Notice that sometimes / k / is quieter because the air isn’t released suddenly. Listen. make music look book like likes
Omit from **to** above to make this quieter sound.
Exercise 11. A. First practise the sound / k /. This is an unvoiced sound.
B.Use your voice to make the target sound / g /. Listen and repeat.
C.Listen and repeat both sounds together. / k / is unvoiced. / g / is voiced.
D. Notice that sometimes / g / is quieter because the air isn’t released suddenly.
Listen: big bug fig figs egg eggs example nutmeg
45
Exercise 12. Listen and repeat the words.
Sound 1 |
|
Sound 2 |
|
/ k / |
|
/ g / |
|
|
coat |
|
goat |
It’s a hairy coat. |
It’s a hairy goat. |
||
|
curl |
|
girl |
He’s got a lovely curl. |
He’s got a lovely girl. |
||
|
class |
|
glass |
It’s a brilliant class. |
It’s a brilliant glass. |
||
|
back |
|
bag |
She’s got a strong back. |
She’s got a strong bag. |
||
|
crow |
|
grow |
It’s crowing. |
It’s growing. |
||
Exercise 13. Listen to the minimal pair sentences. Repeat them.
Exercise 14. Listen to the dialogue, paying attention to the target sounds and intonation. Then read the dialogue.
|
In a department store |
|
|
CUSTOMER 1: |
I want to buy a skirt. |
ASSISTANT: |
Skirts are upstairs on the next floor. |
CUSTOMER 2: |
Where can I get some Thai food? |
ASSISTANT: |
The cafeteria is on the first floor. |
CUSTOMER 3: |
Where’s the fruit juice, please. |
ASSISTANT: |
The next counter on your left. |
CUSTOMER 4: |
Tins of tomatoes. |
ASSISTANT: |
Try the supermarket in the basement. |
CUSTOMER 5: |
Could you tell me where the … erm … travel agent’s is? |
ASSISTANT: |
Yes, it’s right next to the restaurant on the third floor. |
CUSTOMER 6: |
I want to buy a cricket bat. How do I get to the … the … um… |
|
|
46
sports equipment?
ASSISTANT: Take the lift to the sports department. It’s on the top floor. CUSTOMER 7: Where’s the telephone?
ASSISTANT: It’s on the next floor opposite the photographer’s.
CUSTOMER 8: What’s the time, please?
ASSISTANT: It’s exactly twenty-two minutes to ten.
Exercise 15. For each line (1, 2 , 3 , 4, 5), first listen to the whole line. Then write down the one word that is said twice. Note that meaning is not important in this exercise. The purpose is to review the sounds by hearing them in contrast. Some of the words are rarely used in everyday English, and this is shown by an asterisk *.
HOMETASK:
1.Look back over this unit at words with the target sounds, and write what you noticed about how to spell the target sounds.
2.Listen to the dialogue you’ve listened to in class several times, practice reading it aloud, paying special attention to the target sounds and intonation. Be ready to present the dialogue in class.
3.Transcribe the sentences in Exercise 4, 8, 13. Mark the intonation.
4.Study the theoretical material: Section B, Lecture 9.
47
UNIT 11. / s / - / z /, / θ / - / ð /
Exercise 1. A. First practise the sound / s /. Listen and repeat.
B. Use your voice to make the target sound / z /. Listen and repeat.
C. Listen and repeat both sounds together. / s / is unvoiced. / z / is voiced.
Exercise 2. Listen and repeat the words.
Sound 1 / s /
Sue
That Sue was amazing.
C
It’s pronounced / si: /.
|
sip |
Sip it slowly. |
|
|
bus |
I heard a bus. |
|
|
piece |
I want the big piece.
price
What’s the price?
Sound 2 / z /
zoo
That zoo was amazing.
Z
It’s pronounced / zi: /.
zip
Zip it slowly.
buzz
I heard a buzz.
peas
I want the big peas.
prize
What’s the prize?
Exercise 3. Listen to the minimal pair sentences. Repeat them.
Exercise 4. / s / and / z / sounds. The letter 's' is usually pronounced / s / after an unvoiced sound, and / z / after a voiced sound. Practise reading examples from the table.
48
Exercise 5. To make the target sound / θ /, put your tongue between your teeth. Blow out air between your tongue and your top teeth. Do not use your voice. Listen and repeat: / θ /.
Exercise 6. Listen and repeat the words.
Sound 1 |
|
Sound 2 |
|
/ s / |
|
/ θ / |
|
|
mouse |
|
mouth |
What a sweet little mouse! |
What a sweet little mouth! |
||
|
sum |
|
thumb |
Is this sum OK? |
Is this thumb OK? |
||
|
sick |
|
thick |
It’s very sick. |
It’s very thick. |
||
|
sink |
|
think |
He’s sinking. |
He’s thinking. |
||
|
pass |
|
path |
There’s a mountain pass. |
There’s a mountain path. |
||
Exercise 7. Listen to the minimal pair sentences. Repeat them.
Exercise 8. Listen to the dialogue, paying attention to the target sounds and intonation. Then read the dialogue.
|
Gossips |
|
|
CATHERINE: |
Samantha Roth is only thirty. |
RUTH: |
Is she? I thought she was thirty-three. |
CATHERINE: |
Samantha’s birthday was last Thursday. |
RUTH: |
Was it? I thought it was last month. |
CATHERINE: |
The Roths’ house is worth six hundred thousand. |
RUTH: |
Is it? I thought it was worth three hundred thousand. |
|
|
49
CATHERINE: Ross Roth is the author of a book about moths. RUTH: Is he? I thought he was a mathematician.
CATHERINE: I’m so thirsty.
RUTH: Are you? I thought you drank something at the Roths’.
CATHERINE: No Samantha gave me nothing to drink.
RUTH: Shall I buy you a drink?
CATHERINE: Thank you.
Exercise 9. A. First practise the sound / θ /. Listen and repeat.
B. Use your voice to make the target sound / ð /. Listen and repeat: / ð /.
C. Listen and repeat both sounds: / θ / is unvoiced. / ð / is voiced.
Exercise 10. Listen and repeat the words.
Sound 1 |
|
Sound 2 |
|
/ z / |
|
/ ð / |
|
|
close |
|
clothe |
The shop sign said ‘Closing’. |
The shop sign said ‘Clothing’. |
||
|
breeze |
|
breathe |
Breeze means air moving. |
Breathe means air moving. |
||
|
boos |
|
booth |
The boos echoed loudly. |
The booth echoed loudly. |
||
|
size |
|
scythe |
That’s a large size |
That’s a large scythe. |
||
Exercise 11. Listen to the minimal pair sentences. Repeat them.
Exercise 12. Listen to the dialogue, paying attention to the target sounds and intonation. Then read the dialogue.
|
50 |
|
The hat in the window |
|
|
MISS BROTHERS: |
I want to buy the hat in the window. |
ASSISTANT: |
There are three hats together in the window, madam. Do you |
|
want the one with the feathers? |
MISS BROTHERS: |
No. The other one. |
ASSISTANT: |
The small one for three hundred and three euros? |
MISS BROTHERS: |
No. Not that one either. The one over there. The leather one. |
ASSISTANT: |
Ah! The leather one. Now this is another leather hat, madam. |
|
It’s better than the one in the window. It’s a smoother leather. |
MISS BROTHERS: |
I’d rather have the one in the window. It goes with my |
|
clothes. |
ASSISTANT: |
Certainly, madam. But we don’t take anything out of the |
|
window until three o'clock on Thursday. |
|
|
HOMETASK:
5.Look back over this unit at words with the target sounds, and write what you noticed about how to spell the target sounds.
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 3, 7, 11. Mark the intonation.
8.Revise all theoretical material.