Книга фонетика

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MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORTS OF

UKRAINE

NATIONAL TRANSPORT UNIVERSITY

Iegorova А.V., Shevchuk L.O.

ENGLISH PHONETICS (PRACTICAL NOTES)

Kyiv 2012

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Фонетика англійської мови (практичний курс). Навчальний посібник з фонетики англійської мови / Єгорова А.В., Шевчук Л.О. – К.: НТУ, 2012. –

115 с.

Відповідальний за випуск: Шевчук Л.О.

Рецензенти:

Мозгова Я.О., к.ф.н., доцент кафедри іноземних мов Національного транспортного університету;

Зміст посібника орієнтовано на формування у студентів фонетичних та фонематичних мовних та комунікативних компетенцій, що сприятиме ефективному функціонуванню у професійному середовищі та формуванню особистості кваліфікованого спеціаліста з технічного перекладу. Посібник має на меті сформувати практичні навички транскрибування слів, речень, а також сприяти чіткій інтонаційній організації мовного потоку

Укладачами посібника враховано Загальноєвропейські рекомендації з мовної освіти.

Призначено для студентів перших курсів вищих навчальних закладів денної форми навчання за напрямом підготовки: 0305 – "Філологія", спеціальність 6.030500 – "Переклад" (в рамках кредитно-модульної системи організації навчального процесу)

Друкується за рішенням ученої ради національного транспортного університету (Протокол №___ від _______)

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PREFACE

The suggested educative complex is designed to give systematic practice in the pronunciation of English at the intermediate stage of learning the language, to enrich students’ spoken English and help them to use its correctly and fluently. It is designed for the first year students of English departments.

One of the major tasks of the manual is to supply ample training on the adequate usage of sound and intonation patterns in spontaneous conversational speech.

The manual consists of 2 sections. 16 units of Section A present exercises designed for practical training of English pronounciation. Each unit presents drills on the most important sound contrasts and modifications in speech and intonation practice. Sound and intonation training are conducted simultaneously throughout the course. All units contain speech situations intended to stimulate a conversation, in which any student will use spontaneously the familiar patterns. Section B consists of 9 Lectures, which contain basic theoretical information essential for effective practical work with Section A.

The material presented has been developed for use in the classroom as well for students working alone. The book contains practical advice on how to organize students’ learning effectively and a varied selection of assignments to be tackled outside class time.

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CONTENTS

Section A

Unit 1. /i:/-/ɪ/ ……………………………………………………..	5
Unit 2. /e/-/æ/……………………………………………………..	9
Unit 3. /ʌ/-/a:/……………………………………………………..	13
Unit 4. /ɒ/-/ɔ:/……………………………………………………..	17
Unit 5. /ʊ/-/u:/ …………………………………………………….	21
Unit 6. /ɜ:/-/ǝ/……………………………………………………..	25
Unit 7. /eɪ/, /aɪ/, /ɔɪ/, /aʊ/………………………………………….	29
Unit 8. /ǝʊ/, /ɪǝ/, /eǝ/………………………………………………	34
Unit 9. Review…………………………………………………….	39
Unit 10. /p/-/b/, /t/-/d/, /k/-/g/……………………………………..	42
Unit 11. /s/-/z/, /θ/-/ ð/……………………………………………..	47
Unit 12. /ʃ/-/Ʒ/, /tʃ/-/dƷ/…………………………………………...	51
Unit 13. /f/-/v/-/w/…………………………………………………	55
Unit 14. /m/-/n/-/ ŋ/……………………………………………….	59
Unit 15. /l/, /r/, /j/, /h/ …………………………………………….	62
Unit 16. Review…………………………………………………...	66
Section B.
Lecture 1. Theoretical Aspects of Phonetics. A Basic Perspective..	69
Lecture 2. The production of Speech Sounds……………………..	72
Lecture 3. Vowel System of English……………………………...	76
Lecture 4. Syllable Formation and Syllable Division……………	80
Lecture 5. Word Stress……………………………………………	84
Lecture 6. Reduction………………………………………………	90
Lecture 7. Consonant System of English………………………….	96
Lecture 8. Assimilation……………………………………………	100
Lecture 9. Prosody………………………………………………...	109
Literature………………………………………………………………...	114

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UNIT 1. / i: /, / ɪ /

Exercise 1. A. Open your mouth very little to make the target sound / i: /. It is a long sound. Listen and repeat: / i: /.

B.Open your mouth a little more to make the target sound / ɪ /. Listen and repeat.

C.Listen and repeat both sounds together. / i: / is long. /ɪ / is short.

Exercise 2. Listen and repeat the words.

Sound 1 / i: /

sheep

Look out for that sheep.

leak

Stop it leaking!

cheeks

What lovely cheeks.

peel

This peel's got vitamin C in it.

bean

Throw out that bean.

leave

He's going to leave.

Sound 2 / ɪ /

ship

Look out for that ship.

lick

Stop it licking!

chicks

What lovely chicks.

pill

This pill's got vitamin C in it.

bin

Throw out that bin.

live

He's going to live.

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Exercise 3. Listen to the minimal pair sentences. Repeat them.

Exercise 4. Listen to the minimal pair sentences again and underline the strongly stressed words in each sentence.

Exercise 5. Say which words a) or b) do you hear in the sentences.

a)sheep	b)ship
a) bean	b) bin
a) cheeks	b) chicks
a) cheap	b) chip
a) heel	b) hill
a) peel	b)pill

Exercise 6. Listen to the dialogue, paying attention to the target sound / i: / and intonation. Then read the dialogue.

	In a cafe:' lt's cheaper to eat at Marguerite's'
CHRISTINA:	What would you like to eat, Peter? The cheese sandwiches are the
	cheapest.
PETER:	Er ... mmm ... oh, a sandwich, please, Christina.
CHRISTINA:	Cheese. . . mmm … Janine? Would you like a beef sandwich or a
	cheese sandwich?
JANINE:	A cheese sandwich, please.
PETER:	What about you, Christina? Would you like cheese or beef?
WAITRESS:	Are you all ready to order? What would you like to eat?
CHRISTINA:	Er, we'll have one beef sandwich, two cheese sandwiches and,
	mmm, tea for me.
JANINE:	Tea for me too, please.
PETER:	Yes, make that three teas, please.
WAITRESS:	One beef sandwich, two cheese sandwiches and three teas.

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Exercise 7: Listen to the dialogue, paying attention to the target sound / ɪ / and intonation. Then read the dialogue.

	Three Interesting films
BILL:	Good evening, Mrs Lee.
GINA:	Is Kim in?
BILL:	Is he coming to the cinema, Mrs Lee? It’s the Children’s Film
	Festival.
MRS LEE: Kim’s ill.
BILL:	Here he is!
GINA:	Hi, Kim!
KIM:	Hi, Gina! Hi, Bill!
BILL:	Kim, we’ve got these three free tickets to see three prize winning

	films for children!
MRS LEE: Listen, Kim…
KIM:	Is it interesting?
GINA:	We think it is. First there’s a short film about gorillas and
	chimpanzees in Africa, and...
BILL:	…then the next film is about the six best Olympic gymnastics
	competitions, and then…
GINA:	…then it’s the big film – The History of English Cricket.
KIM:	Cricket!
BILL:	It’s a terrific film.
MRS LEE:	If you’re ill, Kim…
GINA:	It would be a pity to miss it.
MRS LEE:	Now listen, you kids…
BILL:	And it begins in fifty minutes.
MRS LEE:	KIM!
KIM:	Quick! Or we’ll miss the beginning of the gorilla film!

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INTONATION

Exercise 8. Listen and repeat.

In questions with 'or' the intonation usually goes down at the end.

Would you like veal	or beef	?
Would you like coffee	or tea	?
Would you like coffee	, tea	or milk ?

Exercise 9. Use the menu to practise a conversation in a group of four or five. You are in a restaurant. Take turns to be the waiter. Ask each other questions, e.g.

Would you like ... or ...? Then one person gives the order to the waiter, who repeats the order to check it. If possible, also practise using other menus. If it is an expensive restaurant, the waiter or waitress can be more formal, say ‘Good evening’ before asking for the order.

HOMETASK:

1.Look back over this unit at words with the target sounds, and write what you noticed about how to spell the sounds / i: / and / ɪ /.

2.Listen to the dialogues you’ve listened to in class several times, practice reading them aloud, paying special attention to the target sounds and intonation. Be ready to present the dialogues in class.

3.Transcribe the sentences in Exercise 4.

4.Study the theoretical material: Section B, Lecture 1.

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UNIT 2. / e /, / æ /

Exercise 1. A. First practise the sound / ɪ / (see unit 1).

B. Open your mouth a little more to make the short target sound / e /.

C. Listen and repeat both sounds together.

Exercise 2. A. First practise the sound / e /. Listen and repeat.

B.Open your mouth a little more to make the target sound / æ /. Listen and repeat.

C.Listen and repeat both sounds together.

Exercise 3. Listen and repeat the words.

Sound 1 / e /

x

Put the 'x' here.

pen

Can I borrow a pen?

men

Look at the men.

send

I'm sending the table.

gem

It's a lovely gem.

bread

We had bread for lunch.

Sound 2

/ æ /

axe

Put the axe here.

pan

Can I borrow a pan?

man

Look at the man.

sand

I'm sanding the table.

jam

It's a lovely jam.

Brad

We had Brad for lunch.

Exercise 4. Listen to the minimal pair sentences. Repeat them.

Exercise 5. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

Exercise 6. Say which words a) or b) do you hear in the sentences.

a) pen	b) pan
a) men	b) man
a) end	b) and

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a) feta	b) fatter
a) pet	b) pat
a) bed	b) bad

Exercise 7. Listen to the dialogue, paying attention to the target sound / e / and intonation. Then read the dialogue.

	Friends
ADELE:	Hi, Emma! Hi, Ben! Hello, Emily! Hello, Eddie! Hi, everybody!
EVERYBODY:	Hi, Adele!
EMILY:	Nice to see you again, Adele! Kevin, this is Adele. Adele, this is
	Kevin.
ADELE:	Hi, Kevin. Are you listening to the Red Hot Chili Peppers? It’s
	terribly loud.
KEVIN:	Yes… Is that better? Are you a friend of Emma’s?
ADELE:	Yes.
KEVIN:	Emma said she had a friend called Adele.
EDDIE:	Help yourself to Mexican food, Adele. It’s on the kitchen bench.
EMILY:	And there’s French bread on the shelf.
BEN:	Can I get you a drink, Adele?
ADELE:	Yes, thanks, Ben. Some lemonade with a bit of ice in it.
EMMA:	Have you met my friend Adele yet, Kevin?
KEVIN:	Yes. I’ve just met her. She’s very friendly
BEN:	How did you spend your holiday, Adele?
ADELE:	I went to South America with my best friend Kerrie.
EVERYBODY:	Well!
EMMA:	We’re all jealous.
EDDIE:	Was it expensive?
ADELE:	Not very. But I’ve spent everything. I haven’t any money left.