- •Contents
- •Preface
- •The System of Phonetic Notation
- •Section I
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words. Mind the positional variation of vowel length:
- •2. Identify the speaker’s attitude in the replies.
- •3. Extend the following situations. Give greater prominence to the words carrying new information, observing the difference in the accentual patterns of utterances.
- •Laboratory work
- •1. Identify the component parts of the tunes.
- •2. Read the following pairs of utterances. State the difference in their form and meaning.
- •3. Extend the following tunes using one of the given phrases (I think, I believe, I hear, I am told, they say, I wonder, I hope, I expect) as the head.
- •4. Extend the following tunes adding the phrases given above as the prehead.
- •5. Identify the position of the nucleus in the following utterances. Think of a suitable situation for each of the utterances.
- •6. This exercise is meant to test your ability to read and reproduce a story with correct intonation.
- •Teachers and Actors
- •Additional Training
- •2. Read the poem, using intonation patterns you find suitable and answer the questions: Leisure
- •In view of the contents of the poem, what is hinted at in the title “Leisure”.
- •Section II
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •1. B). Learn the following proverbs. Lay stresses, tone marks. Give tonograms.
- •1. C). Complete the following using one of the proverbs:
- •2. Express agreement or disagreement with the following statements choosing the suitable prompts.
- •3. Choose the appropriate intonation pattern of general questions according to the situation:
- •Laboratory Work
- •1. Add General questions to the stimulus utterance. Express a light, airy attitude to the subject matter.
- •2. Ask your friends about their relatives (age, profession, appearance, etc). Express interest in your general questions.
- •4. A). Read the following conversational situations. Concentrate your attention on the intonation of the replies. Say what attitude you mean to render:
- •5. Give your own replies to the Verbal Context:
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •Tell the jokes in indirect speech. Entitle them.
- •7. B). Answer the following questions using intonation patterns of the text.
- •7. C). Listen to the following dialogues. Mark the stresses and tunes. Practise the dialogues using substitutions.
- •7. E). Reproduce the text so that a question is asked about each sentence said by the patient or the doctor. Present the dialogue in class, using the same intonation patterns.
- •8. B). Listen to the story twice /”Reward for Virtue”/. Complete the following sentences imitating the speaker’s intonation:
- •8. C). Some sentences from this text given below are not true to fact. One of the students will read a sentence, another will correct them, using proper intonation patterns.
- •Additional Training
- •1. A). Listen to the dialogue and answer the questions in your course book.
- •1. B). Listen to the 10 utterances in your coursebook and mark the stressed syllables.
- •1. C). Act out the dialogue in pairs using original language where possible and improvising when necessary.
- •2. Read the poem according to the intonation marked. Learn it by heart, be ready to recite it in class. Nothing will Die
- •Section III
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •3. A). In the following conversational contexts compare the modal meaning of the reactions: first within a contour and then within a communicative type:
- •3. B). Think of the situations where the following utterances will sound natural. Comment on your attitude.
- •Laboratory Work
- •2. A). Present appropriate intonation patterns in replies according to the suggested attitude
- •2. B). Supply your own replies according to the attitude conveyed in them. Pronounce them, present their intonation patterns. Do it in writing.
- •3. Provide a conversational context for each of the utterances in the given pairs.
- •4. Act out the following conversational situations using various kinds of interrogative repetitions in the responses. Mark the type of the nuclear tone you take.
- •5. Practise reading the poem according to the given stresses and tone marks. Learn it by heart, be ready to recite it in class.
- •In Memoriom
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •7. Listen to dialogue 42 from e.L.C. (Sports and Games)
- •8. 1. Listen to the text “One Man in a Boat”
- •2. A). Listen to the story “The Last One?” twice and then finish the following sentences, imitating the speaker’s intonation.
- •Additional Training
- •1. Listen to short stories.
- •2. Listen to the poem, lay stresses and tone marks. Learn it by heart. No Enemies
- •3. A). Read the following conversation, using intonational patterns you find suitable. Use them in conversational situations of your own. The Football Match
- •4. A). Listen to two dialogues. Repeat each utterance trying to watch pronunciation on the cassette. Practice reading the dialogues.
- •4. B). Listen to the eight utterances which appear in your course book and mark the syllables which carry the main stress.
- •Section IV Consonants in comparison
- •Laboratory Work
- •1. Choose the appropriate reply for the given context:
- •2. Correct the following statements or contradict them:
- •3. Answer the following questions expressing hesitation, doubt, uncertainty:
- •4. Respond to the following utterances expressing warning or apology.
- •5. Extend the following utterances by adding a concluding remark that sounds as an afterthought.
- •Sightseeing
- •8. Listen to the text, divide it into communicative blocks, entitle them. After listening to the text twice answer the question: ‘Do the English Speak English?’ Additional Training
- •1. A). Listen to the text “a street in London” (l.L.C. 29). Practise reading it imitating the speaker’s intonation
- •A street in London
- •2. Listen to the text “a Visit to London” (l.L.C. 31), discuss it with your group-mates. A visit to London
- •If you had a chance what place of interest would you like to see first in London?
- •3. Listen to two poems. Lay stresses and tone marks according to the model suggested. Practise reading them. London
- •Sonnet composed upon Westminster bridge
- •Section V Consonants in comparison
- •1. A). Listen and practise the following pairs of words:
- •1. B). Practise reading the following conversational contexts. Define the intonation and accentual patterns of all utterances.
- •1. C). Learn the proverbs. Lay stresses and tone marks:
- •1. D). Use one of the proverbs to comment on the following situation:
- •2. Identify the difference in the expressiveness of the replies.
- •It must be remembered that to emphasize the whole of the utterance we can:
- •Widen the range of the utterance or narrow it.
- •I can’t under stand it.
- •I don’t know that
- •Emphatic Nuclear Tones
- •Laboratory Work
- •2. Choose the appropriate reaction to convey the suggested attitude. Justify your choice.
- •4. Act out the following conversational situations expressing contrast and emphasis in the replies through nuclear shifts and emphatic tones.
- •5. Read the following conversational situations. Observe the position of logical stress in the replies. Make the stress emphatic wherever possible. Give your own replies to the same verbal context.
- •Additional Training
- •At the Station
- •2. A). Listen to the text “Travelling by Sea and Air” (e.L.C. 27). Practise reading it according to the model. Travelling by Sea and Air
- •3. Listen and practise reading the poem imitating speaker’s intonation. Lay stresses and tone marks. Choose a piece of the poem you like best and learn it by heart. Travel
- •Section VI Consonants in comparison
- •The Six o’Clock News Good evening. And here’s the Six o’Clock News from Washington with j.C. Kennedy and Warren Wolf.
- •Descending Scale
- •I. Formal:
- •II. Informal:
- •3. Choose the appropriate reaction (a, b) for the given stimulus-utterances according to the speech situation:
- •Laboratory Work
- •1. Listen to the following texts, lay stresses and tone marks, recognize phonetic styles. Practise reading the texts aloud.
- •3. Act out the following conversations using appropriate intonational patterns according to the speech situation:
- •4. Practise reading the poem to the given stresses tone marks. Learn it by heart, be ready to recite it in class. Sonnet cxxx by w.Shakespeare
- •Theatres, Music-Halls and Cinemas
- •Additional Training
- •After the Cinema
- •At the Theatre
- •2. A) Listen and read the following stories with proper intonation patterns. After reading each story answer the question “What would you have done?”.
- •The Reader’s Page
- •That's my beer...Or was
- •In deep water
- •That's a no-no
- •Strangers in the night!
- •Deep fried
- •Or else
- •Honesty is the best policy
- •3. A) Practise the following poem according to the intonation marked. Bonnie bell by Robert Burns
- •4. B). While watching the film pay special attention to how the characters speak.
- •English language: levels of usage
- •The First Four Minutes
- •Literature used
That's a no-no
I heard a great story about the Rev. Billy Cracker. He'd gone to London to speak at a large meeting. Anyway, when he stepped off the plane there were a lot of reporters and TV cameras. The first question one of the reporters asked was, "Do you intend to visit any nightclubs in London?'' Rev. Cracker smiled at the reporter. Are there any nightclubs in London?" he answered innocently. The next morning the headline in one of the London papers was "Cracker's first question on arrival in London – Are there any nightclubs?" How would you have felt?
Rev. Aural Richards • Columbia.SC
Strangers in the night!
My story isn't funny at all. It was a very frightening experience. You see, one night I woke up suddenly. I heard the tinkle of broken glass from downstairs, and I heard the window opening. Then I heard two voices! My wife woke up too. She told me to do something. A couple of days before there had been a report about a burglary in the local paper. The burglars had been interrupted, and they had beaten up the homeowner. They'd nearly killed him. I was trembling with fear. I just didn't know what to do. In the end I didn’t go down, and they stole the sterling silverware we had inherited from my mother. Was I right? What would you have done?
Lorenzo Machado. Abeline. TX
Deep fried
I had parked my car at a local shopping mall, and I was taking a short cut through the side door of a restaurant. Halfway across the restaurant. I spotted my father eating a hamburger and french fries - he often eats there. I sneaked up behind him, put my hand over his shoulder, took a french fry off the plate, dipped it in catsup and ate it. Then I realized that the man was not my father! I was so embarrassed I couldn't say a word! What would you have done?
Cheryl Redburn. Minneapolis. MN
Or else
I'd just parked my car on a street near the football stadium in Des Moines. It was ten minutes before the start of the game and I was in a hurry. Two little boys came up to me and said. "Give us $5 and we'll watch your car while you're at the game." I told them to clear out, and one of them looked at me with big, round, innocent eyes and said, "Unless you give us the money, something might happen to your car while you're away. You know, a scratch or a flat tire. Something like that. I was furious! What would you have done?
Helen Furie. Des Moines, 10
Honesty is the best policy
I couldn't believe a story I heard the other day. It seems that a woman had just bought a house in Burlingon, Vermont. She wanted to insulate the roof, so she and her son climbed up into the attic. There, under the hot water tank, was $50.000 in cash! They turned in the money to the police. Would you have reported the find? What would you have done?
Francine Marasco. Waterbury. VT
3. A) Practise the following poem according to the intonation marked. Bonnie bell by Robert Burns
The smiling spring comes in re joicing,|
And surly winter grimly flies:
Now crystal clear are the falling waters,|
And bonnie blue are the sunny skies;
Fresh o’er the mountains| breaks forth the morning,|
The ev’ning gilds the ocean’s swell;
All creatures joy| in the sun’s re turning,|
And I rejoice in my bonnie Bell.
The flowery spring| leads sunny summer,|
And yellow autumn| presses near,|
Then in his turn comes gloomy winter,|
Till smiling spring again appear.
Thus seasons dancing,| life advancing,|
Old Time and Nature their changes tell;
But never ranging,| still unchanging|
I adore| my bonnie Bell.
-
What is the poet’s favourite season? Give your reasons.
-
What is your favourite season? Are you looking forward to have vacations?
4. a). If you read B.Shaw’s play “Pygmalion” and saw a theatre performance (film) you could recollect the following dialogue. After watching the film ”My Fair Lady” analyze the phonetic peculiarities of mention the interaction of verbal and non-verbal components in communication.
It should be noted that such non-verbal components as phonation, kinesics, gestures, different facial expressions, head or eye movements play a great role in speech communication. They are closely connected with verbal elements in the process of speech communication. According to V.Bogdanov “non-verbal components create their own, special world, which coexists peacefully and well agreed with the verbal one”. Non-verbal actions can hardly be called secondary, because cheers of approval, glance full of hatred, ironic smile, hand movements in real speech may be much stronger than verbal actions, they may add some emphasis or particular shades of meaning to what people are saying. For e.g.: There are 3 main imperative gestures.
The first gesture may be characterized as open, amicable. From the old times people wanted to show that they had peaceful intentions, they are unarmed. The request accompanied with this gesture will most probably meet positive reaction on the part of the addressee.
In this picture the gesture acquires some shade of superiority. The addressee may take your request for a command. This gesture may cause hostility or inner resistance on the part of the addressee, depending on the relations between the speaker and the addressee.
The third gesture is the most irritant of all gestures accompanying communication. It is threatening by nature and reminds of a certain stick, by means of which a person is forced to obey.
Higgins: Say your alphabet.||
Liza: I know my alphabet.| Do you think I know nothing?| I don’t need to be taught like a child.||
Higgins: Say your alphabet.||
(thundering)
Pickering: Say it, Miss Doolittle| you will understand presently.| Do what he tells you;| and let him teach you in his own way.||
Liza: Oh, well,| if you put it like that.| Ahyee| byee,|cyee – ||
Higgins: Stop. Listen to this Pickering. This is what we pay for as
(with the roar of elementary education.
a wounded lion)