Книга фонетика

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Exercise 7. Listen and repeat the words.

Sound 1 / a: /

bar

That was a good bar.

bark

What a noisy bark.

Pa

He loves his Pa.

R

It’s got two R’s.

cart

It’s a cart.

heart

Check the heart.

Sound 2 / aɪ /

buy

That was a good buy.

bike

What a noisy bike.

Paie

He loves his pie.

eye

It’s got two eyes.

kite

It’s a kite.

height

Check the height.

Exercise 8. Listen to the minimal pair sentences. Repeat them.

Exercise 9. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

Exercise 10. A. First practise the sound / ɔ: / (see unit 4).

B.Then practice the short sound / ɪ / (see unit 1). Listen and repeat.

C.Join the two sounds: / ɔ:ɔ:ɔ:ɪ /. The second part of the sound / ɔɪ / is shorter.

Exercise 11. Listen and repeat the words.

Sound 1	Sound 2
/ ɔ: /	/ ɔɪ /
all	oil

It’s all there.	It’s oil there.

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	ball		boil
It’s a ball on his head.		It’s a boil on his head.
	corn		coin
Look at that golden corn.		Look at that golden coin.
	tore		toy
The paper tore.		The paper toy.
	roar		Roy
Hear the engine roar.		Hear the engine, Roy.

Exercise 12. Listen to the minimal pair sentences. Repeat them.

Exercise 13. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

Exercise 14. Listen to the dialogue, paying attention to the target sound / ɔɪ / and intonation. Then read the dialogue.

Joyce Royal’s Rolls Royce

ROY: What a terrible noise, Mrs Royal!

JOYCE: Isn’t it annoying, Roy? It’s out of oil.

ROY: A Rolls Royce! Out of oil? … And look! … The water’s boiling! Perhaps you’ve spoilt the motor. Or even destroyed it. How disappointing! It’s such a beautiful Rolls Royce! … AND ROLLS ROYCE ISN’T A TOY!

JOYCE: How disappointing! I’ll be late for my appointment.

Exercise 15. A. First practise the sound / æ / (see unit 2).

B.Then practice the short sound / ʊ / (see unit 5). Listen and repeat.

C.Join the two sounds: / æææʊ /. The second part of the sound / aʊ / is shorter.

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Exercise 16. Listen and repeat the words.

Sound 1		Sound 2
/ a: /		/ aʊ /
	car		cow
It’s the best car!		It’s the best cow!
	bar		bow
It was a long bar.		It was a long bow.
	bra		brow
Her bra was wrinkled.		Her brow was wrinkled.
	grass		grouse
There’s beautiful grass here.		There’s beautiful grouse here.
	arch		ouch
‘Arch!’he said loudly.		‘Ouch!’he said loudly.

Exercise 17. Listen to the minimal pair sentences. Repeat them.

Exercise 18. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

HOMETASK:

1.Look back over this unit at words with the target sounds, and write what you noticed about how to spell the sounds / eɪ /, / aɪ /, / ɔɪ / and / aʊ /.

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 Exercises 3, 8, 12, 17. Mark the intonation.

4.Study the theoretical material: Section B, Lecture 7.

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UNIT 8. / əʊ /, / ɪə /, / eǝ/

Exercise 1. A. First practise the sound / ɜ: / (see unit 6).

B. Then practice the short sound / ʊ / (see unit 1). Listen and repeat.

C. Join the two sounds: / ɜ:ɜ:ɜ:ʊ /. The second part of the sound / ǝʊ / is shorter.

Exercise 2. Listen and repeat the words.

Sound 1		Sound 2
/ ɔ: /		/ ǝʊ /
	caught		coat
Gino’s caught.		Gino’s coat.
	nought		note
It’s a nought.		It’s a note.
	bought		boat
We had a bought picnic.		We had a boat picnic.
	jaw		Joe
It’s my jaw.		It’s my Joe.
	ball		bowl
Give me the ball.		Give me the bowl.

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

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

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

a) fern	b) phone
a) or	b) Oh
a) ball	b) bowl
a) burn	b) bone
a) walk	b) work	c) woke

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

	Snow in October
JOANNA:	Joe! Joe! Hello, wake up, Joe!
JOE:	Oh! What is it, Joanna?
JOANNA:	Look out of the window.
JOE:	No. My eyes are closed, and I’m going to go to sleep again.
JOANNA:	Oh! Don’t go to sleep, Joe. Look at the snow!
JOE:	Snow? But it’s only October. I know there’s no snow.
JOANNA:	Come over to the window, Joe.
JOE:	You’re joking, Joanna. There’s no snow.

JOANNA: OK. I’ll put my coat on and go out and make a snowball and throw it at your nose, Joe Jones!

Exercise 7. Stress in phrasal verbs.

1.He’s sitting down.

2.He’s lying down.

3.He’s standing up.

Listen and repeat.

1.Put it down.

2.Take it out.

3.Throw it out.

4.He’s turning round.

5.He’s shouting out.

6.He’s running around.

4.Turn it down.

5.Work it out.

Exercise 8. A. First practise the sound / ɪ / (see unit 1).

B.Then practice the short sound / ǝ / (see unit 6). Listen and repeat.

C.Join the two sounds: / ɪɪɪǝ /.

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Exercise 9. Listen and repeat the words.

Sound 1		Sound 2
/ i: /		/ ɪǝ /
	E		ear
That E’s too big.		That ear’s too big.
	bee		beer
It’s a small bee.		It’s a small beer.
	tea		tear
This tea tastes salty.		This tear tastes salty.
	pea		pier
It’s an old pea.		It’s an old pier.
	bead		beard
He has a black bead.		He has a black beard.

Exercise 10.	Listen to the minimal pair sentences. Repeat them.
Exercise 11.	Say which words a) or b) do you hear in the sentences
		a) bee	b) beer
		a) tea	b) tear
		a) bead	b) beard
		a) pea	b) pier
		a) E’s	b) ears
		a) Dee	b) dear

Exercise 12. Listen to the dialogue, paying attention to the target sound / ɪǝ / and intonation. Then read the dialogue.

A bearded mountaineer

MR LEAR: Let’s have a beer here, dear.

MRS LEAR: What a good idea! They have very good beer here. We came here last year.

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MR LEAR:	The atmosphere here is very clear.
MRS LEAR:	But it’s windier than the last year.
MR LEAR:	Two beers, please.
MRS LEAR:	Look, dear! Look at that mountaineer drinking beer.
MR LEAR: His beard is in his beer.
MRS LEAR:	His beard has nearly disappeared into his beer!
MR LEAR:	Sh! He might hear.
WAITER:	Here you are, sir. Two beers.
MR LEAR:	Thank you. Cheers!
MRS LEAR:	Cheers! Here’s to the bearded mountaineer!

Exercise 13. A. First practise the sound / e / (see unit 2).

B.Then practice the short sound / ǝ / (see unit 6). Listen and repeat.

C.Join the two sounds: / eeeǝ /. Listen and repeat the target sound / eǝ /.

Exercise 14. Listen and repeat the words.

Sound 1		Sound 2
/ ɪǝ /		/ eǝ /
	ear		air
The ear isn’t good.		The air isn’t good.
	beer		bear
It’s a sweet beer.		It’s a sweet bear.
	pier		pear
That’s an old pier.		That’s an old pear.
	hear		hair
How do you spell ‘hear’?.		How do you spell ‘hair’?.
	tear		tear
That’s a tear.		That’s a tear.
	Cheers!		chairs
‘Three cheers!’ he said.		‘Three chairs!’ he said.

He can hear us too.

Dear old Mrs Lear is here in the kitchen.

A mountaineer always spends some time each year in the mountains.

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Exercise 15. Listen to the minimal pair sentences. Repeat them.

Exercise 16. Listen to the minimal pair sentences again and underline the strongly stressed syllables in each sentence.

Exercise 17. When there is no vowel following it, /r/ is silent. This 'rule' only applies to some speakers of English, e.g. in south-east England, South Africa, Australia. But many native speakers always pronounced / r /, e.g. in southwest England, Scotland, America.

'r' not pronounced	'r' pronounced (before a vowel)
Here they are.	Here_are_all the books.
Here's the beer.	The beer_is here_on the table.

Exercise 18. Read these sentences and decide which words have 'r' pronounced. Then listen and check.

I can hear Mr Lear.

Mr Lear calls her 'dear'.

He's a mountaineer.

HOMETASK:

5.Look back over this unit at words with the target sounds, and write what you noticed about how to spell the sounds / ǝʊ /, / ɪǝ / and / eǝ /.

6.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.

7.Transcribe the sentences in Exercise 3, 10, 15. Mark the intonation.

8.Study the theoretical material: Section B, Lecture 8.

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UNIT 9. REVIEW

Exercise 1. For each line (1, 2, 3, 4, 5), first listen to the whole line. Then write down the one word that is said twice. Note that meaning is not important in this exercise. The purpose is to review the sounds by hearing them in contrast. Some of the words are rarely used in everyday English, and this is shown by an asterisk *.

A:

B:

C:

Exercise 2. Circle the words with the given vowel sound.

A:

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B:

C: