Винник_фонетика

GLOSSARY	21

GLOSSARY

alveolar consonant – альвеолярный согласный apical – апикальный

ascending scale – восходящая шкала

active organs of speech – активные органы речи assimilation – ассимиляция

blade of the tongue – передняя часть языка backlingual – заднеязычный

back vowel – гласный заднего ряда

back-advanced vowel – гласный заднего продвинутого вперед ряда back part of the tongue – задняя часть языка

bicentral consonant – двухфокусный согласный bilabial – губно-губной

broad variation – широкая разновидность cacuminal – какуминальный

middle (central) part of the tongue – средняя часть языка close (high) vowel – гласный высокого подъема

consonant sounds (consonants) – согласные звуки (согласные) constrictive consonant – щелевой согласный

(the) degree of noise – степень шума dental consonant – зубной согласный descending scale – нисходящая шкала

descending falling scale – нисходящая шкала с нисходящим завершением descending rising scale – нисходящая шкала с восходящим завершением diphthong – дифтонг

diphthongoid – дифтонгоид

dorsal consonant – дорсальный согласный downward curve – нисходящая дуга

falling tone (fall) – падающий тон (нисходящий тон) fall-rise – нисходяще-восходящий тон

fluency – слияние

forelingual – переднеязычный

fortis consonant – фортисный (сильный) согласный fricative consonant – фрикативный (шумный) согласный fricative plosion – щелевой взрыв

front-retracted vowel – гласный переднего отодвинутого назад ряда

22

GLOSSARY

front vowel – гласный переднего ряда

front part of the tongue – передняя часть языка glide – скольжение

glottal consonant – фарингальный согласный glottis – голосовые щели

hard palate – твердое небо head – первый ударный слог

high fall – высокий падающий тон (высокий нисходящий тон) high rise – высокий восходящий тон

interdental consonant – межзубный согласный labial consonant – губной согласный

labio-dental consonant – губно-зубной согласный larynx – гортань

lateral plosion – боковой взрыв

lenis consonant – ленисный (слабый) согласный lingual consonant – язычный согласный

long vowel – долгий гласный

loss of aspiration – потеря аспирации loss of plosion – потеря взрыва

low fall – низкий падающий тон (низкий нисходящий тон) low rise – низкий восходящий тон

lower teeth – нижние зубы lower jaw – нижняя челюсть lungs – легкие

(the) manner of articulation – способ артикуляции mediolingual – среднеязычный

mid-open vowel – гласный среднего подъема mixed vowel – гласный смешанного ряда monophthong – монофтонг

mouth cavity – ротовая полость

narrow variation – узкая разновидность nasal cavity – носовая полость

nasal plosion – носовой взрыв nucleus - ядро

neutral – нейтральный

occlusive consonant – смычной согласный

occlusive-constrictive consonant (affricate) – смычно-щелевой согласный

(аффриката) occlusive nasal sonant – смычной носовой сонант

open (low) vowel – гласный низкого подъема

palatal consonant – палатальный (нѐбный) согласный palato-alveolar consonant – палатально-альвеолярный согласный

GLOSSARY

23

passive organs of speech – пассивные органы речи pharynx – глотка

pharyngal cavity – фарингальная полость phrase stress – фразовое ударение

plosive consonant (plosives) – взрывной согласный (the) place of obstruction – место преграды post-alveolar consonant – заальвеолярный согласный pre-head – предударное начало

protruded – вытянутый reduction – редуцирование resonator – резонатор

rims of the tongue – края языка rising tone (rise) – восходящий тон

rise-fall – восходяще-нисходящий тон (восходящий падающий тон) rounded – округлѐнный

scale – шкала

short vowel – краткий гласный soft palate (velum) – мягкое небо

sonorous consonant (sonorants or sonant) – сонорный согласный (сонант) stressed syllable – ударный слог

syllable-forming sonant – слогообразующий сонант tail – заядерная часть

teeth ridge (alveolar ridge) – альвеола tongue – язык

tongue tip (tip of the tongue) – кончик языка unicentral consonant – однофокусный согласный unrounded – неокруглѐнный

unstressed syllable – безударный слог upper teeth – верхние зубы

upward curve – восходящая дуга uvula – язычок

velar consonant – задненѐбный (велярный) согласный vibration of the vocal cords – вибрация голосовых связок vocal cords – голосовые связки

voiced consonant – звонкий согласный voiceless consonant – глухой согласный

vowel sounds (vowels) – гласные звуки (гласные) windpipe – трахея

word stress – словесное ударение

work of the vocal cords – работа голосовых связок wrong assimilation – ложная ассимиляция

24	PART II. PRACTICE IN ENGLISH PRONUNCIATION

PART II

PRACTICE IN ENGLISH PRONUNCIATION

UNIT 1 1.1.

The sound [ i:]

No.1, front, close (narrow variation), unrounded, long diphthongoid.

You should smile, and your mouth should be slightly open to make the sound [i:].

Your tongue is in the front part of the mouth cavity. The front of the tongue is rather high in the mouth. The tongue is tense, the side rims of the tongue make a

firm contact with the upper teeth. [i:] is a long sound.

The sound [ ɪ ]

No.2, front –retracted, close (broad variation), unrounded, short monophthong. You should open you mouth a little more, and move your tongue down a bit,

to make the sound [ɪ]. Your tongue is in the front part of the mouth cavity, but a little retracted. The tongue is lax, the side rims of the tongue make a light contact with the upper teeth. [ɪ] is a short sound.

[1, pp. 98, 86].

Practise pronouncing the sound [i:]. Listen and repeat:

bean

heel meal peel sheep cheap

seat

eat

leek cheeks

UNIT 1

25

First practise saying the sounds [i:] and [ɪ], then practise saying them in contrast. Listen and repeat:

[i:]	sheep	bean	eat	seat	leek	cheeks
[ɪ]	ship	bin	it	sit	lick	chicks
						[2, pp. 2, 3].
	Listen to the sentences and write down the word that you hear:
a. mill		meal		d. pitch		peach
b. hills		heels		e. slip		sleep
c. fill		feel		f. will		wheel

All of the words and phrases below contain either the sound [ɪ] or the sound [i:] or both. Mark them [ɪ] or [i:]. Listen and check yourself. Then transcribe the words, mark the phonetic phenomena. Example: clean [i:] – [ˡkli:n ].

a. clean	d. cottage	g. kitchen	j. peace
b. detached	e. description	h. living room	k. reception room
c. convenient	f. dream	i. minutes	l. residential street
			[3, p. 28].

1.2. Intonation

1.2.1. Intonation of Direct Address. You‟ll come across several examples on the Intonation of Direct Address in the dialogues. Learn the rule:

Direct Address at the Beginning of the Sentence.

In formal, serious speech direct address at the beginning of the sentence is stressed and forms an intonation group pronounced with the Low Fall. In a friendly conversation or to attract the listener‟s attention direct address at the beginning of the sentence is stressed, forms an intonation group and pronounced with the

Fall-Rise, e.g.: Children, | listen to me.

Ma ͵ ry, | ˡcome here.

Direct Address in the Middle or at the End of the Sentence.

In the middle or at the end of the sentence direct address is ordinarily pronounced as the unstressed or half-stressed tail of the preceding intonation group. But sometimes in the informal speech after the low-falling nucleus it can also be pronounced with the low-rising tone or falling-rising tone, e.g.:

I say, Mike, I‟ve ˡjust had a ˡwire from Mary. Good morning, Mrs. ˌWood.

'Shut the 'door be hind you, ͵Peter.

26	PART II. PRACTICE IN ENGLISH PRONUNCIATION

1.2.2. Enumeration.

If the sentence contains enumeration, then every non-final component of it is pronounced as a separate intonation group and with the rising tone; and the final intonation group is pronounced with the falling tone, e. g.:

I 'bought some ͵socks, | ͵shirts | and | ties.

If the enumeration is not completed the final intonation group is pronounced with the Low Rise, e. g.:

You can have po͵tatoes, | ͵carrots, | ͵cabbages.

If the speaker wishes the enumeration to be regarded as separate items of interest the Low Fall is used in each intonation group. Such sentences are pronounced in a slow way and the pauses are longer, e. g.:

She has a lot of dresses, |

shoes

| and hats.

1.2.3. Alternative questions. Questions with “or”.

An alternative question indicates choice between two homogeneous parts and is usually represented by two intonation groups. The most usual way of pronouncing alternative questions is to use the Low Rise in the first intonation group and the Low Fall in the second one. The final Low Fall in this type of question shows that the choice should be made of the two items, e. g.:

Have you got a ͵son | or a daughter?

If the choice is of three or more alternatives, the intonation groups preceding the final one are pronounced with the Low Rise as they may be treated as items of enumeration. The final intonation group is pronounced with the Low Fall, e. g.:

Would you like ͵milk, | ͵tea | or coffee?

Note: Alternative questions should not be mixed up with general questions which are pronounced with the rising tone at the end, e.g.:

Have you got a ͵son | or a daughter?

Have you got a ˡson or a ͵daughter? (Have you got any children?)

1.2.4.General questions. Yes / No questions.

A general question is usually pronounced with the low rising tone at the end. They sound interested with this pattern, e. g.:

Do you like ͵sport?

When said with the Low Fall general questions are put forward as a serious suggestion or a subject for urgent discussion, e.g.:

ˡShall we post pone it?

ˡHaven‟t you ˡnoticed the mis takes?

[1].

UNIT 1

27

Practise saying the intonation patterns described above. Listen and repeat. The parts of words which are in blacker type are louder, or stressed:

Model 1:

He ˡbought a pen.

He ˡbought a ͵pen	and a pencil.
He ˡbought a ͵pen		and a ͵pencil	and a pin.
He ˡbought a ͵cup	and some nuts.
He ˡbought a ͵cup,		some ͵nuts and some honey.
He ˡbought a ͵cup,	some ͵nuts, some ͵honey, and a brush.
Model 2:
Would you like ͵coffee		or tea?
Would you like ͵veal		or beef?
Would you like ͵coffee		or ͵milk	or tea?
Model 3:

Mind the weak form of do you…..? [ʤʊ] or [ʤə] and would you…..? [wʊʤʊ]

or [wʊʤə]. Start practising at the end of the

͵sport? like ͵sport? you like ͵sport?

Do you like ͵sport?

1.3. Dialogues

question, e. g.:

͵dance? to ͵dance? like to ͵dance?

you like to ͵dance?

Would you like to ͵dance?

Read the dialogues, transcribe them, and mark all the phonetic phenomena in them. Then listen to the dialogues, mark stresses and tunes. Then picture them on the tonogram. Then listen to the dialogues a lot of times and learn them by heart.

Practice saying some words from dialogue 1 illustrating the sound [i:]. Lis-

ten and repeat:
Edith	evening	Jean	cheese
tea	three	Peter	meat
Dialogue 1	In a restaurant
Peter:	What would you like to eat, Edith?
Edith:	A meat sandwich.

28 PART II. PRACTICE IN ENGLISH PRONUNCIATION

Peter:	Jean? Would you like a meat sandwich or a cheese sandwich?
Jean:	A cheese sandwich, please, Peter.
Waiter:	Good evening.
Peter:	Good evening. We‟ll have one meat sandwich and two cheese
	sandwiches.
Edith:	And three teas, please.
Waiter:	(writing down the order) One meat sandwich … two cheese
	sandwiches … and … three teas.
Practice saying some words from dialogue 2 illustrating the sound [ɪ]. Lis-
ten and repeat:
it‟s	isn‟t	ill	Indians	interesting
Tim	film	minutes	beginning	quick
Dialogue 2	An interesting film
Bill:		Is Tim in?
Lyn:		Is he coming to the pictures?
Mrs. Smith:		Tim‟s ill.
Bill:		Here he is! Hello, Tim.
Tim:		Hello, Bill.
Lyn:		Are you ill, Tim?
Tim:		Is it an interesting film?
Lyn:		It‟s “Big Jim and the Indians”.
Bill:		And it begins in six minutes.
Mrs. Smith:		If you are ill, Tim….
Tim:		Quick! Or we‟ll miss the beginning of the film!

[2, pp. 2, 3].

1.4. The pronunciation of –er and –est (comparatives and superlatives)

-er is pronounced [ə]; -est is pronounced [ɪst]. Listen to the adjectives, compara-

tives and superlatives, and repeat them paying attention to the pronunciation of –er and –est .

a) big		bigger	biggest	e) clean	cleaner	cleanest
b) cheap		cheaper	cheapest	f) rich	richer	richest
c) slim		slimmer	slimmest	g) easy	easier	easiest
d) deep		deeper	deepest	h) pretty	prettier	prettiest
	Read the questions and tick the correct answer.
1.	Which building is the oldest?
	a) The Taj Mahal		b) The Parthenon c) The colosseum
2.	Which city is the biggest?
	a) London		b) Tokyo	c) Mexico City
3.	Which country is the smallest?

UNIT 2

29

	a) Monaco	b) Luxemburg	c) Hungary
4.	Which animal is the fastest?
	a) the lion	b) the cheetah		c) the tiger
5.	Which lake is the deepest?
	a) Loch Ness	b) Lake Michigan		c) Lake Baikal
6.	Which bridge is the newest?
	a) Tower bridge	b) The Golden Gate bridge		c) The bridge of Sights
7.	Which monument is the tallest?
	a) The Eiffel Tower	b) The Statue of Liberty		c) Nelson‟s Column
8.	Which river is the longest?
	a) The Mississippi	b) The Nile		c) The Danube
9.	Which mountain is the highest?
	a) Mont Blanc	b) Mount Fuji		c) Mount Everest
10. Which planet is the largest?
	a) Mars	b) Jupiter		c) Venus

Listen to the question and respond like this: Is the Parthenon’s the oldest? Then listen and check your answer.

[3, p. 29].

1.5. Comparing sounds: / ɪ / or / i: / ?

Complete the table with the words from the box. Transcribe the words.

chicken	street	pig	stream		field	people	bridge
village	tree	sheep	clean		see	green	hill
fish	cheese	chips	feel
VOWEL SOUND No. 2					VOWEL SOUND No.1

[9, p. 48].

UNIT 2 2.1.

The sounds [ p, b ] – occlusive, plosive, bilabial; [p] is a fortis and voice-

less consonant, [b] is a lenis and voiced consonant.

Close your lips hard. Push air forward in your mouth. The soft palate is raised and the air coming into the mouth stops for some time and then breaks the ob-

struction with a slight explosion. The vocal cords do not vibrate for [p]; the sound [p] is pronounced fortis because the breath effort is very strong; it is pronounced

30	PART II. PRACTICE IN ENGLISH PRONUNCIATION

with aspiration. The vocal cords are tense and vibrate for [b]; the sound [b] is pronounced lenis because the breath effort is weak.

[1, p. 35].

First practise saying the sounds [p] and [b], then practise saying them in contrast. Listen and repeat:

[p]	pin	pen	pear	cap	pup	Poppy
[b]	bin	Ben	bear	cab	pub	Bobby

The sound [p] is quieter in these words. Listen and repeat:

a cup

a pipe

an envelope

a stamp

Help!

The sound [p] is very quiet in these words. Transcribe the words and mark

all the phonetic phenomena. Listen and repeat:
empty	upstairs	dropped	help me
helpful	perhaps	Mr. Tupman	stop shouting
stop talking	stop pulling

[2, pp. 30, 31].

2.2. Stress in compound words.

Compounds are words composed of separable root morphemes. The spelling of compound words differs. They may be spelled as one word, with a hyphen or as two separate words. Among compounds we find compound nouns, adjectives, verbs.

The majority of compound nouns are usually single-stressed, e. g.: ˡreading-room, ˡwriting-table, ˡapple-tree, ˡsuitcase, raincoat, ˡmusic-hall,

ˡblackboard.

This type of word stress in compound nouns differentiates compounds from word combinations where every word has a stress, e. g.:

ˡblackbird – дрозд	ˡblack ˡbird – черная птица
ˡblackboard – классная доска	ˡblack ˡboard – черная доска
ˡgoldfish – золотая рыбка	ˡgold ˡfish – рыба золотистого цвета
ˡstrong-box – сейф	ˡstrong ˡbox – крепкий ящик