- •Isbn 978‐5‐8429‐0533‐1
- •Практическая фонетика английского языка
- •Contents
- •1St year revision
- •Direct address
- •Complex sentences
- •Direct speech
- •Apposition
- •Parenthesis
- •Enumeration
- •Adverbial modifier
- •Exclamations
- •Prepositions
- •Compound sentences
- •Compound verbs
- •14. Alternative questions
- •15. Disjunctive questions
- •Intonation Patterns
- •Read the following dialogues. Express the suggested attitudes.
- •Make up a conversation using the following phrases.
- •Mark the intonation, draw the staves and transcribe the following sentences, dividing into rhythm groups.
- •4. Mark the intonation in the following text and read it.
- •Listen and take b’s part in this conversation. Use a falling tone in each case to show that you agree or have understood.
- •Listen to the conversation again. Say a’s part aloud, using a rising tone on each final phrase to check that b understands.
- •Listen to the conversation. Indicate falling, rising or fall-rising tones on the words in bold. Say the b’s part aloud, using the same tones.
- •Listen to this conversation and notice how the woman verbally encourages the man to keep talking.
- •Listen to the recording, fill in the gaps. Read the text ‘Windsor Castle Tourist Guide’
- •Informational style
- •Informational narrative read aloud
- •May Week in Cambridge
- •Listen, indicate intonation and read the news.
- •Practice reading the following news items.
- •Listen and repeat the French words in coloumn a. Then try to match them with the brief definition in coloumn b. Use the example sentences below the table.
- •Listen to a person speaking about the weather in Montana (in the usa). Write what the person says, but miss out the ‘throw away’ words.
- •Listen to four people. Write their favourite ‘throw away’ words.
- •Underline the ‘throw away’ words in the text. Read the text aloud, saying the underlined expressions fast and in a low voice. Record yourself.
- •Listen to these sentences. Underline ‘throw away’ words.
- •Fill the gaps with the words well or anyway. Then listen and check.
- •Introducing the speaker
- •Prepare to deliver a speech for the situations below. These situations are only described in outline. Use your imagination to supply any details you need.
- •Listen to the presentation, indicate intonation, read the text. Prepare to deliver a presentation of your own.
- •You will hear a woman telling an anecdote. As you listen, notice
- •Use these outlines to tell the anecdotes.
- •Intonation etc.
- •Read the text.
- •Prepare Round-Table-Talk. Chose a role, build up arguments, participate in the discussion.
- •Intonation etc.
- •The chaos
- •Appendix 1
- •Appendix 2 English Vowels
- •Types of reading English vowels
- •English Consonants
- •Номинации
- •Prominent function words
- •Variant 1
- •Variant 2
- •Variant 3
- •Variant 4
- •Variant 5
- •Variant 6
- •Variant 7
- •Variant 8
Apposition
Apposition constitutes a separate syntagm, it is pronounced with the melody of the
preceding determined word:
My ⃗brother-in-͵law, │⃗Henry ͵Sanford…
Parenthesis
In the end or in the middle of the sentence parenthesis is usually unstressed or half-stressed and continues the melody of the preceding syntagm:
I’m a 、writer, ½⃗just a be、ginner, you know.
I’d ⃗like some 、salad to begin with.
In the beginning of the sentence parenthesis is stressed and often constitutes a separate syntagm:
I’ m a↘fraid, I must 'leave in a ↑quarter of an 'hour or 、so.
⃗As for ͵me ½I ↘never take 'mustard or 、pepper.
Parenthetical word “well” in the beginning of the sentence usually constitutes a separate intonation group pronounced with Low Rise:
͵Well, Mr. White, ½it’s ⃗five o’、clock.
Enumeration
In sentences with enumeration each logically unfinished group is pronounced with the rising tone:
The ↘five 'members of his 'family 、are: ½his ͵mother, ½his
⃗sister-in-͵law, ½his ⃗son ͵Benny, ½his ⃗wife ͵Helen ½and him ˎself.
“Please”
In the beginning of the sentence (or a syntagm) the word “please” is stressed but it doesn’t form a separate syntagm:
↘Please, 'Helen, pro'nounce the 、words.
In the middle of the sentence it can be stressed or unstressed but it doesn’t form a separate syntagm:
↘Will you please 'switch 'on the ͵tape-recorder?
In the end of the sentence it is unstressed and continues the melody of the preceding syntagm:
↘Will you 'read ͵louder, please?
“Thank you”
When pronounced with Low Fall it expresses heartfelt gratitude:
↘Will you please 'switch 'on the ͵tape-recorder? êê ˎThank you.
When pronounced with Low Rise it expresses formal polite gratitude:
͵Thank you, Mike. êê ⃗Go to your ˎseat.
Adverbial modifier
In the beginning of the sentence it forms a separate intonation group and is pronounced with
Low Rise:
In ⃗front of the ͵house…
Complex sentences
Clauses of the compound affirmative statements are pronounced with Low Fall which is explained by their completeness:
↘Doctor’s 'house is 'not ˎlarge ½but it is ˎcomfortable.
The first clause may be pronounced with Low Rise:
↘Doctor’s 'house is 'not ͵large ½but it is ˎcomfortable.
Direct speech
The author’s words preceding direct speech constitute a separate sense group and may be pronounced with the mid-level, low-falling or low-rising nuclear tone:
He ͵says: ½“I’m from ˎMoscow.”
He ˎsays: ½“I’m from ˎMoscow.”
He ›says: ½“I’m from ˎMoscow.”
The author’s words which follow the direct speech are usually pronounced as an unstressed or half-stressed tail of the preceding intonation group.
“I’m ⃗not ˎready,” he said.
If the tail gets longer, it may form a separate intonation group and pronounced on a lower pitch level.
“⃗What’s it ͵for?” he inquired in a whisper.
If the author’s words form two or more intonation groups, the first of them doesn’t form a separate intonation group. The second and the third are always stressed and pronounced each on the lower level.
“It’s ⃗rather exˎpensive,” she remarked ∣ looking in the ˎshop window.
When changed into indirect speech author’s words do not constitute an independent sense group