B) A letter
| A letter came |
| in the post |
| from the coast |
| - the one that I wanted the most. |
| It said, “Don’t be slow, |
| walk through the snow |
| and phone me when you are close.” |
Редукция (Reduction)–Длительность гласных в безударных служебных словах и местоимениях сокращается.При сильном ослаблении гласные этих слов могут утратить свое качество. Происходит так называемая количественная (quantitative) и качественная (qualitative)редукция.
Ø qualitative: Tell her the truth /ˈtelhǝ ðǝˈtruːθ/
Ø quantitative: Is she married? /ˈɪzʃiˑ ˈmærɪd/
/ɑː – ɑˑ-ə/. Формы служебных слов и местоимений с нередуцированными гласными носят название сильных, формы с редуцированными гласными называются слабыми.
INTONATION FORMULA
Pre-Head (PH) –all unstressed and half stressed syllables before the first stressed syllable.
Head (FH, HLH) –all the syllables starting with the first stressed up to the last stressed syllable.
Nucleus (LF, LR) – last stressed syllable within the syntagma.
Tail (T) –all unstressed and half stressed syllables after the last stressed syllable.
4.32. Define the amount of stressed syllables in the sentences and write the formula.
1. He met her on a party. 2. They sat in a nice coffee shop. 3. I always think of my childhood. 4. She was deeply touched. 5. That was a really nice talk. 6. I never feel sorry for anything I do. 7. The king went back to the castle. 8. I want to see the town. 9. He got back from the trip. 10. You’re so kind.
Ex.4.33.
Listen and read. Transcribe the sentences. Mark the intonation patterns. Write the formula
He’s from Spain. ____________________
What’s her name? ____________________
They’re from Brazil. ____________________
Where’s she from? ____________________
He’s a teacher in Italy. ____________________
Ex.4.34.
Complete the word combinations and transcribe them. Listen and check.
| _a_ glass _of_ milk | /əˈglɑːs əvˈmɪlk/ | ____ cook ____ rice | |
| ____ time ____ lunch | ____ fast ____ that | ||
| ____ egg ____ chips | ____ meal ____ two | ||
| ____ bag ____ nuts | ____ box ____ food | ||
| ____ drink ____ eat | ____ fish ____ meat |
Ex.4.35. Listen and read. Then write the sentences and indicate the intonation patterns.
| /ˈɪzðɪs əˈsentəns ‖ ˈjes ∣ ɪtˈɪz ‖/ | _________________________________________ |
| /ɪzɪtəˈdɪfɪkəltsentəns ‖/ | _________________________________________ |
| /ˈjes ∣ ɪtˈɪz ‖ ðɪsˈsentəns ɪzˈdɪfɪkəlt ‖/ /ɪtsəˈdɪfɪkəltsentəns ∣ ˈɪzntɪt ‖ ˈjes ∣ ɪtˈɪz/ | _________________________________________ |
| _________________________________________ |
Ex.4.36. Listen and read. Indicate the intonation patterns. Draw the staves.
Kitty is six. _______________ Is Kitty six? _______________
Becky is seven. _______________ Is Becky seven? _______________
Teddy is ten. _______________ Is Teddy ten? _______________
Lilly is eleven. _______________ Is Lilly eleven? _______________
Mrs. Nelson is sixty six. _______________ Is Mrs. Nelson sixty six? _______________
Ex.4.37. Listen and read. Indicate the intonation patterns. Transcribe the sentences. Write the formula.
This is a clock. _________________________________________________
This is a desk. _________________________________________________
This is the best answer. _________________________________________
This is the fifth lesson. __________________________________________
This is the second letter. ________________________________________
This is the eleventh sentence. ____________________________________
Is this a good book? ____________________________________________
Is this a low desk? ______________________________________________
Is this the best answer? _________________________________________
Is this the fifth lesson? __________________________________________
Is this the second letter? ________________________________________
This is the end. ________________________________________________