1. М.А.Соколова, к.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

2. The Sounds Of speech. Sounds and phonemes.

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• To enrich the vocabulary

• Study essential vocabulary, word combinations and phrases of the unit.

The main questions to the theme:

1.What is a phoneme?

2.What is an allophone?

3.What is principle allophone?

4.What is subsidiary allophone?

Literature:

1. М.А.Соколова, к.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

Module III CONSONANTS PPRINCIPLES OF CLASSIFICATION

1. Sonorants

Noise consonants Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• To enrich the vocabulary

• Study the principles of consonants

The main questions to the theme:

1.What is a consonant sound?

2.How do the consonants change on the articulatory level?

3.What are the two consonant classes according to the degree of noise?

4.What is the function of the vocal cords in the production of voiced and voiceless noise consonants?

Literature:

1. М.А.Соколова, к.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

2. Classification of English noise consonants according to the degree of noise

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Enumerate the consonant groups according to the place of articulation.

• Learn phonetic symbols of consonants, vowels.

The main questions to the theme:

• What is a sonorant? State the difference between sonorants and noise consonants.

• How does the position of the soft palate determine the qual­ity of a sonorant?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

3.The manner of articulation

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study the consonant groups according to the place of articulation

The main questions to the theme:

1. Define every type of obstruction.

2. What are the four groups of consonants- according to the manner of articulation?

3. What consonant sounds are called ‘occlusive’?

4. What consonant sounds are called ‘constrictive’? What is the difference between occlusives and constrictives?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

4. The place of articulation

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study the text about the place of articulation which is determined by the active organ of speech.

The main questions to the theme:

1. Speak about the place of obstruction forelingual consonants

2. Discuss with the partner the classification of English and Russian forelingual consonants according to the position of the tip of the tongue

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

4. Constrictive fricative consonants (FRICATIVES);

Occlusive-constrictive consonants (AFFRICATES)

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study the text about Constrictive fricative consonants comprise four pairs [f, v; θ, ð, s, z, ∫, 3] and [h].

The main questions to the theme:

• What consonant sounds are called ‘fricatives’?

• What fricatives are bicentral?

• How are fricatives classified according to the place of articulation?

• What are the voiced counterparts of [f, θ, s, ∫]How are final fricatives pronounced?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

Module IV ASSIMILATION

1. Direction of assimilation

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study the direction of assimilation

The main questions to the theme:

1. What is assimilation?

2. What features of the articulation of a consonant may be af­fected by assimilation?

3. Give three examples illustrating different degrees of assimila­tion.

4. What is the difference between progressive and regressive assimilations?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

2. Modification of the place of obstruction and the active organ of speech.

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study the Assimilation within a word and also at word boundaries. The following three important cases should be noticed.

The main questions to the theme:

1. How would you help your fellow-student to pronounce [n] and [1] proceeded by [θ] or [ð] correctly?

2.What consonant in the sentence “Call the boy” is affected by regressive assimilation?

3.What allophone of the phoneme [r] is used within the wordthrough? Explain the difference between this allophone and the principal one.

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

Module V VOWELS.PRINCIPLES OF CLASSIFICATION

1. Stability of articulation. Monophthongs Tongue positions. Lip position

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study the principles of classification of vowels

The main questions to the theme:

1. According to the stability of articulation there are three groups of vowels. Do you think it is enough to distinguish only two groups: monophthongs and diphthongs?

2. Phoneticians speak of front vowels and back vowels. What characteristic do all the front vowels have in common that is different from the back vowels?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

2. Vowel length.

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study the Vowels which are capable of being continued during a longer or a shorter period.

The main questions to the theme:

1. How do different phonetic contexts modify vowel length in English?

2. Can the location of word stress and intonation influence vowel length?

3. Are there any historically long and short vowels in English?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

8. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Workbook. Pre- intermediate. Macmillan Publishers Limited, 2002.

Module VI MODIFICATION OF VOWELS IN CONNECTED SPEECH.

1. Reduction

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Name the sounds which are commonly found in the un­stressed syllables.

The main questions to the theme:

1. What phenomenon is called ‘reduction’?

2. In what kind of words do non-reduced vowels occur in un­stressed syllables? Give examples.

3. What degrees of reduction do you know?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

2.Strong and weak forms

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Study thePersonal and possessive pro­nouns, auxiliary and modal verbs are normally unstressed and are very weak in English speech.

The main questions to the theme:

1. Give examples of the word that as a demonstrative pronoun and as a conjunction.

2. Transcribe, mark the stresses and tunes and read the sen­tence: 'He isn't away, is he?' Give examples where link-verbs have their strong forms.

3. Transcribe, mark the stresses and tunes and read the sentences: 'We have an elder brother.' 'He has left for the Urals at present.' How have you transcribed the verb have in the first sentence, and has in the second?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

Module VII SYLLABLE STRUCTURE.

1. SYLLABLE FORMATION

Forms of lesson organization: practical lesson

The aim of the lesson:

• The development of skill of reading, listening, translation, speaking & writing

• Be sure to make the final sonorants [1], [n], [m], with a preceding consonant syllabic, eg giggle ['gigl], dozen ['dΛzn].

The main questions to the theme:

1. What is a syllable?

2. What sounds can form the ‘peak’ of a syllable?

3. What sonorous sounds are syllabic?

4. What are the two possible ways to pronounce a word with a vowel-letter preceding a sonorant?

5. When does a sonorant lose its syllabic character?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

2. SYLLABLE DIVISION

Forms of lesson organization: practical lesson

The aim of the lesson:

• Study syllable structure

The main questions to the theme:

What is the peculiarity of the syllable boundary with an inter­vocalic consonant preceded by a vowel?

How would you find the syllabic boundary in a word with intervocalic combinations of consonants? Give examples.

What is the generalized formula of a syllable structure?

What pronunciation habits of Russians can interfere with correct syllable division in English?

Literature:

8. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

9. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

10. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

11. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

12. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

13. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

14. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

Module VIII WORD STRESS.

1. THE DEGREES AND THE POSITION OF WORD STRESS

Forms of lesson organization: practical lesson

The aim of the lesson:

• Make up sentences with these words. Intone them. Show how the accentual pattern is modified under the influence of the rhythmic structure of the phrase.

The main questions to the theme:

1. What factors create the effect of stress in the English words

torment (n) ['to: ment] — torment (v) [to:'ment],

concert (n) ['kdnsәt] — concert (v) [kәn's3:t] and in Russian words во­да — водовоз?

2. How is pitch component manifested in English word stress?

3. What is the main difference between English and Russian in respect of degrees of word stress?

Literature:

1. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

2. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

3. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

4. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

5. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

6. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

7. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

2. INTONATION

Forms of lesson organization: practical lesson

The aim of the lesson:

• Study intonation structure

• Transcribe sentences, show it on the staves mark tunes and stresses.

The main questions to the theme:

1. What pitch levels are generally distinguished?

2. What is a pitch range? What pitch ranges are called normal, wide, narrow?

3. What is the nucleus? What types of nuclear tones do you know?

4. What section of the intonation pattern is called 'the Head’? How are the heads grouped in English?

5. Why is it necessary to differentiate the four types of de­scending heads?

Literature:

8. М.А.Соколова, К.П.Гинтовт. Теоретическая фонетика английского языка. М.: «Владос»,2005.

9. В. Д. Аракин. Практический курс английского языка.1 курс. М.: «Владос»,2003

10. Clive Oxenden , Christina Latham-Koening, New English File Pre-Intermediate - Student's Book

11. Clive Oxenden , Christina Latham-Koening, New English File Intermediate - Student's Book

12. М.А.Соколова, К.П.Гинтовт. Практическая фонетика английского языка. М.: «Владос»,2005.

13. Sue Kay, Vaughan Jones, Philip Kerr. Inside Out. Student’s Book. Pre- intermediate. Macmillan Publishers Limited, 2002.

14. Е.А.Бурая, И.Е.Галочкина. Фонетика современного английского языка. М.: Асадема. 2006.

.