Винник_фонетика

UNIT 2

31

Double-stressed compound nouns are comparatively rare. In such compounds both elements are equally important, e. g.:

ˡgas-ˡstove, ˡgas-ˡring, ˡabsent-ˡmindedness, ˡice-ˡcream.

Compound adjectives have generally two stresses as both elements are equally significant in them, e. g.:

ˡclean-ˡshaven, ˡwell-ˡbred, ˡbare-ˡfooted, ˡbroad-ˡshouldered, ˡfirst-ˡclass.

Compound adjectives with only one stress on the first element occur when the second element is semantically weak, e. g.:

ˡspring-like, ˡchildlike, ˡoval-shaped.

Compound verbs have stresses on both elements as they are of equal semantic significance, e. g.:

ˡgive ˡin – ˡgive ˡout, ˡturn ˡon – ˡturn ˡoff.

			[1, p. 133].
Listen and repeat:
1. a shelf	a bookshelf
2. a brush	a hairbrush		a paintbrush
3. a card	a postcard		a birthday card
4. a ball	a football		a ping pong ball
5. a bag	a handbag		a shopping bag
6. a man	a policeman		a postman
Conversation	Do this in pairs.		Example: shelf
A: ˡThat‟s a shelf.		B: Yes, it‟s a bookshelf.

[2, p. 32].

Word stress on compound nouns. Complete the table with the words from the box according to their stress pattern.

Shoe shop			birthday party	guitar case	hairbrush	coffeepot
teapot			Road map	toothbrush	bread knife	police car
country road			photograph	Album	telephone box
railway station			bus stop	car park
1.	■■		Shoe shop
2.	■■
3.	■■■
4. ■ ■
5.	■■■■

[9, p. 48].

32	PART II. PRACTICE IN ENGLISH PRONUNCIATION

2.3. Tongue-twisters and dialogues

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

Peter Piper

Peter Piper picked a peck of pickled pepper. A peck of pickled pepper Peter Piper picked. If Peter Piper picked a peck of pickled pepper, Where is the peck of pickled pepper

That Peter Piper picked? Betty Botter

Betty Botter bought some butter

But Betty said, “This butter‟s bitter,

If I put it in my batter

It‟ll make my batter bitter.

But a bit of better butter

Will make my batter better.”

So she bought a bit of butter Better than her bitter butter And she put it in the batter

And the batter wasn‟t bitter.

So it was better

Betty Botter bought a bit of better butter

Practice saying some words from the dialogue illustrating the sound [b].

Listen and repeat:
Barbara	Ruby	black	brown
birthday	about	blue	brother
beautiful	remember	blouse	hairbrush
butterfly	somebody	terrible	Bob
Dialogue	Happy birthday
Bob:	Hello, Barbara.
Barbara:	Hello, Bob. It's my birthday today.
Bob:	Oh, yes! Your birthday! Happy birthday, Barbara!
Barbara:	Thanks, Bob. Somebody gave me this blouse for my birthday.
Bob:	What a beautiful blouse! It's got brown and blue butterflies on it.
Barbara:	And big black buttons.
Bob:	Did Ruby buy it for you?

UNIT 3

33

Barbara: Yes. And my brother gave me a hairbrush and a book about baby birds.

Bob: I didn‟t remember your birthday, Barbara. I'm terribly sorry.

Barbara: Well, you can buy me a big bottle of perfume, Bob!

Bob: I've got a better idea. We 'II get into a cab and go to a pub, and I'll buy you a bottle of beer.

[2, p. 31].

2.4. The weak form of do

Look at the pictures the teacher gives you and make the questions. Remember that with some sports play is used and with some go is used. Listen and check

your questions on the tape. Pronounce the weak form of Do you …? ([ʤʊ] or [ʤə]) correctly.

2.5. Contraction of be with the Present Continuous

Listen the contracted forms of be. Transcribe them. Listen again and repeat.

I‟m	He‟s	It‟s	They‟re
You‟re	She‟s	We‟re

It is sometimes very difficult to hear be with the Present Continuous, especially when people are speaking quickly, and sometimes foreign students miss it out. Listen to these two foreign students – one of them says be and one of them does not:

A:I living in England at the moment.

B:I‟m living in England at the moment.

A:In my class we‟re studying for an exam.

B:In my class we studying for an exam. Can you hear the difference?

Listen to the foreign student – he says ten sentences. For each sentence mark the box below with a tick √ if he pronounces be and a cross if he forgets it.

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

[3, p. 2].

told tried rained

did David Donald

Sidney didn‟t cards

34	PART II. PRACTICE IN ENGLISH PRONUNCIATION

UNIT 3 3.1.

The sound [ t, d ] – occlusive, plosive, forelingual, apical, alveolar; [t] is a fortis

and voiceless consonant, [d] is a lenis and voiced consonant.

The complete obstruction is made by the tip of the tongue which is firmly pressed against the middle of the alveolar ridge. The soft palate is raised and the air coming into the mouth stops for some time and then breaks the obstruction with a

slight explosion. The vocal cords do not vibrate for [t]; the sound [t] is pronounced fortis because the breath effort is very strong; it is pronounced with aspiration. The vocal cords are drawn together and vibrate for [d]; the sound [d] is pronounced lenis because the breath effort is weak.

voice

[1, p. 38].

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

[t]	tore	tarts	cart	write	train	trunk
[d]	door	darts	card	ride	drain	drunk

The sound [t] is quieter in these words. Identify all the phonetic phenomena.

Listen and repeat:
travel	department store	little	hats
try	want some	gentleman	coats
lavatory	fat man	exactly	skirts
twenty	hot meal	first floor	shirts
twelve	bootlace	light bulbs	restaurant
twins	bottle	fruit juice	crickets bats

Transcribe the words and mark all the phonetic phenomena in them. Then listen and repeat:

do date daisy

UNIT 3

35

dotty	stayed	decided	bad cold
darling	studied	damaged	children
dancing	repaired	goodbye
			[2, p. 33].

3.2. Pronunciation of –ed past tenses

There are three different pronunciations of –ed in regular past tense verbs:

[d]	[t]	[ɪd]
phoned	cooked	landed

a)If a verb itself ends in t or d the final –ed is pronounced [ɪd].

b)If a verb ends in a voiceless consonant the final –ed is pronounced [t].

c)If a verb ends in a voiced consonant or a vowel sound the final –ed is pro-

nounced [d].

Listen to these past tense verbs and arrange them in the right column, according to the pronunciation of –ed. You will hear each verb twice.

	helped	missed		discovered	invited
	offered	started		looked	asked
	reached	lived		called	jumped
	saved	needed		tried	waited
	[t]			[d]		[ɪd]

Read the sentences and write [t], [d] or [ɪd] to show the pronunciation of –

ed. Then listen and check yourself. Practise saying the sentences. Pay attention to your pronunciation of the past tense verbs.

a. _____	Last year we decided not to go abroad.
_____	We rented a lovely cottage in Wales.
_____	It rained every day.
b. _____	We hitchhiked across Europe.
_____	We stayed with friends in Paris.
_____	We camped outside Rome.
c. _____	I worked all last summer.
_____	I wanted a new car.
_____	I saved up a lot of money
d. _____	Last summer I visited my cousin in New York.
_____	I really enjoyed it.
_____	I travelled all over America too.

36	PART II. PRACTICE IN ENGLISH PRONUNCIATION

Underline the verbs from the box which end with the sound [ɪd]. Listen to the pronunciation of – ed at the end of the verbs again and check yourself.

wanted	talked	played	started	finished	stopped	loved	hated
arrived	painted	needed	decided	liked	stayed	helped	cleaned
washed	waited
							[3, p. 12].

3.3. Tongue-twister

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

Tutor

A tutor who tooted a flute

Tried to tutor two tooters to toot. Said the two to the tutor,

“Is it harder to toot,

Or to tutor two tooters to toot?”

3.4. Word stress in adjectives ending in -ous

Notice the stress in these adjectives:

■ ■	■ ■ ■	■ ■ ■ ■
fa-mous	am-bi-tious	con-tin-u-ous

Put the words in the box into the right columns, according to the number of syllables, and the stress pattern. If you don‟t know some words, try to guess where the stress is, don‟t use the dictionary. Listen to the words and transcribe them.

Practise saying the words with the tape.

curious	dangerous	delicious	disastrous	famous	generous
hilarious	jealous	poisonous	precious	religious	ridiculous

1. ■ ■	2. ■ ■ ■	3. ■ ■ ■	4. ■ ■ ■ ■
			[3, p. 16].

3.5. Weak forms of Would you ….? and Do you …. ?

When we speak quickly the weak forms of Would you … ? and Do you … ? are used. They are pronounced like this:

UNIT 4

37

Would you … ? [ wʊʤʊ ] or [ wʊʤə ] Do you … ? [ ʤʊ ] or [ ʤə ]

Fill in the missing words, either would you…? or do you …?. Bob and Anna are in a disco. Listen to the dialogue between them to check your choice. Then listen to the dialogue again and practise saying the weak forms of would you…? or do you …?.

Bob: ______ you like to dance? Anna: No, thanks.

Bob: ______ you like cocktails? Anna: Yes, I do.

Bob: ______ you like something to drink? Anna: No, thanks.

Bob: ______ you like hamburgers? Anna: Yes, I do.

Bob: ______ you like something to eat? Anna: No, thanks.

Bob: ______ you like this music? Anna: Yes, I do.

Bob: ______ you like the disc jockey?

Anna: He's

[3, p. 8].

UNIT 4 4.1.

The sounds [ k ], [ ɡ ] – occlusive, plosive, backlingual, velar; [ k ] is a for-

tis and voiceless consonant, [ ɡ ] is a lenis and voiced consonant.

The back of the tongue makes a firm contact with the soft palate. The soft palate is raised and the air coming from the lungs stops for some time and then

breaks the obstruction with a slight explosion. For [k] the vocal cords do not vi-

brate; the sound is pronounced fortis because the breath effort is very strong. At the beginning of words, [k] has a lot of aspiration in English; you can practise this by holding a piece of paper in front of your mouth when you make the sound; the air that comes out of your mouth should make the piece of paper move. For

[ɡ] the vocal cords are drawn together and vibrate; the sound is pronounced lenis because the breath effort is weak.

38	PART II. PRACTICE IN ENGLISH PRONUNCIATION

voice

[1, p. 39].

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

[k]	cold	coat	curl	class	back	clock
[ɡ]	gold	goat	girl	glass	bag	clog
Listen and repeat:
Car	of course	school	cuckoo		because	scooter	sky
pocket	carpet	ticket	scarf		American	cup of coffee

The sound [k] is usually quieter here. Listen and repeat:

like	look	milk	plastic	talk	work	ask
The sound [k] is usually very quiet here. Transcribe the words and mark all
the phonetic phenomena in them. Listen and repeat:
black dog cake fork			picture	book shelf	worked		talked
take two	electric		exactly	asked		looked

4.2. Stress

The words and the parts of words which are in blacker type are louder, or

stressed. Listen and repeat:
1. a clean shelf	a clean bookshelf
2. a clean glass	a clean whisky glass
3. a black cup	a black coffee cup
4. a plastic ring	a plastic key ring
5. a dirty bottle	a dirty coke bottle
6. an electric clock	an electric cuckoo clock
7. an expensive cake	an expensive chocolate cake

UNIT 4

39

Game	Jumbled sentences
Do this in pairs. Example:		cup	a	coffee	black	it's

A:What's this?

B:It's a black coffee cup.

1. an it's	cuckoo			electric		clock
2. ring	plastic			it's	key	a
3. whisky		dirty		it's	glass		a
4. it's	bottle		dirty		a	coke
5. expensive		cake		cream		an	it‟s
6. it's car	comfortable				coat	a
7. book black		a		it's	address
8. it's collector		drunk			a	ticket

This is the telegram from Margaret and Greg: ARRIVING ENGLAND BEGINNING AUGUST

and this is what it means: We're arriving in England at the beginning of August.

What the telegram means is much longer than the text of the telegram, but try to say both sentences in the same length of time. Listen and repeat:

arriving England beginning August

We're arriving in England at the beginning of August. Now try these:

1.Glad coming August

We're glad you're coming in August.

2.Bring gun, golf clubs

Bring your gun and your golf clubs.

3.Bring guitar Bring your guitar.

4.Lost guitar. Send cash

I've lost my guitar. Could you send me some cash?

5.Forget guitar. Bring gun

Forget about your guitar but bring your gun.

4.3. Dialogues

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

Practice saying some words from the dialogue illustrating the sound [ɡ].

Listen and repeat:
give	together	garden	go	dog	Greek	glad
beginning	again	gun	August	Craig	Margaret	England
get	guests	good	guitar	Greg	telegram

40 PART II. PRACTICE IN ENGLISH PRONUNCIATION

Dialogue Guests in August

Craig: I've just got a telegram from Margaret and Greg. Carol: Are they coming to England again?

Craig: Yes. At the beginning of August. Carol: Good. We can all get together again.

Craig: I'm glad they're coming in August. We can take the dog and go for walks together.

Carol: Yes. And we can give a garden party.

Craig: And Margaret can play her guitar in the garden and sing Greek songs again.

Carol: Yes. August is a good time to come to England.

[2, pp. 36–39].

4.4. Intonation of enumeration

You can see the lists below. Listen and respond to the questions on the tape. Practise the intonation of enumeration. Use the shopping lists to answer, like this:

a.you listen: I‟m going to the supermarket – do you want anything? you speak: Yes, could you get some ……….. .

a. Supermarket	b. Green	c. Newsa-	d. Snack bar	e. Off licence
– some biscuits	grocer‟s	gent‟s	– a sandwich	– some whisky
– some mayon-	– some	– some ciga-	– a hamburg-	– some cham-
naise	oranges	rettes	er	pagne
& some marga-	– some ba-	– some	& some coke	& some min-
rine	nanas	chocolate		eral water
	& some ap-	& some
	ples	matches

4.5. Adjectives ending in –ed and -ing

There are some topics in the box. You will hear ten different people talking about them. Number the topics in the order that you hear them mentioned. Then listen again and note down some details that people say about these topics.

	Film	Election results	Party		Divorce	Birthday presents
	Jokes	American	Violinist		Homework		Baby
	Listen to the people again. Which adjectives do they use, one ending in –ed
or one ending in – ing? Underline the one that you hear.
	a. disappointed / disappointing			b. worried / worrying			c. shocked / shocking
	d. pleased / pleasing			e. annoyed / annoying			f. excited / exciting
	g. interested / interesting			h. amused / amusing
	i. disappointed / disappointing			j. bored / boring
							[3, p. 27].