Сухарева_Теория фонетики

1 final consonant

2 final consonants

3 final consonants

4 final consonants

Now listen and say the words. What kind of phonetic modification is observed here?

Exercise 5.

Listen to some of the words from ex.4 (in bold) used in conversation. Some final clusters are simplified. Underline the simplified words and show which sound is left out or reduced.

EXAMPLES

a)It was a long jump, but he risked it. (the /k/ sound is left out)

b)He helped us a lot. (no simplification)

1 It’s my turn next.

2 It’s a recording of regional accents.

3 Don't forget to buy some stamps.

4 I've always been against it.

5 The question has a number of aspects.

6 She loved diamonds.

7 It was taken out of context.

8 They grasped it easily.

Exercise 6. Anna failed her test to become a newsreader for her local English language radio station. Look at the transcript of the news item that she read. Then listen to the news being read clearly. What conclusion can you make about leaving final consonants out of consonant clusters at the end of words?

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Anna speaking:

The police thin the rose on the south coat will be pack when the seven Felton Pop Festival beginners neck weekend. Lass year more than 10,000 pop fan pack into the feel where the festival was hell. There is simpler accommodation on a nearby farm, but most people will camper in small tense.

The most common consonant omissions are /t/, /d/, /h/, /l/ and /v/.

Exercise 7. Elision of /t/.

Read the sentences. Tick the ones where you would NOT omit /t/. Can you account for your choice and work out the rule?

1.I collect coins.

2.Last night.

3.He was left behind.

4.You’ve bent it.

5.He stopped breathing.

6.Just act normal.

7.She’s left-handed.

8.It kept still.

9.First of May.

Exercise 8. /t/ glottal stop.

/vowel/
/l/
/m/	+	/t/ + /consonant/ or = glottal stop
/n/

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E.g. football	Late at night.	pointless You’re quite right.
Give me that.	It costs a lot.

Exercise 9. Cross out any letters representing /t/ at the end of words that you think are likely to be omitted.

2.He wrote it.	6.5. Take a left turn.	10.	We crossed over.
3.A published article.	7.6. They kept quiet.	11.	I’ll contact Ann.
4.It’s in first gear.	8.7. It looked good.	12.	He finished first.
5.It was just him.	9.8. We reached Berlin.	13.	I slept badly.

Now listen, check your answers and repeat.

Exercise 10.

Listen to the sentences focusing on the /t/ sounds. Fill the table below according to

the phonetic modifications of /t/.
1.	Almost there.		9.	She stopped playing.
2.	Have you passed your test?		10.	Next year.
3.	I asked her to leave.		11.	My left ankle hurts.
4.	Just a bit.		12.	I’ll have a soft drink.
5.	We must be nearly there.		13.	Just use your common sense.
6.	Tell us what you did.		14.	I’ve already dealt with it.
7.	Most Europeans agree.		15.	I washed all my clothes.
8.	I expect an answer soon.		16.	I can’t wait.
A no change to /t/		B /t/ omitted	C /t/ glottal stop		D /t/+/j/=/t /
Now say the sentences aloud.

Exercise 11.

Read the conversation and predict any likely phonetic modifications of the /t/ sounds, using the four categories in Task 10.

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A:What you got there?

B:It’s Don Simpson’s latest novel. Have you read it?

A:Bought it just the other day.

B:I don’t think it’s as good as his first.

A:Don’t you? But then it was really tremendous.

Now listen and check your predictions.

Exercise 12. Elision of /d/.

Read the sentences. Tick the ones where you would NOT omit /d/. Can you account for your choice and work out the rule?

1.An old car.

2.I changed clothes.

3.Can you find Mark?

4.Hand it over.

5.They served apple pie.

6.She seemed happy.

7.Do you mind walking?

8.Do you mind giving me a lift?

9.Now and then.

10.Adam and Eve.

Exercise 13.

Cross out any letters representing /d/ at the end of words that you think are likely to be omitted.

1.She’s world champion. 2.We sailed slowly. 3.She changed clothes. 4.I’ll send Lucy.

5.I was pleased with it.	9.We climbed over.
6.She arrived there.	10.	It moved towards us.
7.Can you hold it?	11.	They’re second-hand.
8.I understand that.	12.	He turned round.

Now listen, check your answers and repeat.

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Exercise 14. Elision of /h/.

Listen to the conversations focusing on the /h/ sounds. Can you notice any regularity in the omissions?

1.A: Is that him over there?

B:Who?

A:The man who took your bag.

2.A: He wasn’t at home.

B:No, I think he’s on holiday.

3.A: It says here, the President’s coming.

B:Where?

A:Here.

B:I really hope we’ll get to see her.

4.A: How’s Tom these days?

B:Haven’t you heard about his heart attack?

5.A: Kate says she left her handbag here. Have you seen it?

B:This one? But Judy says it’s hers.

Now read the conversations in pairs.

Elision of /l/ and /v/:

/ :/ + /l/ = / :/

“of” + /consonant/ = / /

Exercise 15. Miscellaneous.

Listen to the conversation and note ANY phonetic changes to the sounds at the end of the words in bold.

A:Have you got much work on just now?

B:Dr Thomas has given us a very hard essay, but I mustn’t get a low mark this

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time.

A:I had an argument with my tutor last week.

B:What happened?

A:Well, I couldn’t find my coursework, so I asked for a couple of days extra. She got really annoyed with me and complained I was always late for lectures. Anyway, I told her I thought her course was a waste of time.

B:Did you? Well at least Dr Thomas doesn’t shout at us, although I’m not very confident that I’ll pass his exam.

Now read the conversation in pairs.

/Consonant/ + /Vowel/ Exercise 16. .

Study the following basic environments in which linking regularly occurs and formulate the rules governing the type of phonetic phenomenon. Contribute to the list of phrases.

1.send it, camp out, cost a lot, left arm, wept over, pushed up, hold on, find out, adaptable.

Example: Send it

Send it sounds like sen-dit. Rule 1: When a word ends in two consonants and the next begins with a vowel, the final consonant sounds like the initial consonant of the following word. This phenomenon is sometimes referred to as resyllabification.

Is /t/ aspirated in resyllabification?

2.Push up, shop it, come in, take off, let us, did you? is it? keep up, black and

grey.

Rule 2:_________________________________________________________

Think of a verb to follow the linking patterns in the following phrases.

___________ it in.

Task 16 (p.36) is designed by O. Boriskina and N. Kostenko (О.О. Борискина, Н.В. Костенко. Theoretical Phonetics. Study Guide for second year students.– Воронеж 2007. С.28, 31, 32).

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___________it down.

___________up.

___________at me.

___________out.

___________on it

7. Modifications of vowels.

/vowel/ + /consonant/ accommodation

/vowel/ + /r/, /l/ or /n/ elision

But: government, medicine, vegetable

/vowel/ + /vowel/ inserted sounds /r/, /j/ or /w/

/vowel/ + /consonant/

Exercise 1. Explain the mechanism of accommodation in the following words: Kick, spot, flop.

Solve the problem: /vowel/ + /final stop/ = ?

and provide examples to illustrate the rule.

/vowel/ + /r/, /l/ or /n/ Exercise 2.

Complete these sentences using the pairs of words below. (Notice that you may need to change the order of the words.)

Frightening-discovery		Considerable-difference	Thankfully-battery
Restaurant-favourite		Mistery-prisoner	Deafening-accidentally
Interest - traditional		Carefully-directory	Secondary-miserable
1.	Carlo’s my ____________Italian____________.

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2. When she lived in Shanghai she developed an _____ in_________Chinese medicine.

3. The two cars seem identical, but there’s a__________ ____________ in how much they cost.

4.I had a _____________time in ____________school.

5.	When he opened the door he made a _______________ _____________.

6.The ____________escaped and where he’s gone is a complete _________.

7.I checked _______in the ________, but couldn’t find his number.

8.The torch didn’t work, but _____________ I had a spare _________in the kitchen.

9.When I ____________ pressed the button there was a __________bang.

Now listen and check your answers. Then read aloud the sentences making sure you the words you have written with the appropriate vowels omitted.

Exercise 3.

a) Read aloud this extract from a book as it is written.

“…I jus’ felt I had to warn you, ‘cause it don’t look too healthy, y’unneersan’?...” b) If someone said “scuseme” to you, what might they want you to do?

/vowel/ + /vowel/ Exercise 4.

Look at the B parts in this conversation and decide whether the links marked are are /w/ links or /j/ links. Then work out the rules of sound insertion.

A:Where are you going?

B:To Austria.

A:When?

B:Tomorrow afternoon.

A:Why?

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B: To see Adam.

A:Who’s he?

B:My uncle.

A:Have you got cousins there, too?

B:No, they all live in France.

A:How will you get there?

B:By air.

A:How long will it take?

B:A few hours.

A:Have you been there before?

B:Yes, I grew up there.

A:How long will you be there?

B:I’ll stay a week.

A:Why don’t you stay longer?

B:It’s too expensive.

A:Will you take Adam a present?

B:Yes, a new umbrella.

A:Why an umbrella?

B:He asked me for one.

Now listen and check your predictions.

Exercise 5.

Mark all the possible /r/ links in these sentences containing idiomatic phrases.

1.I bought it on the spur of a moment.

2.He’s got a finger in every pie.

3.It’s in the nature of things.

4.She’s without a care in the world.

5.It’s as clear as mud.

6.It’s the law of the jungle.

7.Let’s focus on the matter in hand.

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8.Is that your idea of a joke?

9.He’s a creature of habit.

10.Pride comes before a fall.

11.Get your act together!

Now listen and check your answers. Explain the difference between linking and intrusive /r/.

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