- •Contents
- •Введение
- •Формы контроля
- •Нормы оценки
- •Содержание курса «практическая фонетика английского языка»
- •1. Key words
- •2. Theoretical background
- •2.1 Organs of speech
- •2.2 Vowels and their classification
- •2.3 Consonants and their classification
- •Voiceless
- •2.4 Transcription
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 2 friction consonants front and back vowels
- •1. Key words
- •2. Theoretical background
- •2.1 Friction consonants
- •2.2 Front and back vowels
- •3. Lab works
- •3.1 Lab work 2 English short vowels
- •3.2 Lab work 6 Fricatives and affricates
- •4. Self-check questions
- •5. English rhythm practice
- •1. Key words
- •2. Theoretical background
- •2.1 Stop consonants
- •2.2 Central vowels
- •2.3 Diphthongs and their classification
- •D iphthongs
- •2.4 Closing diphthongs
- •3. Lab works
- •3.1 Lab work 3 Long vowels
- •3.2 Lab work 4 Plosives
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 4 nasal consonants centring diphthongs
- •1. Key words
- •2. Theoretical background
- •2.1 Nasal consonants
- •2.2 Centring diphthongs
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 5 lateral consonant triphthongs
- •1. Key words
- •2. Theoretical background
- •2.1 Lateral consonant
- •2.2 Triphthongs
- •3. Lab works
- •3.1 Lab work 3 Diphthongs and triphthongs
- •3.2 Lab work 5 Revision
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 6 gliding consonants
- •1. Key words
- •2. Theoretical background
- •2.1 Gliding consonants
- •3. Lab works
- •3.1 Lab work 7 Further consonants
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 7 consonant clusters
- •1. Key words
- •2. Theoretical background
- •2.1 Initial consonant clusters
- •2.1.2 Combinations of alveolar consonants /t, d/ with /r/
- •2.1.3 Combinations of dental consonants /t, d/ with /r/
- •2.1.4 Combination of consonants with /w/
- •2.1.5 Sequences of three consonants initially
- •2.2 Final consonant clusters
- •2.2.8 Longer consonant sequences
- •3. Lab works
- •3.1 Lab work 8 Consonant clusters
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 8 stress
- •1. Key words
- •2. Theoretical background
- •2.1 Word stress
- •2.2 Utterance stress
- •2.3 Weak and strong forms of words
- •3. Lab works
- •3.1 Lab work 9 Weak syllables
- •3.2 Lab work 10 Word stress
- •3.3 Lab work 11 Complex word stress
- •3.4 Lab work 12 Weak forms
- •3.5 Lab work 13 Revision
- •4. Additional exercises
- •5. Self-check questions
- •6. English rhythm practice
- •Unit 9 rhythm
- •1. Key words
- •2. Theoretical background
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 10 fluency
- •1. Key words
- •2. Theoretical background
- •2.1 Linking
- •2.2 Changing word shapes
- •2.2.1 Alterations
- •2.2.2 Disappearances (elision)
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 11
- •Intonation
- •1. Key words
- •2. Theoretical background
- •2.1 Intonation
- •2.2 Utterance and its structure
- •2.3 Tune shapes
- •2.3.1 The Glide-Down
- •2.3.2 The Glide-Up
- •2.3.3 The Take-Off
- •2.3.4 The Dive
- •2.4 Usage of the tunes
- •2.4.1 The usage of The Glide-Up
- •2.4.2 The usage of the Glide-Up
- •2.4.3 The usage of the Take-Off
- •2.4.4 The usage of the Dive
- •3. Lab works
- •3.1 Lab work 15 Tones
- •3.2 Lab work 17 Intonation
- •4. Additional exercises
- •5. Self-check questions
- •References:
3. Self-check questions
Name four rules of dividing the stretch of speech into rhythm units.
Give the definition of rhythm.
What is the main rule of the English rhythm?
4. English rhythm practice
Listen to this poem. Practise reading it.
The beaches of Mexico
Have you ever seen the beaches of Mexico?
Have you ever walked the streets of San Juan?
Have you ever been to Haiti?
Have you ever been to Spain?
Have you ever walked barefoot
in a heavy rain?
Have you ever been in trouble?
Have you ever been in pain?
Have you ever been in love?
Would you do it all again?
Well, I’ve never seen the beaches of Mexico.
I’ve never walked the streets of San Juan.
I’ve never been to Haiti.
I’ve never been to Spain.
I’ve never walked barefoot
in a heavy rain.
But I’ve sure been in trouble,
I’ve sure been in pain,
I’ve sure been in love,
I’d do it all again.
Unit 10 fluency
Lesson |
Topic |
Hours |
References |
|
Fluency |
8 |
|
16 |
Linking. Consonant + vowel. |
2 |
O’Connor – p.100-102, Headway El.Pron. – p.8, 24, 25, 43 |
17 |
Linking sounds [j, w, r]. |
2 |
O’Connor – p.100-102, Headway Pr.Pron. – p.2, 33, 40, Headway Int.Pron. – p.61, 73 “The season” |
18 |
Alterations. |
2 |
O’Connor – p.102-103, Headway Int.Pron. – p.41, 68 |
19 |
Disappearances (elision). |
2 |
O’Connor – p.103-105, Headway Int.Pron. – p.81 “To a false friend” |
1. Key words
fluency
linking
linking and intrusive /r/
alteration
yod coalescence
elision
2. Theoretical background
2.1 Linking
When you speak you must pay attention to saying utterances fluently, smoothly, with no gaps or hesitations in the middle. In English words are not separated from each other: the end of one word flows straight on to the beginning of the next.
One of the difficulties which foreign learners often face is connected with a vowel at the beginning of words, especially if it begins a stressed syllable. For example, /*bIg *xpl/. English speakers glide smoothly from the final sound of the word to the initial vowel of the following word with no break, no hesitation. When the final sound of the word before is a consonant, it will help if you imagine that it belongs to the following word (e.g. /*bI *gxpl/).
If the final sound of the word before is a vowel there are various ways of connecting two words together. There are several linking sounds that help us to do it. If the word ends in /J/, /I/, /aI/, /eI/, /OI/ we can use a little /j/-sound as the link. It is very gentle. We distinguish between my ears and my years (/maI *jIqz/ and /maI *jIqz/), where /jIqz/ has a longer and stronger /j/ than the short and gentle glide before /Iqz/.
Similarly, after /H/ and diphthongs /qV, aV/ we can use linking /w/-sound. Again we distinguish between two-eyed and too wide (/*tH *waId/ and /*tH *waId/): /w/ in /waId/ is longer and stronger than the linking sound /w/.
Some vowels can be linked to a following vowel by /r/. We can speak about two kinds of /r/-sound: linking /r/ and intrusive /r/. RP has a word-final /r/ as a linking form when the following word begins with a vowel. So, linking /r/ exists in cases where there is a letter ‘r’ in spelling at the end of words (far off /fRr Pf/, four apples /fLr xplz/). By analogy, /r/ can be used to link words together even if there is no ‘r’ in spelling. This kind of /r/ is called intrusive (Russia and China /rASqr qnd CaInq/, idea of /aIdIqr qv/). Its usage is greatly disapproved of by native speakers, so you’d better avoid using it in speech.
When we connect other vowels to a following vowel without linking sounds, we just glide smoothly from one to the other with no interruption of the voice.