- •Contents
- •Preface
- •The System of Phonetic Notation
- •Section I
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words. Mind the positional variation of vowel length:
- •2. Identify the speaker’s attitude in the replies.
- •3. Extend the following situations. Give greater prominence to the words carrying new information, observing the difference in the accentual patterns of utterances.
- •Laboratory work
- •1. Identify the component parts of the tunes.
- •2. Read the following pairs of utterances. State the difference in their form and meaning.
- •3. Extend the following tunes using one of the given phrases (I think, I believe, I hear, I am told, they say, I wonder, I hope, I expect) as the head.
- •4. Extend the following tunes adding the phrases given above as the prehead.
- •5. Identify the position of the nucleus in the following utterances. Think of a suitable situation for each of the utterances.
- •6. This exercise is meant to test your ability to read and reproduce a story with correct intonation.
- •Teachers and Actors
- •Additional Training
- •2. Read the poem, using intonation patterns you find suitable and answer the questions: Leisure
- •In view of the contents of the poem, what is hinted at in the title “Leisure”.
- •Section II
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •1. B). Learn the following proverbs. Lay stresses, tone marks. Give tonograms.
- •1. C). Complete the following using one of the proverbs:
- •2. Express agreement or disagreement with the following statements choosing the suitable prompts.
- •3. Choose the appropriate intonation pattern of general questions according to the situation:
- •Laboratory Work
- •1. Add General questions to the stimulus utterance. Express a light, airy attitude to the subject matter.
- •2. Ask your friends about their relatives (age, profession, appearance, etc). Express interest in your general questions.
- •4. A). Read the following conversational situations. Concentrate your attention on the intonation of the replies. Say what attitude you mean to render:
- •5. Give your own replies to the Verbal Context:
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •Tell the jokes in indirect speech. Entitle them.
- •7. B). Answer the following questions using intonation patterns of the text.
- •7. C). Listen to the following dialogues. Mark the stresses and tunes. Practise the dialogues using substitutions.
- •7. E). Reproduce the text so that a question is asked about each sentence said by the patient or the doctor. Present the dialogue in class, using the same intonation patterns.
- •8. B). Listen to the story twice /”Reward for Virtue”/. Complete the following sentences imitating the speaker’s intonation:
- •8. C). Some sentences from this text given below are not true to fact. One of the students will read a sentence, another will correct them, using proper intonation patterns.
- •Additional Training
- •1. A). Listen to the dialogue and answer the questions in your course book.
- •1. B). Listen to the 10 utterances in your coursebook and mark the stressed syllables.
- •1. C). Act out the dialogue in pairs using original language where possible and improvising when necessary.
- •2. Read the poem according to the intonation marked. Learn it by heart, be ready to recite it in class. Nothing will Die
- •Section III
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •3. A). In the following conversational contexts compare the modal meaning of the reactions: first within a contour and then within a communicative type:
- •3. B). Think of the situations where the following utterances will sound natural. Comment on your attitude.
- •Laboratory Work
- •2. A). Present appropriate intonation patterns in replies according to the suggested attitude
- •2. B). Supply your own replies according to the attitude conveyed in them. Pronounce them, present their intonation patterns. Do it in writing.
- •3. Provide a conversational context for each of the utterances in the given pairs.
- •4. Act out the following conversational situations using various kinds of interrogative repetitions in the responses. Mark the type of the nuclear tone you take.
- •5. Practise reading the poem according to the given stresses and tone marks. Learn it by heart, be ready to recite it in class.
- •In Memoriom
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •7. Listen to dialogue 42 from e.L.C. (Sports and Games)
- •8. 1. Listen to the text “One Man in a Boat”
- •2. A). Listen to the story “The Last One?” twice and then finish the following sentences, imitating the speaker’s intonation.
- •Additional Training
- •1. Listen to short stories.
- •2. Listen to the poem, lay stresses and tone marks. Learn it by heart. No Enemies
- •3. A). Read the following conversation, using intonational patterns you find suitable. Use them in conversational situations of your own. The Football Match
- •4. A). Listen to two dialogues. Repeat each utterance trying to watch pronunciation on the cassette. Practice reading the dialogues.
- •4. B). Listen to the eight utterances which appear in your course book and mark the syllables which carry the main stress.
- •Section IV Consonants in comparison
- •Laboratory Work
- •1. Choose the appropriate reply for the given context:
- •2. Correct the following statements or contradict them:
- •3. Answer the following questions expressing hesitation, doubt, uncertainty:
- •4. Respond to the following utterances expressing warning or apology.
- •5. Extend the following utterances by adding a concluding remark that sounds as an afterthought.
- •Sightseeing
- •8. Listen to the text, divide it into communicative blocks, entitle them. After listening to the text twice answer the question: ‘Do the English Speak English?’ Additional Training
- •1. A). Listen to the text “a street in London” (l.L.C. 29). Practise reading it imitating the speaker’s intonation
- •A street in London
- •2. Listen to the text “a Visit to London” (l.L.C. 31), discuss it with your group-mates. A visit to London
- •If you had a chance what place of interest would you like to see first in London?
- •3. Listen to two poems. Lay stresses and tone marks according to the model suggested. Practise reading them. London
- •Sonnet composed upon Westminster bridge
- •Section V Consonants in comparison
- •1. A). Listen and practise the following pairs of words:
- •1. B). Practise reading the following conversational contexts. Define the intonation and accentual patterns of all utterances.
- •1. C). Learn the proverbs. Lay stresses and tone marks:
- •1. D). Use one of the proverbs to comment on the following situation:
- •2. Identify the difference in the expressiveness of the replies.
- •It must be remembered that to emphasize the whole of the utterance we can:
- •Widen the range of the utterance or narrow it.
- •I can’t under stand it.
- •I don’t know that
- •Emphatic Nuclear Tones
- •Laboratory Work
- •2. Choose the appropriate reaction to convey the suggested attitude. Justify your choice.
- •4. Act out the following conversational situations expressing contrast and emphasis in the replies through nuclear shifts and emphatic tones.
- •5. Read the following conversational situations. Observe the position of logical stress in the replies. Make the stress emphatic wherever possible. Give your own replies to the same verbal context.
- •Additional Training
- •At the Station
- •2. A). Listen to the text “Travelling by Sea and Air” (e.L.C. 27). Practise reading it according to the model. Travelling by Sea and Air
- •3. Listen and practise reading the poem imitating speaker’s intonation. Lay stresses and tone marks. Choose a piece of the poem you like best and learn it by heart. Travel
- •Section VI Consonants in comparison
- •The Six o’Clock News Good evening. And here’s the Six o’Clock News from Washington with j.C. Kennedy and Warren Wolf.
- •Descending Scale
- •I. Formal:
- •II. Informal:
- •3. Choose the appropriate reaction (a, b) for the given stimulus-utterances according to the speech situation:
- •Laboratory Work
- •1. Listen to the following texts, lay stresses and tone marks, recognize phonetic styles. Practise reading the texts aloud.
- •3. Act out the following conversations using appropriate intonational patterns according to the speech situation:
- •4. Practise reading the poem to the given stresses tone marks. Learn it by heart, be ready to recite it in class. Sonnet cxxx by w.Shakespeare
- •Theatres, Music-Halls and Cinemas
- •Additional Training
- •After the Cinema
- •At the Theatre
- •2. A) Listen and read the following stories with proper intonation patterns. After reading each story answer the question “What would you have done?”.
- •The Reader’s Page
- •That's my beer...Or was
- •In deep water
- •That's a no-no
- •Strangers in the night!
- •Deep fried
- •Or else
- •Honesty is the best policy
- •3. A) Practise the following poem according to the intonation marked. Bonnie bell by Robert Burns
- •4. B). While watching the film pay special attention to how the characters speak.
- •English language: levels of usage
- •The First Four Minutes
- •Literature used
4. B). While watching the film pay special attention to how the characters speak.
A well-known Japanese scientist D.Barnlund states that “Culture determines how much speakers reveal of themselves-both in what they choose to speak about and how they express themselves. This is true for verbal as well as non-verbal communication”.
Before watching the film read the text for useful information.
English language: levels of usage
As we are members of a civilized society, there are a number of matters we do not have to decide independently for ourselves. Instead, we more or less unconsciously comply with social conventions - the customary ways in which groups of people behave together. The styles of clothing we wear derive from such conventions; so do our styles of etiquette, and first of all, our use of language.
Although everyone knows the expression "clothes make the man", few really believe it. We like to think that we can recognize the admirable qualities in people whether they are wearing bathing suits or business suits. Yet we cannot truthfully say that people's clothes make no impression on us at all. We pay no particular attention to what people wear so long as their clothes are more or less what we would expect under the circumstances. We expect to see bathing suits at the beach, and business suits at the office. We would notice a business suit at the beach, and vice versa. In other words, it is only when clothing is obviously singular or inappropriate that we are drawn to notice it emphatically, and forced to consider the motives of its wearer.
It is much the same with the language a person uses. As long as it is appropriate -"fits in" with what others use - we do not pay special attention to the way in which people form their sentences, or to the vocabulary they use. However, when a person's use of language strikes us as clearly unsuitable to the situation, we become distracted from what is being said and begin to think mainly about how it is being said. Language that deliberately calls attention to itself interferes with communication instead of making communication easier.
Language conveys more than mere ideas. It also conveys the speaker's own personality. If you speak stiffly you may give the impression of being standoffish, whether you mean it or not. If you speak as casually with a company manager as you do in conversation with close friends, the impression you create of yourself may lose you the job.
In general, we can distinguish two broad categories of English: standard and nonstandard.
Standard English. It is the kind of English usage most widely recognized as acceptable. It is the language of most governmental, legal, educational, and professional documents. Although standard English differs in different situations, it has certain conventions regularly observed by all who use it. Standard English is associated with education. And because the people who use it are the people carrying on the wider affairs of the world, their language conventions are respected. That is why this variety of English is called standard- a term that denotes an example or model which others may follow.
Nonstandard English. Standard and nonstandard English are not, of course, different languages. While there some words that appear only in one or the other, most English words can appear in either. Standard English is the medium of communication certain to reach the broadest audience of speakers of English. Nonstandard English is by definition, as its name suggests, a form of usage more proper to a smaller group that the whole of the English-speaking world. The more general the audience one is trying to reach, the more one tends to use the standard language. The more personal and informal the occasion, the less one needs to be conscious of the conventions and rules applying to standard usage.
Two kinds of Standard English. Standard English is used in so many situations - ranging from casual telephone conversations to formal speeches - that it would be impossible to name a particular kind appropriate for each situation. But we can distinguish two major kinds of Standard English: formal and informal.
Formal Standard English, like formal dress and formal manners, is language for special occasions. Sometimes referred to as "literary" English, it is the language of all serious writing. It should be used in formal essays and reports, research papers, literary criticism, scholarly writing, addresses on serious or solemn occasions, etc.
Informal standard English is the language most English-speaking people use most of the time. It is the language of magazines, newspapers, most books, business letters and talks intended for general audiences. The conventions of informal English are less rigid than those of formal English.
The basic characteristics of three major categories of the English language are represented in the table.
Formal standard English |
|
Typical areas of usage |
Typical features |
Research papers, serious speeches, books and articles for special audiences |
Bookish words and phrases seldom used in ordinary speech; long and elaborately constructed sentences; refinements in usage; few contractions; no slang
|
Informal standard English |
|
Typical areas of usage |
Typical features |
Conversations of educated people; most writing in books, newspapers, and magazines; business letters, lectures to general audiences; political speeches; most textbooks
|
Wide variety of sentence length; less difficult vocabulary than formal; sentences that sound like good conversation, even when written; contractions; some slang words and phrases
|
Nonstandard English |
|
Typical areas of usage |
Typical features |
Conversations in recognizably nonstandard words and phrases; dialogue intended to represent local dialects in films, books, radio, and television: conversations of poorly educated people |
Verb and pronoun forms not appearing in standard English (e.g. you was, he don't, hisself, etc.); adverbs without the - ly ending (e.g. She sings bad); regular use of slang and localisms |
While we can speak generally about three kinds of English - formal standard, informal, and nonstandard - the lines between them are not always easy to draw. One kind of usage shades into another; an expression we think of as being informal may turn up in a formal address; a slang word that originates in nonstandard English may become an acceptable part of the informal vocabulary; many words and constructions that we think of as belonging to standard speech may come into use among speakers of nonstandard English. The great majority of our words and our ways of putting them together are common to all three.
-
Study the text and give a brief characteristic of Formal Standard English, Informal Standard English and Nonstandard English. Supply your own examples to prove your point.
-
Agree or disagree with the following statements. Give reasons to prove your point.
1) We can recognize admirable qualities in people irrespective of how they are dressed.
2) We pay no attention to what people wear.
3) Language can interfere with communication instead of making it easier.
4) Language conveys more than ideas.
5) There is practically no difference between Informal Standard English and Nonstandard English.
6) A distinct line can be drawn between Formal Standard and Informal Standard English
-
Comment on the traditional sources of language usage information:
To study special textbooks
To read books, newspapers, magazines
To refer to all kind of dictionaries
To communicate with native speakers
To listen to tape recordings
To watch films
4. c). Be ready to speak on the problem: “How to use verbal and nonverbal components for communicating successfully. Before making your own report read the article “The First Four Minutes”, pieces of advice produced by K.Davis, A.Leontyev and I.Seryakova.
K.Davis: “Certain forms of speech are used to keep up a conversation on a friendly level, though there is a conflict of interests and even antipathy between people”.
A.Leontyev: “While communicating take turns, say your word clearly, listen when other people talk, don’t interrupt, think before you speak”.
I.Seryakova: “In reality, people enter every conversation with concrete personal needs, interests and intentions. To avoid conflict of any kind, people tend to behave supportively, showing the assertive style of communication by means of verbal and nonverbal actions.
Remember that the first four minutes are crucial in conveying a good impression of yourself. You never get a second chance to make a good first impression. Dress appropriately for the image you want to convey. While communicating, keep a comfortable distance corresponding to the type of relationships.
Speak clearly. Control your speech and your style of expression. The way you speak is almost as important as what you say. Know when to keep silent, and when to speak up. Control your emotion. Never lose your nerve or temper.”