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Lab work 17 Intonation

Lab work 17 Intonation - раздел Программирование, Практическая фонетика английского языка Exercise 1 Repetition Of The Nucleus Plus Tail Listen And Repeat,...

Exercise 1 Repetition of the nucleus plus tail

Listen and repeat, taking care to continue the pitch movement of the tone over the tail:

Bill bought it. Four of them came. Why do you do it?
Bill bought it. Four of them came. Why do you do it?
Bill bought it. Four of them came. Why do you do it?
Bill bought it. Four of them came. Why do you do it?

 

Exercise 2 Production of nucleus plus tail

The items from Exercise 1 will be used again. When you hear the number, say the item with the tone that is marked (1…12).

 

Exercise 3 High and low head

The following utterances will be repeated with high and low heads. Listen and repeat:

Taxes have risen by five per cent.
Taxes have risen by five per cent.
 
Haven’t you asked the boss for more?
Haven’t you asked the boss for more?
 
We don’t have time to read the paper.
We don’t have time to read the paper.
 
Wouldn’t you like to read it on the train?
Wouldn’t you like to read it on the train?

 

Exercise 4 Transcription

Each item will be pronounced three times. You must transcribe the utterances and mark their intonation (1…10).

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Практическая фонетика английского языка

Курс Практическая фонетика английского языка рассчитан на часов практических занятий в течение двух лет часа практических занятий на... ФОРМЫ КОНТРОЛЯ В конце... Итоговая отметка на экзамене представляет собой среднее арифметическое четырех итоговых письменных тестов двух...

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CONTENTS
Введение……………………………………………………………………... Unit 1………………………………………………………………………..... Organs of speech. Vowels and their classification. Consonants and their classification. Transcription

ФОРМЫ КОНТРОЛЯ
Программа предусматривает текущий контроль в форме письменных и устных тестов по всем темам, два устных коллоквиума в первом и втором семестрах, итоговые письменные тесты в каждом семестре и итогов

Нормы оценки
Письменные тесты оцениваются по десятибалльной системе (от 1 до 10), согласно которой 10 баллов выставляется при условии правильного выполнения 100-95% работы, а 3 балла соответствуют менее 69%(т.е

Фонетическая реализация английских гласных и согласных фонем
Коартикуляция и аллофоническое варьирование звуков в связной речи. Аспирация глухих смычно-взрывных согласных [p, t, k]. Степени аспирации в зависимости от позиции согласных в сло

Слог, ударение, ритм
Понятие о слоге. Английские гласные в ударных и безударных слогах. Редукция гласных и сохранение полного качества гласных в безударной позиции в слове. Слогообразующая функция сон

Высотно-мелодическая (тональная) организация речи
Понятие об интонационной группе и тональном контуре. Элементы интонационной структуры. Понятие о тоне. Статический и кинетический тоны. Терминальные тоны. Позиция ядерного тона во фразе.

Практические занятия
Наименование тем практических занятий и их содержание Количество часов     1 курс 1 семестр

Organs of speech
All speech sounds of English are made with some movement of air when it moves out of the lungs/lANz/. We draw it into the lungs quickly and we release it slowly. The air pas

Vowels and their classification
Vowels/'vaVqlz/ are sounds in which there is no obstruction to the flow of air as it passes from the larynx to the lips. They differ from each other in several ways. We need a

Consonants and their classification
Consonantsare sounds which are made by obstructing the flow of air at some point in our mouth. 1. They can be classified, first of all, according to the manner

Transcription
In any language we can identify a small number of regularly used sounds (vowels and consonants) that we call phonemes. We often use special symbols to represent speech sound

Self-check questions
1. What parts of the tongue do you know? What sounds are pronounced with the help of it? 2. Dwell on the vocal cords and their four main positions. 3. How many groups of consonant

FRONT AND BACK VOWELS
Lesson Topic Hours References   Friction consonants. Front and back vowels.

Friction consonants
Friction consonantsare consonants made by narrowing the air passage at some point in our mouth, and when the air escapes through this narrowing it makes a hissing sound (fricti

Front and back vowels
Jis long and tense. It is close and front: the front of the tongue is raised to a height slightly below and behind the front close position, the tongue

Lab work 2 English short vowels
Exercise 1 Repetition Listen and repeat: I bit [bIt] bid [bId] him [hIm] miss [mIs]

Lab work 6 Fricatives and affricates
Exercise 1 Repetition of words containing fricatives Listen and repeat (words given in spelling and transcription): f fin [fIn] off

Self-check questions
1. For what consonants is the friction the strongest? 2. Dwell on the position of the tongue for /s/ and /S/. 3. Compare the pronunciation of the vowels /A/ and /R/. 4. W

Personal questions
Where were you born? I’d rather not say. Where are you from? I’d rather not say. How tall are you? How old are you? How much do you weigh?

CLOSING DIPHTHONGS
Lesson Topic Hours References   Stop consonants. Central vowels. Diphthongs.

Stop consonants
Stop consonants are consonants in which the air is completely blocked at some point in our mouth, then compressed, and then released with a slight explosion or a popping noise.

Central vowels
E:is long and tense. It is central, half-way between open and close: the centre of the tongue is raised between close-mid and open-mid, no firm contact

Diphthongs and their classification
A diphthong/'dIfTPN/ is a movement or glide from one vowel to another. A vowel which remains constant and does not glide is called a pure vowel. Diphtho

Closing diphthongs
The closingdiphthongs all end with a glide towards a closer vowel. Because the second part of the diphthong is weak, they often do not reach a position that could be called

Lab work 3 Long vowels
Exercise 1 Repetition Listen and repeat: J beat [bJt] bead [bJd] been [bJn] beef [bJf]

Lab work 4 Plosives
Exercise 1 Repetition of initial plosives Each word begins with a fortis plosive; notice that the plosive is aspirated. Listen and repeat: paw [pL]

Self-check questions
1. Describe the movement of your speech organs while pronouncing /C/. 2. What is aspiration? How can it be marked? 3. Name the differences in pronunciation of /E:/ and /q/.

Easy solutions
Gee, I’m hungry! Have a sandwich. Gee, I’m angry! Calm down! Gee, I’m sleepy! Take a nap! Gee, it’s chilly in here! Put on a sweater.

CENTRING DIPHTHONGS
Lesson Topic Hours References   Nasal consonants. Diphthongs.  

Nasal consonants
Nasal/'neIzql/ consonants are consonants for which the mouth is blocked at some point and all the air is forced to go through the nose. For all nasal co

Centring diphthongs
The centring diphthongs glide towards the vowel /q/ which is a central vowel.   Iqthe starting point is a little clo

TRIPHTHONGS
Lesson Topic Hours References   Lateral consonant [l]. Triphthongs. &nbs

Lateral consonant
Lateral/'lxtqrql/ consonant is the consonant /l/ for which the tongue tip blocks the centre of the mouth and the air goes over the sides of the to

Triphthongs
The most complex English sounds of the vowel type are the triphthongs/'trIfTPNz/. They consist of a glide from one vowel to another and then to a third, all produced rapidly

Lab work 3 Diphthongs and triphthongs
Exercise 6 Repetition Listen and repeat, making sure that the second part of the diphthong is weak. eI mate [meIt] made [meId]

Lab work 5 Revision
Exercise 1 Vowels and diphthongs Listen and repeat: R and E: eI and e aI and R barn burn are err fast f

A bad day
I overslept and missed my train, slipped on the sidewalk in the pouring rain, sprained my ankle, skinned my knees, broke my glasses, lost my ke

GLIDING CONSONANTS
Lesson Topic Hours References   Gliding consonants.  

Gliding consonants
Gliding consonants are consonants with no stop or friction and which consist of a glide (a quick, smooth movement) towards a following vowel. We distinguish three gliding conso

Lab work 7 Further consonants
Exercise 1 Repetition of words containing a velar nasal Listen and repeat; take care not to pronounce a plosive after the velar nasal. hxN hxNq sININ rPN

Major decisions
How do you like your coffee? Black! Black! How do you like your tea? With lemon, please. How do you like your steak? Medium rare. How do you li

CONSONANT CLUSTERS
Lesson Topic Hours References   Consonant clusters.  

Theoretical background
English speech is characterised by linking, that means that the sounds within a word and words within a phrase are pronounced together with no pause or interval between them. When we have two or mo

Initial consonant clusters
Initial two-consonant clusters are of two sorts in English: 1) /s/ followed by one of the following consonants /p, t, k, f, m, n, l, w, j/; 2) one of the consonan

Final consonant clusters
Sequences of consonants at the end of words are more varied than at the beginning mainly because /s, z/ are added to most nouns to make their plural forms, and /t, d/

Longer consonant sequences
In phrases one word may end with a consonant cluster and the next word may begin with another consonant cluster, so that longer sequences quite commonly occur. These may be clusters of three (he

Lab work 8 Consonant clusters
Exercise 1 Devoicing of [l, r, w, j] When [l, r, w, j] follow [p, t, k] in syllable-initial position they are produced as voiceless, slightly fricative sounds. Listen and repeat:

Self-check questions
1. Match these questions on the left with the answers on the right. Underline consonant clusters and analyze them. Say the short conversations together with your partner. Wh

Theoretical background
Every English word consists of one or more syllables. A syllable is a group of sounds that are pronounced together. Each syllable contains one vowel, and only one (diphthong

Word stress
There is no simple way of knowing which syllable or syllables in an English word must be stressed, but every time you learn a new word you must be sure to learn how it is stressed. The stress patte

Utterance stress
When we talk we do not talk in single words but in groups of words spoken continuously (utterances/'AtrqnsIz/), with no break or pause. We may make a pause after a word grou

Weak and strong forms of words
Function words in English are generally not stressed, unless there is a need for special contrast or prominence on them. So, when these words are unstressed they have their weak

Lab work 9 Weak syllables
Exercise 1 “Schwa” q Listen and repeat: Two-syllable words with weak first syllable and stress on the second syllable about [q'baVt]

Lab work 10 Word stress
Exercise 1 Stress marking When you hear the word, repeat it, then place a stress mark (') before the stressed syllable. enImI enemy sqbtrxkt sub

Lab work 11 Complex word stress
Exercise 1 Stress-carrying suffixes When you hear the number, pronounce the word with stress on the suffix. You will then hear the correct pronunciation which you should repeat.

Lab work 12 Weak forms
Exercise 1 Sentences for transcription Write the following sentences in transcription, taking care to give the correct weak forms (1…12).   Exercise 2 Weak fo

Lab work 13 Revision
Exercise 1 Reading unfamiliar words from transcription The following are British place-names written in transcription. When you hear the number, say the word, making sure that the stres

Additional exercises
Exercise 1 How many syllables do these words have? One is done for you. furniture……3 bought…… blackboard…… examination…… remember…… collect…… anybody…… please…… grandmother

Self-check questions
1. What types of word stress do you know? 2. What prepositions usually have strong forms? 3. What is a stress shift? 4. Speak on the usage of weak and strong forms of per

Theoretical background
The notion of rhythm /rIDm/ involves some event happening at regular intervals of time; one can detect the rhythm of a heart-beat or of a piece of music. It is often said that English speech is rhy

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 w

FLUENCY
Lesson Topic Hours References   Fluency  

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

Alterations
These changes are based on practically similar mouth articulations which are the result of assimilatory tendencies, usually regressive. They involve changes of the place of articulation of a preced

Disappearances (elision)
Elision means the dropping of a sound or sounds, either within a word or at a junction of words. Elision is a feature of rapid colloquial speech, while formal speech tends to r

Self-check questions
Read the dialogue and analyze all types of linking. Mark the linking. Now practise the conversation, linking the words smoothly. A: Ann’s just phoned. She and Diana are both on their way.

INTONATION
Lesson Topic Hours References   Intonation  

Intonation
What is intonation? No definition is completely satisfactory, but we must agree that the pitch of the voice plays the most important part. There are no languages which are s

Utterance and its structure
Speech is divided into short pieces which are pronounced without any breaks within them. These are called utterances. So an utteranceis a continuous piece of speech beginnin

Tune shapes
As it has been already said, when we pronounce an utterance the voice goes up and down and the different notes of the voice combine to make tunes. In English the tune belongs not to a single word b

The Glide-Down
In the shortest word groups, where we use just one important word, the falling tune consists of a fall in the voice from a fairly high pitch to a very low one. The fall is on the stressed syllable

The Glide-Up
The Glide-Up is just like the Glide-Down except that it ends with a rise in the voice instead of a fall. Both important and unimportant words before the rise are treated exactly

The Take-Off
This tune also ends with a rise in the voice, like the Glide-Up, but any words and syllables before the rise are low.   I was

The Dive
In its shortest form this tune consists of a fall rather high to low and then a rise to about the middle of the voice.  

The usage of The Glide-Up
· We use the Glide-Down for statements which are complete and definite: || It was

The usage of the Glide-Up
· We use the Glide-Up in statements if they are intended to be soothing or encouraging: || I

The usage of the Take-Off
· We use the Take-Off in a statement if it is a grumble: || I did

The usage of the Dive
We use the Dive: · in a statementif the statement is not complete but leading to a following word-group: || I

Lab work 15 Tones
Exercise 1 Repetition of tones Listen and repeat: Fall: yes

Additional exercises
Exercise 1 Listen to these examples. Notice how the voice falls at the end. It’s

Self-check questions
1. What is intonation? 2. Compare the head, the nucleus and the tail of the Take Off with the same components of the Glide Up. 3. Give the definition of an utterance. 4.

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