ICCEP
.pdf
3.
4. :
5. :
s :
6.
1.What’sthetime?–It’s ten o’clock. |
4.It isveryfar.–Yes, it is, isn’t it |
2.WhyisLizzyabsent?–She’s busy. |
5. It’s warm today, isn’t it? –Yes, it is. It’s verywarm today. |
3. What a nice day! |
6. Is Nell absent? –Yes, sheis.– Is she ill? – Yes, she is veryill. |
|
–What a pity! |
Grammar
Impersonal sentences
(See Grammar Supplement)
Ex. 1. Comment on the cases of progressive assimilation in the combinations[ ], [w ts] and regressive assimilation in the words:[twa s], [kw ], [sw m], [dwel].
Ex. 2. Distribute the following words into three columns depending on the positional length of a vowel:
70
[ : : : ]
Ex. 3. Transcribe the following words:
Tone, rose, road, fold, front, pork, false, knee, wing, nothing, among, month.
Ex. 4. Change the following affirmative sentences into the interrogative and the interrogative– negative ones. Read them:
Pattern: – It’s cold today.
-Is it cold today? Isn’t it cold today?
It’s foggy today. It’s windy tonight. It’s cold this winter. It’s wet this month. It’s rainy.
Ex. 5. Give short affirmative and negative answers to the following questions:
1. Is it late? 2. Is it cold today? 3. Isn’t it rainy tonight? 4. It’s windy this month, isn’t it? 5. It’s five o’clock, isn’t it? 6. Isn’t it nine o’clock sharp? 7. What’s this? 8. This is a clock. 9. What’s the time? It’s eleven o’clock sharp. Oh, it’s late.
Ex. 6. Focus on[ ] and [ :]:
|
a) repeat these words after the teacher. Notice the underlined vowels. |
|
|||
|
chocolate |
office |
|
walk |
horse |
|
coffee |
hospital |
|
forty |
daughter |
|
dog |
|
|
draw |
|
|
|
|
|
||
b)find someone in class who
1)doesn’t likechocolate;
2)can ride a horse;
3)doesn’t drink coffee;
4)likes dogs;
5)is under forty;
6)walks totheuniversity;
7)has neverstayed in hospital;
8)whose father works in an office;
9)has a sister;
10)can draw well
Questions to be answered
1.What are the peculiarities of the articulation of the vowel sound [ ]?
2.What is the position of the bulk of the tongue in pronouncing the phoneme [ :]?
3.What part of the mouth cavity is the tongue held in pronouncing both elements of the diphthong [ə ]?
4.Is the soft palate lowered or raised in the production of the English consonant [ ]?
5.What is the typical mistake of the Russian learners in pronouncing the English consonant
[ ]?
Additional tasks
1.Give the definition of “an impersonal sentence”, provide examples.
2.Compare the structure of English and Russian impersonal sentences.
71
3.Enumerate the cases when the English impersonal construction is used side by side with the construction “there is”. Provide examples.
4.Compare the pronunciation of the English and Russian sounds [ ] and [o].
5.Comment on the most typical mistake made by Russian learners in articulating the diphthong [ ].
Tests
1.Choose the correct variant of pronunciation of the word “performance”:
a)[p ’f :məns];
b)[pə’f :məns];
c)[pe’f :məns].
2.Look at the tonogrammes and state in which of them the sentence “What a strange boy!” is presented:
a) 
b) 
c) 
3.Russian learners are apt to replace the English [ ] by:
a)the Russian vowel [o];
b)the English vowel [ə];
c)the English vowel [ ].
4.Choose the correct word the transcription of which is [‘bəs le t d]:
a)bosolated;
b)boarselated;
c)bosselated.
5.In the pronunciation of the 1st element of the diphthong [ə ] the lips are:
a)slightly rounded;
b)spread;
c)neutral.
72
UNIT 8
Go back to the [ ] and [ :], [ ] and [ ] sounds from Unit 7
Exercises
Ex. 1. Practise pronouncing the following words, making sure you do this correctly:
lock loss shop cost often office object common copper complex
Ex. 2
law raw store nor pour more salt launch short caution portion border morning
Ex. 3
|
[ ] |
[ ] |
body |
[ ] |
bottom |
[ ] |
problem |
[ ] |
solid |
[ ] |
promise |
[ ] |
sponsor |
[ ] |
product |
[ ] |
response |
[ ] |
origin |
[ l ] |
|
|
[ :] |
[ :] |
order |
[ :] |
fortune |
[ :] |
almost |
[ :] |
falling |
[ :] |
thoughtfully |
[ :] |
recall |
[ : ] |
support |
[ : ] |
precaution |
[ : ] |
according |
[ : ] |
performance |
[ : ] |
important |
[ : ] |
enormous |
[ : ] |
|
[ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ] [ ]
[ : ] [ : ] [ : ] [ : ] [ : ] [ : ] [ : ] [ : ] [ : ] [ : ] [ : ] [ : ]
hot – hut not – nut lock – luck boss – bus dock – duck got – gut gone – gun fond – fund
wander – wonder sock – suck
[ ] – [ ]
[ ] – [ ] [n t] – [n t] [l k] – [l k] [b s] – [b s] [d k] – [d k] [g t] – [g t] [g n] – [g n] [f nd] – [f nd]
[ ] – [ ] [s k] – [s k]
73
Ex. 4
|
|
[ :] – [ :] |
|
|
farm – form |
[ : ] – [ : ] |
|
car – core |
[ :] – [ :] |
jar – jaw |
[ :] – [ :] |
|
card – cord |
[ :d] – [ :d] |
bard – board |
[ : ] – [ : ] |
|
hard – horde |
[h :d] – [h :d] |
part – port |
[ : ] – [ : ] |
|
far – fore |
[f :] – [f :] |
Ex. 5
[ :] – [ :] – [ ]
[ : ] – [ : ] – [ ]
[k : ] – [k : ] – [k ] [ : ] – [ : ] – [ ] [ : ] – [ : ] – [ ] [ : ] – [ : ] – [ ]
Ex. 6 |
|
|
[ ] |
|
|
coal |
|
shown |
local |
|
|
[ ] |
[ ] |
[ ] |
|||
hole |
[ ] |
grown |
[ ] |
alone |
[ ] |
both |
[ ] |
known |
[ ] |
remote |
[ ] |
most |
[ ] |
those |
[ ] |
promote |
[ ] |
vote |
[ ] |
thrown |
[ ] |
suppose |
[ ] |
prone |
[ ] |
phone |
[ ] |
propose |
[ ] |
load |
[ ] |
loan |
[ ] |
compose |
[ ] |
zone |
[ ] |
globe |
[ ] |
approach |
[ ] |
road |
[ ] |
motion |
[ ] |
window |
[ ] |
tone |
[ ] |
photo |
[ ] |
shallow |
[ ] |
|
|
total |
[ ] |
borrow |
[ ] |
Ex. 7 |
[ ] – [ ] |
|
|
|
|
||
|
hop – hope |
[h p] – [h p] |
|
|
cop – cope |
[ p] – [ p] |
|
|
cot – coat |
[ t] – [ t] |
|
|
got – goat |
[g t] – [g t] |
|
|
cod – code |
[ ] – [ ] |
|
|
lot – load |
[l t] – [l ] |
|
|
not – note |
[n t] – [n t] |
|
|
stock – stoke |
[st k] – [st k] |
|
Ex. 8 |
|
[ ] |
|
|
|
|
|
going |
[ ] |
growing |
[ ] |
owing |
[ ] |
following |
[ ] |
knowing |
[ ] |
junction |
[ ] |
snowing |
[ ] |
anxious |
[ ] |
showing |
[ ] |
strengthen |
[ ] |
uncle |
[ ] |
|
|
meaning |
[ i: ] |
|
|
punctual |
[ ] |
|
|
interesting |
[ ] |
|
|
involving |
[ ] |
|
|
|
|
74 |
|
Ex. 9. Read the following sentences articulating the sounds properly:
1.A 'little 'pot is 'soon hot.
2.'Copythe song, |it’s 'not long.
1.'Morris 'taught the 'little 'orphan to draw.
2.'Was 'Paul awarded an order?
3.'Don’t 'pour 'out 'all the water.
[ ]
[ : ] [ ]
[ :]
[ : : :] [ : : : ] [ : : : ]
|
|
[ ] |
|
Oh, 'don’t 'go 'home a lone. No, I won’t. |
[ ] |
||
|
|
[ ] |
|
1. |
The proof of the pudding | is in the eating. |
[ : i: ] |
|
2. |
Nothing doing. |
|
[ : ] |
The vowel [ ]
In pronouncing the phoneme [ ] the bulk of the tongue is in the back part of the mouth cavity, but somewhat advanced. The back of the tongue is raised in the direction of the soft palate, higher than for [ :]. The lips are slightly rounded. The distance between the jaws is not so wide as for [:].
The vowel is short. When stressed it is always checked.
The Russian [y] is more retracted. It is pronounced with the lips not only rounded, but also protruded.
Russian learners are apt to replace the English [ ] by the Russian vowel [y]. In order not to make this mistake the lips must be rounded less than for the Russian [y] and not protruded.
Ex. 1. Focus on [ ]:
[ ] |
book |
[ ] |
took |
[ ] |
room |
[ ] wood |
[ ] |
good |
[ ] |
cook |
[ ] |
wool |
|
The Particle “to” before the infinitive
[ ] before consonants
e.g. to read [ i: ] to [tu:] [ ] before vowels
e.g. to open [ ]
Ex. 2
[ ] [ ] [ : ]
Stress in Compound Nouns
(See Unit 2)
to look |
[ : ] |
classroom |
to put |
[ ] |
copy-book |
to ask |
[ ] |
note-book |
75
The Vowel Phoneme [u:]
In pronouncing the phoneme [u:] the bulk of the tongue is retracted more than for [ ]. The back of the tongue is raised very high in the direction of the soft palate. It is raised higher than for [ ], but not so high as to cause the stream of air to produce audible friction. During the pronunciation
of [u:] the tongue moves from a more advanced and open position to a closer and more retracted position, as a result of which the vowel isdiphthongized. At the beginning of pronouncing [u:] the lips are fairly rounded. Towards the finishing stage the lips are still more rounded. The opening between the jaws is narrower than for the phoneme [ ]. The vowel [u:] is long.
The English [u:] is neither so retracted nor so close as the Russian [у]. Russian learners are apt to replace the English [u:] by the Russian vowel [у] or the English [ ]. In order not to make this mistake the lips must be rounded without protrusion. The vowel must remain long.
Ex. 3. Focus on [u:]:
[ :] [ :] [ :]
[ :] [ :] [ :]
do two blue
new few you
[ :] |
shoe |
[ : ] |
school |
[ : ] |
rule |
[ :] |
Jew |
[ : ] |
soon |
[ : ] |
rude |
[ :] |
chew |
[ : ] |
noon |
|
|
[ : ] |
duty |
[ : ] |
music |
[ : ] |
beauty |
[ : ] |
pupil |
[ : ] |
institute |
[ : ] |
student |
|
|
[ : ] |
newspaper |
The Vowel Phoneme [ ]
In pronouncing the nucleus of [ ] the bulk of the tongue is in the front part of the mouth, though it is not so advanced as in the case of [ ]. Hence the nucleus of [ ] is not so front as that of [ ]. It’s a front, open, unrounded vowel. The middle of the tongue is as low in the mouth as during the pronunciation of the nucleus of [ ]. The lips are spread. The opening between the jaws is rather wide. In pronouncing the glide the tongue moves higher and backward, i.e. in the direction of [ ], without actually reaching its position. As a result, the glide of [ ] often sounds like a weak [о]. The opening between the jaws becomes narrow.
Russian learners are apt to replace the glide of the diphthong [ ] by the very distinct vowels [у], [u:] or [ ].
In order to prevent or correct these mistakes the gliding movement of the tongue must be stopped before the tongue reaches the position necessary to pronounce this vowel. Care must also be taken not to protrude the lips. The glide of the diphthong must actually resemble a very weak and indistinct [о].
Listen to the dialogue “The Cuckoo Clock” of London Linguaphone Course “Ship or Sheep”, write it down, transcribe, intone and act it out.
Ex. 4. Pronounce these words. Mind the glide of the sound [ ]:
[ ] cow [ ] now
[ ] noun [ ] down
[ ] vow [ ] town
[ ] sound [ ] out
[ ] |
shout |
[ ] |
count |
[ ] |
loud |
[ ] |
mountain |
[ f pen] |
fountain-pen |
76
[u:] – [ ] – [ ]
[ : – – ] [ : – – ] [ : – – ]
boot – book – bow Ruth – rook – row food – foot – fowl
Practise reading the tongue-twister “Robert Rawley” and learn it by heart.
Robert Rawley
'Robert 'Rawley 'rolled
A 'round 'roll round. |
A 'round 'roll 'Robert 'Rawley
'Rolled round. |
If 'Robert 'Rawley 'rolled
A 'round 'roll round, |
'Where is the 'round roll | 'Robert 'Rawley 'rolled round? ||
Listen to the dialogue “At the Photographer’s” of London Linguaphone Course “Ship or Sheep” by A. Baker, write it down, transcribe, intone and act it out.
The Phoneme [h]
In the articulation of the phoneme [h] the soft palate is raised, the back wall of the pharynx is slightly contracted, and the root of the tongue moves backward.
The bulk of the tongue and the lips are held in the position necessary for the production of the following vowel.
The air passes through the pharynx producing slight friction. The vocal cords are kept apart and do not vibrate.
The phoneme [h] is voiceless. There is no such pharyngal phoneme in Russian. The Russian consonant [x], which is the nearest in quality to the English [h], is articulated in the mouth cavity. In pronouncing the Russian consonant [x] the back of the tongue forms a narrowing against the soft palate, and the air passes through the narrowing with considerable friction. In pronouncing the English pharyngal fricative consonant [h] Russian learners often replace it by the Russian backlingual fricative consonant [x].
The substitution of the backlingual consonant [x] for the English pharyngal [h] is a bad mistake. To prevent or correct this mistake it is necessary to keep the back part of the tongue away from the soft palate and breathe the air out freely without creating any obstruction in the mouth cavity to the stream of air. The learners should bear in mind that the English consonant [h] is a pure sound of breath, almost noiseless, which is added to the vowel immediately following.
Ex. 5.Read the following words, making difference between the English [h] and a Russian [x]:
[ – ] high [ – ] how [ – ] hay [ – ] hat [ – ] height
[ i:] |
he |
[ ] |
hot |
[ ] |
his |
[ ] |
hut |
[ :] |
who |
[ : ] |
hard |
[ : ] |
whose |
[ ] |
happy |
[ : ] |
whom |
[ ] |
house |
[ ] |
him |
[ ] |
houses |
[ ] |
has |
[ ] |
halfpenny |
[ ] |
have |
|
|
77
Reading material
Pay attention to the correct pronunciation of the [h] sound:
1. [ : ]
2. [ i: ]
[ : ]
[ ]
3. [ | : : ]
[ ]
[ i: : ]
[ : ]
[ : ]
[ z ]
[ i: ]
[ ]
[ i: : : i: ]
1.How d’ye do?
2.Hello! How happy I’m to meet you. How are you?
Very well, thank you.
78
3.Tell me, who’re you. I’m John Smith.
I mean what are you? I am an architect. And who is that? That’s Helen Jones. I mean what is she? She is an actress.
Oh, I see. You are an architect and she is an actress.
Exercises
Ex. 1. Transcribe the following words:
Behind, system, rule, couple, youth, sound, mountain, thunder, dawn, Paul, grew, warmth, written, newspaper, loud.
Ex. 2. Form the compound nouns combining the following pairs of words; read them and translate them into Russian. Pay attention to stress:
Class, room, note, book; house, wife; news, paper; book, keeper; text, book; home, land; mother, country.
Ex. 3. Read the following words. Pay attention to the tempo and logical stress:
'These are benches (glasses, pens, lamps, texts).
'These are tables (pictures, exercises).
'These are white benches (large glasses, red pens, nice lamps, easy texts).
'These are round tables (good pictures, difficult exercises).
Ex. 4. Give short affirmative and negative answers to the following questions:
1. Is your father a painter? 2. Are your brothers sailors? 3. Is your son a pilot? 4. Is he a good student? 5. Am I right?
Ex. 5. Complete the question to the following sentences:
1. Ben is my brother. Who ...? 2. This man is Tom Jones. Who ...? 3. His daughter is a dentist. What...? 4. My brother is an architect. Whose ...? 5. She is quite well. How..? 6. This table is small. Which..? 7. This is a new school. What..?
Ex. 6. Form questions and answers using the following substitution tables:
a) |
am |
I |
b) |
I |
am |
a |
doctor |
|
is |
you |
|
you |
is |
an |
student |
|
are |
he |
|
he |
are |
– |
teacher |
|
|
she |
|
she |
|
|
sailor |
|
|
we |
|
we |
|
|
actor |
|
|
they |
|
they |
|
|
etc |
|
|
your father |
|
his father |
|
|
|
|
|
his mother |
|
my mother |
|
|
|
|
|
etc. |
|
|
|
|
|
Ex. 7. Form questions using the following nouns denoting professions and ask students to answer them:
Student, typist, writer, pilot, doctor, book-keeper, officer, architect, actor, actress, painter, sailor, housewife, dentist, collective farmer, teacher, mechanic, locksmith, driver, composer, shop-assistant.
79