evstifeeva_m_v_teoreticheskaya_fonetika_angliiskogo_yazyka_l

[e] — [æ]

The devil is not so black as he is painted [i:] — [ı]

—A friend in need is a friend indeed.

—Honey is sweet, but the bee stings.

—Eat at pleasure, drink with measure.

—People meet, but mountains never greet.

—Still waters run deep.

[a:] — [ ]

—Well begun is half done.

—What the heart thinks, the tongue speaks.

[u:] — [u]

—The proof of the pudding is in the eating.

—Too many cooks spoil the broth.

[u]— [ju:]

—No news — good news.

—A new broom sweeps clean.

["]— [o:]

—Never put off till tomorrow what you can do today.

—You can bring the horse to water, but you can’t make it drink.

[aı] — [eı]

—Get a name to rise early and you may lie all day.

—Make hay while the sun shines.

2.Consonant drills

[k]

—Critical cricket critic.

—Can you can a can as a canner can can a can?

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[b]

Betty Botter bought a bit of butter,

But the butter Betty bought was bitter,

Betty bought another bit of butter

To make the bitter butter better,

But the butter Betty bought was also bitter.

[w]

Why do you cry, Willy? Why do you cry?

Why, Willy? Why, Willy? Why, Willy, why?

[l]

Lion Leo likes little lemons.

[θ]

I thought a thought, but the thought I thought

Was not the thought I thought I thought.

[r]

Robet ran rings around the Roman ruins.

[p]

If Pickford’s packers packed a packet of crisps,

Would the packet of crisps that Pickford’s packers packed Survive for two and half a years?

[tw]

Twelve twins twirled twelve twins.

[sw]

Swan swam over the sea,

Swim, Swan, swim;

Swan swam back again,

Well swum, Swan!

[fl]

A fly and flea flew into a flue,

The fly said to the flea ‘What shall we do?’ ‘Let us fly’ said the flea,

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Said the fly ‘Shall we flee?’

So they flew through a flaw in the flue. [skr]

Iscream, you scream, we all scream for ice-cream!

[s]— [∫]

She sells sea shells on the sea shore,

The shells she sells are sea-shells, I’m sure, For if she sells sea-shells on the sea-shore, Then I’m sure she sells sea-shore shells.

[w], [ð]

Whether the weather is cold, Or whether the weather is hot,

We’ll be together whatever the weather Whether we like it or not.

[w], [t∫] — [∫]

Which witch wishes which wicked fishes? [m] — [n]

If many men knew what many men know, If many men went where many men go, If many men did what many men do,

The world would be better, I think so, don’t you?

[θ] — [f]

A thick thimble is for a thick finger, A thin thimble is for a thin finger, Thick thimbles for thick fingers, Thin thimbles for thin fingers, Thick for the thick, thin for the thin.

[w] — [∫]

I wish to wish the wish you wish to wish, But if you wish the wish the witch wishes, I won’t wish the wish you wish to wish.

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[θ] — [ð]

The thirty-three thieves thought

That they thrilled the throne throughout Thursday.

[k] — [g]

How many cookies could a good cook cook,

If a good cook could cook cookies?

A good cook could cook as much cookies

As a good cook who could cook cookies.

[h] — [g]

How much ground would a groundhog hog, If a groundhog could hog ground?

A groundhog would hog all the ground he could hog, If a groundhog could hog ground.

[t] — [tw]

Mr. Tongue Twister tried to train his tongue

To twist and turn, and twit and twat, to learn the letter ‘T’.

[d] — [b]

In a double bubble gum bubbles double.

[f] — [l]

Love is a feeling you feel when you feel

You’re going to feel the feeling you’ve never felt before.

3.Vowel and consonant drills

—Bow-wow, says the dog; Mew, mew, says the cat; Grunt, grunt, goes the hog; And squeak, goes the rat; Tu-wu, says the owl; Caw, caw, says the crow;

Quacks quack, says the duck; And moo, says the cow.

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—Spades for digging, pens for writing, Ears for hearing, teeth for biting, Eyes for seeing, legs for walking, Tongues for tasting and for talking.

—Big bells ring a long full song, Ding-dong, ding-dong!

Hear the ringing, hear the song, Ting-a-ling, ding-ding, dong-dong.

—One-one was a race horse, Two-two was one too, One-one won one race, Two-two won one too.

—Yellow butter, purple jelly, red jam, black bread. Spread it thick, say it quick!

Yellow butter, purple jelly, red jam, black bread. Spread it thicker, say it quicker!

Yellow butter, purple jelly, red jam, black bread. Don’t speak with your mouth full!

—If you understand, say ‘understand’,

If you don’t understand, say ‘don’t understand’. But if you understand and say ‘don’t understand’,

How do I understand that you understand? Understand?!

—I know a boy named Tate

Who dined with his girl at eight.

I’m unable to state what Tate ate at eight Or what Tate’s tête à tête ate at eight.

—There was an old man with a nose, Who said: “If you choose to suppose That my nose is too long,

You are certainly wrong.”

That remarkable man with a nose.

—Dr. Johnson and Mr. Jackson after a great consideration, Came to the conclusion that the Indian nation

Is back in education because the chief occupation is cultivation.

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Supplement 2

Phonetic phenomena

1.Shades of the sonorant [l].

‘Dark’ [l] is pronounced when the sonorant [l] is before a consonant or in the final position. In such cases the back part of the tongue is raised high to the soft palate forming an obstruction and giving a dark colouring to the sound.

Eg: all, tall, fall, help, salt

‘Light’ or ‘clear’ [l] is pronounced before vowels or the sonorant [j]. Then the front part of the tongue is raised to the soft palate together with the tip.

Eg. live, silly, value

2.Aspiration.

Occlusive stops [p, t, k] in the initial position in a stressed syllable are accompanied with aspiration. Aspiration is a strong puff of breath in a voiceless interval after the explosion of [p, t, k]. There are three degrees of aspiration:

1)it is very strong before a long vowel or a diphthong (port, pale);

2)it is weaker before a short vowel (pit);

3)it is less noticeable before an unstressed vowel (joker) or in the final position (look).

When [p, t, k] are preceded by [s] (sky) or followed by a noise consonant (looked), there’s hardly any aspiration at all. For example:

tall, tale, till, BAKER.

[To:l], [Teıl], [Tıl], ['beıkǩ]

1

1

2

3

3.Loss of plosion.

Occlusive consonants [p, b, t, d, k, g] lose plosion if they are followed by another occlusive or affricates [t∫, "]. The first plosive loses its

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explosion and becomes unreleased, instead of the release a pause is heard. They also lose plosion when preceded by [s].

Eg: and dad [ǩnd dæd], that tape [ðæt teıp], fact [fækt], scale [skeıl]

4.Lateral plosion.

A plosive, preceding the lateral sonorant, becomes laterally exploded: it has the explosion during the pronunciation of the sonorant [l]. The release before [l] is made by a sudden lowering of the sides of the tongue, and the air escapes along the lowered sides with lateral plosion.

Eg. please [pli:z], cattle [kætl], apple [‘æpl]

5.Nasal plosion.

When a plosive is followed by the syllabic [m, n], it has no release of its own, and the so-called nasal plosion is produced. A plosive becomes nasally exploded: its explosion is produced during the pronunciation of the sonorant [m] or [n].

Eg. happen [‘hæpn], kitten [‘kıtn], submarine [ıs bmǩ’ri:n]

6.Assimilation.

The articulation of one sound affects the articulation of the neighbouring one assimilating the latter. There are four types of assimilation:

1)assimilation affecting the direction;

2)assimilation affecting the place of obstruction;

3)assimilation affecting the position of the lips;

4)assimilation affecting the work of the vocal cords.

The first type is divided into three subtypes: progressive, regressive, and double (reciprocal) assimilation.

a)Progressive assimilation happens when the preceding sound affects the articulation of following one, and the preceding sound remains unchanged. For example:

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looked,	opened,	cats,	dogs.
→	→	→	→
[lukt],	['ǩupnd],	[kæTS],	[d!gz]

b)Regressive assimilation happens when the following sound affects articulation of the preceding one. For example:

months,	in the,	gooseberry.
←	←	←
[m nθs],	[ın ðǩ],	['gu:zbrı]

c)Double assimilation means complex mutual influence of the adjacent sounds. For example:

tree, try.

↔↔

[TRi:], [TRaı]

7.Wrong assimilation.

Foreign speakers shouldn’t voice the voiceless consonant which is followed by the voiced one. They correspondingly shouldn’t devoice the voiced consonant which is followed by the voiceless one. For example

	sit down,	these socks.
[sıt	daun],	[ði:z	SOks]
=	=	=	=

8.Syllabic sonorants.

In unstressed final positions sonorants [l, m, n] become syllabic if preceded by a noise consonant. For example:

cattle,	sudden,	rhythm.
['kætl],	['s dn],	['rıðm]
·	·	·

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9.Linking.

Instances of linking occur at word boundaries between two vowels or a consonant with a following vowel. Here belongs the phenomenon of linking [r] which reveals its potential pronunciation.

Eg: thiszisza boy; carzowner,

10.Positional length of vowels.

The length of the vowel depends on its position in the word. In the same phonetic context the vowel sounds the longest in the final position, a little bit shorter before a sonorant, still shorter before a voiced consonant, and the shortest before a voiceless consonant. For example:

die,	dine,	died,	DIKE.
[daı],	[daın],	[daıd],	[daık]
----	---	--	-

Supplement 3

Stave representation of intonation

The normal range of speaking includes three levels of human voice: high, medium, and low.

High level

Medium level

Low level

This representation is called ‘a stave’ or ‘a tonogram’. The abstract notation of intonation is usually presented at the stave with the help of dots, dashes and upward or downward slash marks, which are put at the necessary pitch level. Dots (·) represent unstressed syllables, dashes (─)

represent stressed ones. Slants mark the nucleus.

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Notional parts of speech (nouns, main verbs, adjectives, adverbs, numerals, interrogative and demonstrative pronouns, interjections) are generally stressed. Functional parts of speech (modal verbs, auxiliary verbs, link verbs, articles, prepositions, conjunctions, particles, personal and possessive pronouns) are generally unstressed. But all modal and auxiliary verbs are stressed in the negative form. Sometimes structural parts of speech may be stressed for additional emphasis and emotional colouring.

There are six main types of nucleus necessary for practical language learning: Low Fall, Low Rise, High Fall, High Rise, Fall-Rise and RiseFall.

Low Fall starts at the middle and then falls to a very low pitch level. It is used in statements and special questions.

Eg: \ No.

Low Rise starts from a very low pitch level and then continues to a medium one. It is used in general questions and the tags of disjunctive questions.

Eg: / No.

In High Fall the voice falls all the way down from a higher to a very low pitch level.

Eg: \ No.

In High Rise the voice rises from a medium pitch level and then moves up to the top.

Eg: / No.

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