Винник_фонетика

UNIT 5

41

UNIT 5 5. 1.

The sound [ е ] – No. 3, front, mid-open (narrow variation), unrounded,

short monophthong.

The tongue is in the front part of the mouth cavity. The front of the tongue is raised to the hard palate but not so high as for [ɪ]. The side rims of the tongue make a light contact with the upper teeth. The tongue may be more tense than in the case of [ɪ]. The lips are loosely spread. The mouth is slightly open but a bit more than for [ɪ].

	First practise saying the sounds [ɪ] and [е], then practise saying them in
contrast. Listen and repeat:
[ɪ]	pin	bin	tin	pig	Bill	chicks
[е]	pen	Ben	ten	peg	bell	cheques

The sound [ æ ] – No. 4, front, open (broad variation), unrounded, short monophthong.

The mouth is more open that for [е]. The tongue is in the front part of the

mouth cavity. The front of the tongue is rather low in the moth. The side rims of the tongue make a very slight contact with the back upper teeth. The tongue is

tenser than in the case of [е].

	First practise saying the sounds [е] and [æ], then practise saying them in
contrast. Listen and repeat:
[е]	x	pen	men	said	beg	bread
[æ]	axe	pan	man	sad	bag	Brad

42	PART II. PRACTICE IN ENGLISH PRONUNCIATION

5.2. Intonation

5.2.1. Special questions

Special questions or “Wh” questions (Who? What? Why? When? Where?

How) are most commonly pronounced with the low falling tone on the last stressed syllable. In this case they sound serious, searching and business-like, e.g.:

ˡWhy did you deˡcide to ˡdo that?

ˡWhat‟s the matter?

If one wants to show much interest in the other person or in the subject and sound friendly and sympathetic he pronounces special questions with the low rising tone, e.g.:

ˡWhere do you ˡlive ͵now?

ˡWhat‟s your ͵name?

For repeated or echoing questions in unemphatic usage the low rising tone on

the question word is also common, e.g.:
Verbal Context	Response

I went with Jack.

It took me two hours.

͵Who did you ˌgo with?

͵How long?

[1].

5.2.2. Word Stress
In English some words are stressed at the end: perhaps				below about
Some words are stressed in the middle: beginning ˌconversation
But most words are stressed at the beginning:
ˡcamera	ˡjacket	ˡpractise	ˡwaiting	ˡcricket bat
ˡfamily	ˡhandbag	ˡpassenger	ˡairport	ˡaeroplane
ˡapple	ˡsandwich	ˡpictures	ˡwoman	ˡhijacker

Listen and repeat. Model 1

Statements usually have a falling tone at the end. “Wh” questions usually have a falling tone at the end. Yes/No questions usually have a rising tone at the end. Example:

“Wh” question: How did you spend your holiday? Statement: I went to A merica.

Yes/No question: Was it ex͵pensive? Statement: Yes. Very.

UNIT 5

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Model 2

Practice this dialogue. Use the place names below.

Kent

Venice

Belgium

Denmark

Edinburgh

A: How did you spend your holiday?

B: I went to …… .

C: Was it expensive? D: Yes. Very.

Model 3

Practise this conversation about the passengers. They are in the airport waiting to get on the aeroplane, e.g.:

A:Perhaps that passenger is a hijacker.

B:Do you mean the man with the black slacks?

A: No. The woman with the black handbag.
red hat	black slacks	cat	cricket bat	black handbag
family	camera	apple	sandwich	jacket

5.3. Dialogues

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 [е]. Lis-

ten and repeat:
any	Eddie	friend	ten pence	America
everybody	Ellen	left	Jenny	expensive cigarettes
everything	spend	shelf	jealous	help yourself
Dialogue 1		An expensive holiday
Eddie:	Hello, Ellen! Hello, Ben! Hello, Jenny!
Ben:	Hello, Eddie. Have a cigarette.
Eddie:	Thanks, Ben.
Ellen:	Help yourself to whisky.
Jenny:	It‟s on the shelf.
Ben:	How did you spend your holiday, Eddie?
Eddie:	I went to America with a friend.
Everybody: Well!
Ellen:	We‟re all jealous.
Ben:	Was it expensive?
Eddie:	Yes. Very. I‟ve spent everything.
Jenny:	Haven‟t you any money left?
Eddie:	Yes, Jenny. Ten Pence!

Practice saying some words from dialogue 2 illustrating the sound [æ]. Listen and repeat:

44 PART II. PRACTICE IN ENGLISH PRONUNCIATION

apple camera	Amsterdam		passenger	traveling	Miss Allen	jacket
black slacks	Anne		perhaps	lavatory	Alice	hijacker
handbag	left hand		Miss Bradley
Dialogue 2			A bad hijacker
Hostess Bradley:		Alice! Perhaps that passenger is a hijacker!
Hostess Allen:		Which passenger, Anne? That sad man with the camera?
		He‟s	wearing black slacks and a jacket.
Hostess Bradley:		No. That fat lady with the black handbag in her left hand.
Hostess Allen:		Is she standing next to the lavatory?
Hostess Bradley:		Yes, she‟s traveling to Amsterdam.
Hostess Allen:		You‟re mad, Anne. I don‟t understand.
Hostess Bradley:		You see, when she went into the lavatory she didn‟t have
		that handbag in her hand, and now she‟s …. .
Fat lady:		(clapping her hands) EVERYBODY STAND! I‟m a
		hijacker. And in this handbag I have a ….
Handbag:		Bang!

[2, pp. 4–6].

5.4. Stress and intonation in special questions (Wh-questions).

Ex`cuse ͵me, ˡwhere can I ˡbuy a newspaper?

Here are some more questions that you might ask when you arrive in a new town. Listen and mark all the stressed words and the tones.

a.Excuse me, where can I get stamps?

b.Excuse me, where‟s the nearest post office?

c.Excuse me, where‟s the nearest bank?

d.What time does it open?

e.What time does it close?

f.Where can I fine cheap accommodation?

g.How much does a single room cost?

h.What‟s the address?

i.What‟s the telephone number?

If you want to say the questions with the correct intonation, you should start high and go down on the tone. This makes you sound more polite and interested. To practise start by exaggerating, like this: listen and repeat:

Ex`cuse ͵me, ˡwhere can I ˡbuy a newspaper?

Listen to the questions again and repeat them. Remember that if your intonation doesn‟t start high, you will sound bored and impolite.

UNIT 6

45

5.5. Saying the time

There are two different ways of saying the time in English:

10.45	or	quarter to eleven
7.00 a.m.	or	seven o‟clock in the morning
7.00 p.m.	or	seven o‟clock in the evening

Listen and answer the questions on the tape like this:

Question: What‟s another way of saying 2.00 a.m.? Answer: Two o‟clock in the morning.

[3, pp. 4, 11].

UNIT 6 6.1.

The sounds [ s ], [ z] – constrictive fricative, forelingual, apical alveolar;

[s] is a strong and voiceless consonant, [z] is a weak and voiced consonant, partly

devoiced in final position.

Put the tip and the blade of the tongue close to the alveolar ridge. The air hit the tongue at the very centre of the teeth ridge. Push the air through the narrowing

very quickly, so that the strong friction is heard. For [z] push it more slowly, so that the friction is weaker. Keep the teeth very close together. The vocal cords do not vibrate when [s] is pronounced. For [z] they vibrate.

[1, p. 46].

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

[s]	Sue	said	sip	bus	piece	price
[z]	zoo	Z	zip	buzz	peas	prize

Practise saying some words illustrating the sound [z]. Listen and repeat:

Zzz!	amazing	these	says	something‟s
zoo	surprises	bees	noise	contains
buzzing	buzzes	is	hisses	Jones
surprising	Mrs.	does	smells	isn‟t

46	PART II. PRACTICE IN ENGLISH PRONUNCIATION

6.2. Pronunciation of –s at the end of words

There are three different pronunciations of the ending –s:

[s]	[z]	[ɪz]
starts	lives	finishes

a)If a word itself ends in [s], [z], [ ʃ ], [ʧ] or [ʤ] the final – s is pronounced [ɪz].

b)If a word ends in any other voiceless consonant the final – s is pronounced [s].

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

nounced [z].

Listen to the verbs from the box and put them in the right column, according to the pronunciation of ending – s.

	remembers	works		goes	takes	picks
	owns	rises		washes	kisses	watches
	likes	closes		visits	comes
	[s]			[z]			[ɪz]

Listen to some more words and put them in the right column, according to the pronunciation of ending – s.

	suburbs	weeks		chances	buses
	houses	pets		bedrooms	sports
	gardens	children‟s		hours	miles
	[s]			[z]	[ɪz]
					[3, p. 1].

6.3. 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 [s].

Listen and repeat:
sit	Saturday	sensible		interesting	star	sleep	skiing	six
Sam	Sunday	outside		instead	it‟s	spend	expensive	yes
sand	sailing	seaside		just	let‟s	swim	exciting	Alice
	Joining sounds		Listen and repeat:
Let‟s sit in the sun.			Let‟s sleep outside.		Six Star.	He wants some books.

UNIT 6

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Let‟s stay in a hotel.		Let‟s spend Sunday there too.	He smokes cigarettes.
He speaks slowly.
Dialogue		It’s expansive
Sam:	Let's go to the seaside on Saturday.
Alice:	Yes! Let's go sailing and water-skiing. That's exciting.
Sam:	It's expensive too. Let's just sit in the sun and go swimming instead.
Alice: Let's stay in the Six Star Hotel and spend Sunday there too
Sam:	Be sensible, Alice. It's too expensive. Let's sleep outside instead.

Alice: Yes. Let's sleep on the sand. That's more exciting.

6.4. Reading

Listen to the text. Mark the stressed words. Practise reading it aloud.

The smile of a snake

She speaks slowly, and smokes special, expensive cigarettes. As she steps upstairs, her long skirt sweeps over her silver slippers. She is small and smart and sweet-smelling. Her skin is like snow.

"You have stolen my heart!" I once said stupidly, and she smiled. But when she smiled, she smiled the smile of a snake.

[2, pp. 39–41].

6.5. Saying the names of academic subjects

You might study the subjects in the box at school or university. Put them into the correct column below, according to the stress pattern.

chemistry	music		algebra		philosophy	psychology
computing	sociology		geometry*		biology	politics
economics	geography*		engineering		geology	literature*
science	statistics	archaeology		history*	mathematics*		physics

* Dictionaries, and native speakers, disagree about how many syllables there are in these words. Listen and check your answers. Practice saying the words correctly.

	1. ■ ■		2. ■ ■ ■		3. ■ ■ ■
	4. ■ ■ ■ ■		5. ■ ■ ■ ■		6. ■ ■ ■ ■ ■
Eight students are talking about the subject that they study. Listen and write
down what the subject is in each case.
a.		c.		e.	g.
b.		d.		f.	h.
						[3, p. 58].

48	PART II. PRACTICE IN ENGLISH PRONUNCIATION

UNIT 7 7.1.

The sounds [ ð, θ ] – constrictive fricative, forelingual, interdental; [ð] is a

weak and voiced consonant, [θ] is a strong and voiceless consonant.

The tip of the tongue is either close to the edge of the upper teeth or slightly projected between the teeth. Blow out air between the tongue and the upper teeth through the narrowing. Keep both lips away from the teeth. The vocal cords vi-

brate for [ð]. The air force is very strong for [θ]; the vocal cords do not vibrate.

[ð]

[θ]

[1, p. 44].

If you find such pronunciation difficult try putting your finger in front of your mouth and touching it with your tongue like this:

[3, p. 12].

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

[s]	mouse	sum	sick	sink	pass
[θ]	mouth	thumb	thick	think	path

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

[f]	free	first	fin	Fred	half
[θ]	three	thirst	thin	thread	hearth

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

UNIT 7

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[t]	tin	tree	tanks	sheet
[θ]	thin	three	thanks	sheath
	First practise saying the sounds [d] and [ð], then practise saying them in
contrast. Listen and repeat:
[d]	Dan	day	dare	doze	Ida
[ð]	than	they	there	those	either
	First practise saying the sounds [z] and [ð], then practise saying them in
contrast. Listen and repeat:
[z]	bays	close	whiz	breeze	boos	size
[ð]	bathe	clothe	with	breathe	booth	scythe
	Practise these questions and answers. Pay attention to the sounds [s], [z],

[θ], and [ð]. Mind the intonation of special questions and statements. Listen and

repeat:
What‟s this?	This is the zoo.	What‟s that?	That‟s zero.
What are those?	Those are zebras.	What are these?	These are zips.
What‟s that?	That‟s a zebu.	Who‟s that?	That‟s Zack.
What‟s this?	This is Z.

7.2. Intonation and sentence stress

Stress. The words which are in blacker type are louder, or stressed. Listen and repeat:

Which hat do you think is better than the others?

I think the one with the feathers is better than the others.

Talk about the three hats using the words from the list below. Mind the intonation and sentence stress:

A: Which hat do you think is better than the others?

one with the feathers

B: I think the leather hat is … than the others. hat for three pounds

better	prettier	more fashionable	more comfortable
cheaper	uglier	more stupid	more expensive

50 PART II. PRACTICE IN ENGLISH PRONUNCIATION

7.3. 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 [ð].
Listen and repeat:
the	that	together	leather	another	rather
this	clothes	feathers	Miss Brothers	smoother
	Dialogue	The hat in the window
Miss Brothers: I want to buy the hat in the window.
Assistant:		There re three hats together in the window, madam. Do you
		want the one with the feathers?
Miss Brothers: No. The other one.
Assistant:		The small one for three pounds?
Miss Brothers: No. Not that one either. That one over there. The leather one.
Assistant:		Ah! The leather one. Now this is another leather hat, madam.
		It‟s better than the one in the window. It‟s a smoother
		leather.

Miss Brothers: I‟d rather have the one in the window. It goes with my clothes.

Assistant: Certainly, madam. But we don‟t take anything out of the window until three o‟clock on Thursday.

[2, pp. 53–56].

7.4. Word stress

Read these words. What is the stress pattern of the words? Write the words in the correct column according to the stress pattern. Transcribe them. Then listen and repeat.

discovery		traveler		develop		backpacker		chocolates		photograph
religion		abroad		delicious		hotel		prehistoric		destruction
privileged		organize		inhabitant		unique		illegal		passenger
experiment		business		broadcast		overtake		caravan		create
photographer
● ∙	∙ ●		∙ ● ∙		● ∙ ∙		∙ ∙ ●		∙ ∙ ● ∙	∙ ● ∙ ∙