Винник_фонетика

UNIT 13

71

just	injured	large
joke	passenger	George Churchill
jail	damaged	ginger-haired chap
Dialogue 2	George Churchill

Jerry: Just outside this village there's a very dangerous bridge.

John: Yes. Charles told me two jeeps crashed on it in January. What happened? Jerry: Well George Churchill was the driver of the larger jeep, and he was

driving very dangerously. He'd been drinking gin. John: George Churchill? Do I know George Churchill?

Jerry: Yes. That ginger-haired chap. He's the manager of the travel agency in Chester.

John: Oh, yes. I remember George. He's always telling jokes. Well, was anybody injured?

Jerry: Oh, yes. The other jeep went over the edge of the bridge, and two children and another passenger were badly injured.

John: Were both the jeeps damaged? Jerry: Oh, yes.

John: And what happened to George?

Jerry: George? He's telling jokes in jail now, I suppose!

[2, pp. 44–45].

13.4. The sounds [ ʃ ] and [ʧ ]

Listen to the following pairs of words and make sure that you can hear the difference between the sounds [ ʃ ] and [ ʧ ].

	a. sherry cherry		c. ships	chips	e. dish	ditch
	b. shin	chin	d. shops	chops	f. wash	watch
	Listen and circle the word above that you hear in each sentence.
	Check the meaning of any of the words below that you do not know. Listen
and transcribe the words. Then practise saying them.
	portion	merchant	cherry cheesecake		purchased		kitchen shelf
	shining Porsche		Czech	chess	chewed		chase
	checked shorts		chambermaid

Now listen to these tongue-twisters and underline all the [ʧ ] sounds that you hear.

a.Which of Shirley Hatchard's children stole a portion of cherry cheesecake from the kitchen shelf?

b.Sheila Charlton's Czech washing machine chewed up Richard Sheridan's checked shorts.

c.The rich Turkish sugar merchant purchased a shining Porsche for

72	PART II. PRACTICE IN ENGLISH PRONUNCIATION

his Chinese chauffeur to polish.

d.Sasha, the Russian chess champion, chased Sharon, the Scottish chambermaid, round the kitchen floor, so Sharon showed Sasha the door.

Listen again and circle all the [ ʃ ] sounds that you hear.

Practise saying the tongue-twisters. Start by saying them slowly and then say them faster and faster.

[3, p. 46].

13.5. Homophones

Homophones are words with the same pronunciation but different spelling and different meaning. [wɔ:] war and wore; [haɪə] higher and hire

Think of two spellings for these words in phonemic script.

a. [nju:]	_____	_____	g. [pi:s]	_____	_____
b. [plеɪn] _____		_____	h. [kɔ:t]	_____	_____
c. [ ʃɔ:]	_____	_____	i. [wеɪ]	_____	_____
d. [wʊd]	_____	_____	j. [ˡwеðə]	_____	_____
e. [si:n]	_____	_____	k. [mеɪl]	_____	_____
f. [θru:]	_____	_____	l. [saɪt]	_____	_____

UNIT 14 14.1.

The sound [ ʊ ]

No. 8, back-advanced, close (broad variation), rounded, short monophthong. The whole body of the tongue is in the back part of the mouth. The part of the

tongue nearer to the centre than to the back is raised just above the half-close position. There is no firm contact between the side rims of the tongue and the upper teeth. The tongue is rather lax. The lips are rounded about the same amount as for

[ɔ:] but the mouth is not so open.

The sound [ u: ]

No.9, back, close (narrow variation), rounded, long diphthongoid.

The tongue is in the back part of the mouth. The back of the tongue is rather high in the mouth. The vowel is noticeably diphthongized. The tongue glides from a

UNIT 14

73

position nearer to [ʊ] to a more retracted and high position. No firm contact is

made between the rims of the tongue and the upper teeth. The tongue is tense. The lips are very closely rounded. The mouth is open only very little.

						[1, pp. 93, 100].
	First practise saying the sounds [ɒ] and [ʊ], then practise saying them in
contrast. Listen and repeat:
[ɒ]	pot	cock	god	lock	rock	box
[ʊ]	put	cook	good	look	rook	books
	First practise saying the sounds [ʊ] and [u:], then practise saying them in
contrast. Listen and repeat:
[ʊ]	look	pull	full	foot
[u:]	Luke	pool	fool	boot

14.2. Intonation

14.2.1. Intonation in question tags

In question tags the intonation either falls ▼ or rises ▲.

1.▼ Falling intonation means that the sentence is more like a statement = “I'm sure I'm right. Can you just confirm this for me?”, e.g.

It's really warm again today, isn't it? You've lost the car keys again, haven't you?

2.▲ Rising intonation means that the sentence is more like a real question = “I'm not sure if I'm right about this. Correct me if I'm wrong.”, e.g.

You've been invited to Jane's party, haven't you? John didn't fail his driving test again, did he?

Both patterns are very common in spoken English because they invite other people to join in the conversation.

74	PART II. PRACTICE IN ENGLISH PRONUNCIATION

Write in the question tags for the statements. Mark whether it is more likely to fall or rise. Listen to check your answers.

a.You're angry with me, _______ ?

b.Last night was such a hot night, _________ ?

c.You couldn't help me carry this, ________ ?

d.Tom's late again, ________ ?

e.Cold for the time of year, _______ ?

f.Toby hasn't drunk twelve pints of lager, ________ ?

g.I'm just hopeless at telling jokes, _________ ?

h.You haven't seen my pen anywhere, ________ ?

i.This is a difficult exercise, _______ ?

j.By the end of the film we were all in tears, ______ ?

k.You wouldn't have change for a ten-pound note, _______ ?

l.We'd never seen a sunset like that before, _______ ?

Write a sentence and a question tag for the following situations and choose the intonation pattern.

Example: You ask Tom if he could help you do your homework.

You: Tom, you couldn't help me with my homework, could you? ▲

a.You and a friend are looking at new cars in a car showroom. You can see that your friend really likes the red sports car.

You ________________________________________ ?

b.You think that Vanessa is going on a business trip to Rome next week, but you're not absolutely sure.

Vanessa, you _________________________________ ?

c.You're coming out of a restaurant where you have just had a really tasteless meal with a friend.

That ________________________________________ ?

d.You can't believe that your sister has borrowed your new coat again.

You _________________________________________ ?

e. You need a neighbour to water your plants while you're away. You _________________________________________ ?

[4, p. 72].

14.2.2. Stress

Read this conversation. Make the stressed words (in blacker type) louder.

A:Excuse me.

B:Yes?

A:Could you tell me where I can get some good shoelaces?

B:Yes. There‟s a shop next to the supermarket that sells very good shoelaces. I’m going there too.

Practise in pairs. Use the words below.

A:Excuse me.

B:Yes?

UNIT 14

75

A:Could you tell me where I can get some good 1 _____________ ?

B:Yes. There‟s a shop next to the 2 _________ that sells very good 1 _________.

I‟m going there too.

Practise these words first:

1 toothpaste	football boots	2 swimming pool	fruit shop
chewing gum	fruit juice	tool shop	wool shop
cookery books		newspaper stand

14.3. 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 [ʊ]. Lis-

ten and repeat:
Put	good	could		woman	living-room	cookery books		didn‟t you
Look	foot	full		bedroom	bookshelf		shouldn‟t you	Mr.Cook
Dialogue 1					A Lost Book
Mr. Cook:			Woman! Could you tell me where you've put my book?
Mrs. Cook:			Isn't it on the bookshelf?
Mr. Cook:			No. The bookshelf is full of your cookery books.
Mrs. Cook:			Then you should look in the bedroom, shouldn‟t you?
Mr. Cook:			I've looked. You took that book and put it somewhere, didn't you?
Mrs. Cook:			The living-room?
Mr. Cook:			No. I've looked. I'm going to put all my books in a box and lock it!
Mrs. Cook:			Look, Mr. Cook! It's on the floor next to your foot.
Mr. Cook:			Ah! Good!
	Practice saying some words from dialogue 2 illustrating the sound [u:]. Lis-
ten and repeat:
Sue	threw			June	excuse me		soup	Miss Luke
Prue	twenty-two			unit	chewing gum		stupid
shoe	It was YOU!			afternoon	rude		nuisance
Dialogue 2				In a Good School
Miss Luke:			Good afternoon, girls.
Girls:			Good afternoon, Miss Luke.
Miss Luke:			This afternoon we're going to learn how to cook soup. Open your
			books at unit twenty-two.
Prue:			Excuse me, Miss Luke.
Miss Luke:			Yes, Prue?
Prue:			There's some chewing gum on your shoe.
Miss Like:			Who threw their chewing gum on the floor? Was it you, Prue?

76 PART II. PRACTICE IN ENGLISH PRONUNCIATION

Prue:	No, Miss Luke. It was June.
Miss Like:	Who?
Prue:	June Cook.
June:	It wasn't me, stupid. It was Sue.
Sue:	It was you!
June:	It wasn't me, you stupid fool. My mouth's full of chewing gum.
	Look, Miss Luke!
Sue:	Stop pulling my hair, June. It was you!
June:	YOU!
Sue:	YOU!
Miss Luke:	Excuse me! You're being very rude. You two nuisances can stay in
	school this afternoon instead of going to the swimming pool.
	[2, pp. 13–15].

14.4. The sounds [ʊ] and [u:]

Listen to the following phrases. Underline the sound [ʊ] and circle

the sound [u:]. Listen to the example many times to make sure that you can hear the difference between the two sounds. Practise saying them correctly.

1.	Good food	6. push or pull?
2.	Cookery Book	7. The School Rules
3.	A New Look	8. Football Pools
4.	A book of cartoons	9. News Bulletin
5.	Good Afternoon	10. A room with a view

Below are some common English sayings and proverbs. The meaning of some is quite clear, but can you guess what the others mean? Then Look at the

sayings again and try to decide where the [u:] sounds are, and where the [ʊ]

sounds are. Listen and check your answers. Listen again and practise saying the sentences paying attention to the two sounds.

a.No news is good news. d. The proof of the pudding is in the eating.

b.I wouldn‟t like to be in your shoes. e. It‟s too good to be true.

c. He‟s getting too big for his boots.	f. He‟s got a screw loose.
	[3, p. 71].

14.5. Homonyms

Homonyms are words with the same spelling and pronunciation but different

meanings.
a dusty desert plain	a plain white blouse
the plain truth	plain food

UNIT 15

77

Choose the word from the box. Fill the pairs of gaps with the same word. Sometimes the word changes its form.

a.The film ____ an hour. It was great. I came ____ in the race.

b.There were several different ____ of the story in the newspapers. My wife and I have a joint ____ at our bank.

c.I was left a small ____ of money by my aunt.

Can I ____ up the meeting before we end?

d.It is illegal to discriminate against people on grounds of sex, ____ , or religion. I'm exhausted. I've been ____ around all day -working, shopping, and cooking.

e.The queue was so ____ that I didn‟t wait.

Rain, rain, rain! I'm fed up with it. I'm ___ some sunshine.

f.____ your name here, please.

What does that ____ on the wall mean?

g.Keep ____ . Don‟t move.

She didn‟t do any revision, but she _____ passed the exam.

Think of two meanings for these words. Write sentences that illustrate the different meanings.

match	draw	cross	fine	fair	fit	suit
miss	mind	mark	sentence		point

UNIT 15 15.1.

The sound [ ј ] – constrictive, medial, mediolingual, palatal sonorous conso-

nant (sonant).

The front part of the tongue is raised to the hard palate. The sides of the tongue are raised and the air goes along the central part of it. The lips are generally neutral or spread. The soft palate is raised and the air goes through the mouth. The vocal cords are kept together and vibrate.

[1, p. 61].

78 PART II. PRACTICE IN ENGLISH PRONUNCIATION

	First practise saying the sounds [ʤ] and [ j], then practise saying them in
contrast. Listen and repeat:
[ʤ]	joke	Jack	jam	Jess	jeers
[ j]	yolk	yak	yam	yes	years

15.2. Showing politeness in requests and responses.

15.2.1. When we ask people to do things the words that we choose are very important:

Could you turn the radio? is more polite than: Turn the radio!

But the intonation is also very important. Listen to the first two sentences below. The words are the same but A sounds polite and B sounds rude. Can you hear the difference?

1.A: Could you close the door? P B: Could you close the door? R

Listen to the other sentences and mark them P if they sound polite and R if they sound rude. Then listen again and repeat the polite sentences.

2.A: Would you mind waiting for a moment?

B:Would you mind waiting for a moment?

3.A: Do you think you could help me?

B:Do you think you could help me?

4.A: Can you phone back later?

B:Can you phone back later?

5.A: Would you mind carrying this bag?

B:Would you mind carrying this bag?

6.A: Could you do the washing up?

B:Could you do the washing up?

15.2.2. When you agree to a request, your intonation should also sound polite and interested. To do this your voice should start high. To practise, first try exaggerating:

Yes, of course!	Yes, of `course!	`Yes, of `course!
Listen to the requests and reply only when the intonation of the request is
polite. Keep silent if the request sounds rude.
a. Polite question: Could you give me a lift?		Answer: Yes, of course!

b.Rude question: Would you mind opening the window? No answer here.

c.Could you give me a lift to work?

d.Do you think you could I pass me the salt?

e.Could you show me the station on the map?

UNIT 15

79

f. Do you think you could give me some change?
g. Could you tell me where the Ladies' .toilet is?	h. Could you wait for me?
	[3, p. 19].

15.3. 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 [ j]. Lis-

ten and repeat:
yes	Europe	excuse me	stupid	Young	beautiful
yesterday	onion	tutor	student	few	produce
yellow	millionaire	tunes	stew	knew
years	you	tuba	Hugh	New York
York	university	tubes	huge	music
Dialogue		A Stupid Student
Jim: Excuse me. Did you use to live in York?
Jack: Yes.
Jim: Did you use to be a tutor at the University?

Jack: Yes. For a few years.

Jim: Do you remember Hugh Young? He was a music student. Jack: Hugh Young? Did he use to have a huge yellow jeep? Jim: Yes. And he used to play beautiful tunes on the tuba. Jack: Yes, I knew Hugh. He used to be a very stupid student.

Do you have any news of Hugh?

Jim: Yes. He's a millionaire now in New York. Jack: A millionaire? Playing the tuba?

Jim: Oh, no. He produces jam in tubes, and tins of sausages and onion stew, And sells them in Europe. I read about Hugh in the newspaper yesterday.

Jack: Oh! Well, he wasn't so stupid.

[2, p. 50].

15.4. Silent consonants

English words often have silent consonants. Put the words below into the correct column according to whether or not they have silent consonants. Transcribe the words and cross out the silent letters. Use your dictionary to check pronunciation.

bomb	whistle	mortgage		industry	straight	computer
heirloom gadget		citizen		lamp	continent	sandwich	receipt
lamb	recipe	listen		stadium	fasten	know	walk
forest	insect	honest	fascinating		hooligan	writer	eccentric

exhausted

80	PART II. PRACTICE IN ENGLISH PRONUNCIATION

A. all consonants pronounced	B. some consonants not pronounced

[4, p. 48].

15.5. Saying weights and measures

Below are some terms for saying weights and measures. Match the metric term on the left with the nearest non-metric equivalent on the right. Then listen and check your answers. Repeat the terms paying attention to pronunciation.

1. centimeter	a. ounce
2. metre	b. mile
3. square metre	c. inch
4. kilometer	d. pound
5. litre	e. pint
6. gram	f. yard
7. kilogram	g. acre
How would the following non-metric measures be expressed in metric
terms?
stone	gallons	feet
Listen and complete the conversions. Then listen again and repeat.
a. One inch equals ___________ .	f. One pint equals		_________ .
b. One foot equals ___________ .	g. One gallon equals _________ .
c. One yard equals ___________ .	h. One ounce equals _________ .
d. One acre equals ___________ .	I. One pound equals _________ .
e. One mile equals ___________ .	j. One stone equals		__________ .

In Britain, metric measures are now used, but in many situations non-metric measures are still used more often. Where would you hear the following short conversations? Listen and fill in the first column of the table. Listen again and complete the other two columns.

Place	Quantity	Goods
a.
b.
c.
d.
e.
f.
g.
h.