evstifeeva_m_v_teoreticheskaya_fonetika_angliiskogo_yazyka_l
.pdfadministration |
personal |
archaeology |
characteristic |
infantile |
distance |
parenthesis |
phenomenon |
volcano |
#6. Examine the columns of derivative words. Transcribe the words and put down accent marks. Explain the interrelation of stress tendencies in modern English. State the connection of word-stress, syllable structure and phonemic composition of a word.
attitude — attitudinal organize — organization hospitable — hospitality atom — atomic possible — possibility
contribute — contribution
palatalize — palatalization idiom — idiomatic abbreviate — abbreviation benefit — beneficience calculate — calculation active — activity
#7. Arrange the following words into three groups. Put down accent marks. Comment on the distribution of stress.
chairman |
give in |
bad-tempered |
ex-husband |
pre-packed |
wristwatch |
narrow-minded |
farther-in-law |
intercultural |
bathroom |
overdone |
watch out |
twenty-eight |
short-sighted |
underfeed |
irregular |
vice-president |
kind-hearted |
before-mentioned |
fall down |
immortal |
beat back |
misbehave |
pass over |
girlfriend |
headache |
illiterate |
good-looking |
well-informed |
baseball |
inartistic |
sub-editor |
unknown |
beamsman |
seventy-four |
ninety-five |
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ultramodern |
cupboard |
non-stop |
radio-active |
antiseptic |
bring down |
#8. Study the following accentuation oppositions of compound words and word combinations. Speak about the distinctive function of word stress. Put down accent marks. Define each member of the opposition.
broad-arrow — broad arrow lighthouse — light house narrow-band — narrow band darkroom — dark room
beggar-my-neighbour — beggar, my neighbour best-boat — best boat
call-birds — call birds blue-jacket — blue jacket
#9. Read the following words and put down stress marks. Bring together the facts you know about stress patterns of English words. Assign the following words to the appropriate pattern and make up a logical classification.
market |
proceed |
luxuriant |
international |
total |
pronounce |
familiar |
misprint |
grumble |
again |
location |
vice-admiral |
mother |
aflame |
original |
over-serious |
ready |
alike |
evaporate |
pre-heat |
colour |
advise |
historian |
ultracritical |
reason |
withdraw |
academy |
fortification |
engine |
withhold |
political |
recognition |
picture |
divide |
hard-working |
academician |
refuge |
disturb |
light-blue |
patriotic |
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monitor |
fixate |
open-handed |
recommend |
cinema |
dictate |
armchair |
originality |
faculty |
surprise |
gas-stove |
composition |
policy |
rely |
give up |
repetition |
origin |
articulate |
go out |
constitution |
symbolize |
biology |
get lost |
scientific |
situate |
geometry |
non-final |
experimental |
celebrate |
philosophy |
illegal |
accidental |
clarify |
metallic |
immaterial |
nationality |
therapist |
psychologist |
inoffensive |
hospitality |
execute |
geography |
irrational |
CIS |
institute |
photographer |
ex-president |
WHO |
classroom |
efficient |
remake |
WTO |
roundabout |
essential |
reorganize |
UNSC |
oval-shaped |
habitual |
underdone |
OSCE |
before |
courageous |
antiwar |
IMF |
behave |
delicious |
subsection |
LSE |
Exercise Block 7
#1. Pronounce the statements with a falling tone. Pay attention to the position of the nucleus and to the stress of notional and functional parts of speech. Intone the sentences.
1)This is a nice garden. — This isn’t a nice garden. This is a nice garden. — This isn’t a nice garden.
2)They want to win a victory. — They don’t want to win a victory.
3)This is a crimson rose. — No, it isn’t. It is a white rose. That is a crimson rose.
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4)Becky likes wild violets. — No, you are wrong. She doesn’t like wild violets. She likes garden violets.
5)Helen’s daughter is a doctor. Betty’s son isn’t a doctor. He is a sailor.
#2. Read and intone the following sentences. Observe intonation of enumeration.
1)June, July and August are summer months.
2)The dog is in the garden and the cat is on the chair.
3)I’m a part-time worker. Monday, Wednesday and Friday are my working days.
4)One, two, three, four, five Tommy caught a fish alive. Six, seven, eight, nine, ten Johny let it go again.
#3. Pronounce the disjunctive questions with a corresponding intonation contour. Mind the stress of notional and functional parts of speech. Intone the sentences.
1)The hat is on the shelf, isn’t it?
2)The cup isn’t on the table, is it?
3)These are cedars, aren’t these?
4)Those aren’t pines, are those?
5)You like this place, don’t you?
6)Jill won’t go to that party, will she?
7)The teacher praized my work, didn’t he?
8)Alice hasn’t got a dictionary, has she?
#4. Read and intone the sentences given below. Observe differences in the intonation of general and special questions.
1)Is this a cotton dress? — No, it isn’t. It’s a synthetic one.
2)What is there in the bag? — It is a new collection of nursery rhymes.
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3)Do you really like her new style?! — I really do. She looks quite nice.
4)Where is Mr. Blake? Is he in the park? — No, he isn’t. Mr. Blake is at the Institute.
5)Whose things are these? — Tom’s. These are Tom’s things.
6)Will you put onions in the soup? — No, I won’t. I don’t like onions. I’ll take a clove of garlic.
7)Who is that lean man? — That’s Roger. He’s been in hospital for three weeks already.
8)How many guests are there at the party? — There are six of them.
#5. Read and intone the following sentences. Make distinctions in the intonation of imperative and exclamatory sentences. Pay attention to the position of the nucleus.
1)Don’t take the map. Take the textbook.
2)How cruel of them to leave the baby alone!
3)Don’t give a pen to Jane. Give it to me.
4)You are absolutely right! They shouldn’t have done that.
5)Be quick. Have some coffee and toast. We must be off in a minute.
6)What a nice country house!
7)Meet my family. This is Mum and Dad.
#6. Intone and pronounce the alternative questions and answers to them.
1)Is Canada in the South or in the North? — It is in the North.
2)Are they speaking Italian or Spanish? — I don’t know. I can’t hear them quite well.
3)Is this old pit deep or shallow? Is that big field black or yellow?
4)Is this or that a new teacher? — Both are.
5)Is it a trumpet or a saxophone? — Neither. It’s an oboe.
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#7. Read and intone the following sentences. Pay attention to the intonation of parenthesis.
1)To tell the truth, I don’t like shopping.
2)“Everything,” said Tom, “will be all right.”
3)And now, boys, we can start a serious conversation.
4)“Will you accompany me?” she asked quietly.
5)You see, John is a trustworthy person.
#8. Define the communicative type of the sentences given below. Read them with the appropriate intonation contour. State the attitude conveyed in the sentence. Mark intonation in the text and on the stave.
1)A lot of tulips grow in the garden.
2)How beautiful this room is!
3)Mr. Smith likes travelling, he has already visited Moscow, Paris, Berlin, London and Tokyo.
4)Who is standing in the doorway?
5)Do you like fruit or vegetables?
6)Bring the book to me.
7)It isn’t a big mistake, is it?
8)Is the dress expensive?
9)You know, I don’t speak German at all.
#9. Read the following sentences. Make the words and phrases set in italics sound emotional with the help of special nuclear tones. Intone the sentences and state the attitude conveyed.
1)What are you going to do now? — What am I going to do...? I don’t know yet.
2)I thought you two are going to marry. — No, you’re talking nonsense!
3)Are you going to visit Mike in hospital? — Of course I will!
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4)What an extraordinary piece of luck! To see Ben in a place like this!
#10. Perform step-by-step phonetic analysis of the following sentences.
1)All I need is a pensil, a ruler, a piece of wood, a saw, a hammer, a couple of nails and a bit of common sense.
2)What a delicious pie! Who gave you the recipe?
3)This is a nice house which seems unexpectedly comfortable.
4)Of course, George sometimes rings me from overseas.
5)We all have to face difficulties sometimes.
6)You are as cunning as a fox. — Cunning? I’m as innocent as a child!
7)The Sixty bus has gone already, hasn’t it? Well, never mind, I can take Sixty Six.
8)Did he report on co-operatin or co-ordination?
9)Do you know Vince Burns? Someone called Vince Burns left you a message.
10)Who are you going to the party with? Alan? I thought it woud be Josh...
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P A R T III
Suplementary Material
147
Supplement 1
Proverbs, sayings, tongue twisters
1.Vowel drills
[o:]
—Paul snores worse than a horse, We close the door when he snores,
There ought to be laws to prevent such snores.
—Better unborn than untaught.
[ǩu]
—Don’t poke your nose in the things you don’t know.
—When in Rome, do as the Romans do.
—Ask no questions and you’ll be told no lies.
[au]
—Snow came in the night without a sound,
Like a white cloud trembling down to the ground.
—Out of sight, out of mind.
[aı]
—A stitch in time saves nine.
—Strike while the iron is hot.
[a:]
He laughs best who laughs last.
[#]
—Honesty is the best policy.
—A little pot is soon hot.
—A watched pot never boils.
—Joy and sorrow are as near as today and tomorrow.
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[ ]
—When your work is done, come out in the sun, and have some fun.
—Some love onions for lunch or supper,
But when one has stuffed oneself with onions, One isn’t much loved, is one?
—The tongue is not steel, but it cuts.
—What is done, cannot be undone.
[ǩ:]
—First come, first served.
—An early bird catches the worm.
—As the workman so the work.
—A bird in the hand is worth two in the bush.
[eı]
—He, who makes no mistakes, makes nothing.
—Haste makes waste.
[u:]
—Exceptions prove the rule.
—Too good to be true.
[e]
—Better late than never.
—So many men — so many minds.
—All’s well that ends well.
[i:]
Each teacher needs to be free to teach as he pleases.
[æ]
Handsome is as handsome does.
[ı]
There is no use crying over spilt milk.
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