- •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:
2.4 Usage of the tunes
2.4.1 The usage of The Glide-Up
We use the Glide-Down for statements which are complete and definite:
|| It was quite good ||
|| I liked it very much ||
|| I wouldn’t mind seeing it a gain ||
We use the Glide –Down in wh-questions if we want the question to sound more business-like and interested in the subject, and also for one-word questions (unless they are repetition-questions):
|| Why did you change your mind? ||
|| Who on earth was that? ||
|| Which? ||
We use the Glide-Down in short yes-no questions used as responses, like Did you?, Has she?, etc:
(John’s on holiday) || Is he? ||
(I went to the theatre last night) || Did you? ||
We use the Glide-Down in tag-questions where the word not occurs in either the statement or the tag-question to force the other person to agree with us:
|| It’s cold to day | isn’t it? || (forcing the answer Yes)
|| It was a very good film | wasn’t it? ||
|| You won’t worry | will you? || (forcing the answer No)
|| He can’t really help it | can he? ||
We use the Glide-Down for strong commands:
|| Don’t be a stupid idiot ||
|| Take your feet off the chair ||
|| Come and have dinner with us ||
|| Have some cheese ||
We use the Glide-Down for strong exclamations:
|| Good Heavens! ||
|| How extra ordinary! ||
|| What a very pretty dress! ||
|| Nonsense! ||
|| Splendid! ||
Remember that Thank you comes in this class when it expresses real gratitude:
|| Thank you ||
|| Thank you very much ||
2.4.2 The usage of the Glide-Up
We use the Glide-Up in statements if they are intended to be soothing or encouraging:
|| I shan’t be long ||
|| John’ll be here soon ||
|| I won’t drive too fast || (so don’t worry)
We use the Glide-Up in statements if they are intended as questions:
|| You ⁄like it? ||
|| You can’t go? ||
|| He doesn’t want to lend you it? ||
We use the Glide-Up in wh-questions if we want to show as much interest in the other person as in the subject:
|| How’s your daughter? ||
|| When are you coming to see us? ||
|| When did you get back from holiday? ||
We use the Glide-Up in all yes-no questions except when they are used as responses:
|| Have you seen him yet? ||
|| Did John post that letter? ||
|| Can I see it? ||
Notice that the Glide-Up is also used for repetition-questions of this type (yes-no questions):
(Have you seen him yet?) || Have I seen him yet? ||
(Will you help me?) || Will I help you? ||
We use the Glide-Up in exclamations for greetings and for saying goodbye:
|| Good morning ||
|| Hul lo ||
|| Good bye ||
|| Good night ||
We use the Glide-Up for exclamations which refer to something not very exciting or unexpected:
|| Thank you ||
|| Good ||
|| All right ||
|| Good luck ||