Monday’s child

Monday’s child is fair of face.

Tuesday’s child is full of grace.

Wednesday’s child is full of woe.

Thursday’s child has far to go.

Friday’s child is loving and giving.

Saturday’s child works hard for a living.

And the child that is born on Sunday

Is bonny and blithe and good and gay.

4.

The House That Jack Built

This is the house that Jack built.

This is the corn that lay in the house that Jack built.

This is the rat that ate the corn

that lay in the house that Jack built.

This is the cat that killed the rat, that ate the corn,

that lay in the house that Jack built.

This is the dog that worried the cat,

that killed the rat, that ate the corn,

that lay in the house that Jack built.

This is the cow with the crumpled horn,

that tossed the dog, that worried the cat,

that killed the rat, that ate the corn,

that lay in the house that Jack built.

This is the maiden all for lorn

that milked the cow with the crumpled horn,

that tossed the dog, that worried the cat,

that killed the rat, that ate the corn,

that lay in the house that Jack built.

This is the man, all lattered and torn,

that kissed the maiden all for lorn

that milked the cow with the crumpled horn,

that tossed the dog, that worried the cat,

that killed the rat, that ate the corn,

that lay in the house that Jack built.

This is the priest, all shaven and shorn,

that married the man, all lattered and torn,

that kissed the maiden all for lorn

that milked the cow with the crumpled horn,

that tossed the dog, that worried the cat,

that killed the rat, that ate the corn,

that lay in the house that Jack built.

5.

A:	Now, look at this, sir – this marvellous seventeenth-century mirror. It’s a thing both of beauty and of worth.
B:	Yes, but d’you think…
A:	Oh I think you’ll like the price too, sir.
B:	Mm. Perhaps so. But to me it seems quite worthless.
A:	Oh – you can have complete faith in it!
B:	Yes – but can you see your face in it?

6.

Once a boy who thought himself a grown-up man came to the barber’s shop and asked the barber to shave him. The barber asked him to sit down and soaped his face. Then he left the boy alone. He stood at the door speaking and laughing with another barber. The boy got tired of waiting and shouted, ‘Well what are you leaving me all this time for?’ The barber replied, ‘I’m waiting until your beard grows’.

7.

A vacant seat

It was Sunday. The trains were overcrowded. A man was looking for a seat. Suddenly he saw the vacant seat. A small bag lay on that seat and a well-dressed man was sitting beside it. ‘Is this seat vacant?’ asked the man. ‘No, it is not’, was the answer. ‘It is occupied by my friend. He will soon come. He has gone to by newspapers’. ‘Well’, said the first man ‘I’ll sit here till he comes’.

Ten minutes passed.

‘Your friend will miss the train.’

‘Yes,’ nervously replied the other.

The train started but nobody came.

‘Your friend is late,’ said the man. ‘But he must not lose his bag.’ And with these words he took the bag and threw it out of the window.

8.

All the passengers boarded the plane and it took off. The plane lifted smoothly and began to gain height. Soon the passengers could hardly distinguish a few land marks. At first they enjoyed their flight and nobody was getting air-sick. But some time after the plane began rocking and it was found out that the engine was out of order. The passengers were frightened to death. Suddenly they saw the pilot come out wearing a parachute.

‘Don’t worry,’ he said as he stepped out of the door, ‘I’m going for help.’

Список использованной литературы.

1. Вольская М.Б., Сохиева Ф.В., Шалмина Е.А. Английская фонетика. Согласные. – С.-Пб., 1998.

2. Карневская Е.Б., Раковская Л.Д., Мисуно Е.А, Кузьмицкая З.В. Практическая фонетика английского языка. – Минск, 1999.

3. Радиевская М.Г., Павловская И.Ю. Учебные задания по практической фонетике английского языка. Гласные. – С.-Петербург, 1995.

4. Стабурова Л.Г. и др. Английский язык. Учебник для I курса ин-тов и фак. иностр. яз. – Л., 1976.

5. Backer A. Ship or Sheep? – Cambridge University Press, 1985.

6. Dalton C., Seidehofer B. Pronunciation. Oxford University Press, 1994.

7. Gimson A.C. An Introduction to the Pronunciation of English. – London, 1980.

8. Hartley B., Viney P. Streamline English. Destinations. Oxford University Press,1991.

9. Haycraft B. English Aloud 2. Heinmann, 1994.

10. Hewings M. Pronunciation Tasks. – Cambridge University Press, 1993.

11. Hicks C. Meet the Parkers. Tartu, 1965.

12. Mortimer C. Ound Right. – Lnd: Longman, 1975.

13. Mother Goose Rhymes. – M. 1988.

14. Ockenden M. Situational Dialogues. – Longman, 19XX

15. Povey J., Ivanov a. Hallo and Good-bye. – С.-Петербург, 2000.

16. Roach P. English Phonetics and Phonology. A Practical Course. – Cambridge University Press, 1993.

17. Tench P. Pronunciation Skills. The Macmillan Press Limited, 1981.

18. Vassilyev V.A. English Phonetics (A Normative Course). M., 1980.

19. Wong R. Teaching Pronunciation. – Englewood Cliffs: Prentice Hall, 1987.

*See more details about the clusters ‘[p, t, k] + [s]’ in the section ‘Fricative Plosion’

*The phenomenon of nasal plosion can be traced in some Russian words and word combinations:дно, затмение, от меня, над нами.

In Russian the phenomenon of ‘lateral plosion’ is observed only when the lateral sonant [л] is preceded by the plosives [д/т], i.e. the sounds similar to the sonant [л] according to the place of obstruction: для, тлеть, but гляди, блеск.

*The drills in this section are based mostly on the clusters of plosives and the fricatives [s], [z]. The combinations of alveolar consonants and the interdental [0], [8] are dealt with in more detail in the section ‘Alveolar consonants before [0, 8]’.

The drills with the emphasis on the absence of complete assimilation in these clusters are in the section ‘Absence of assimilation in some consonant clusters’.

*This phenomenon is treated in more detail in the section ‘Absence of assimilation in some consonant clusters’.

*The fact that [s], [z] become dental instead of alveolar before [0], [8]does not matter for this rule, since it does not lead to a change in the perceptible quality of the consonant.