Sergeeva_Ivanova_IMPROVE_YOUR_PRONUNCIATION

Write [raIt]

Wrist [rIst]

Letter H is pronounced [h] in the beginning and in the middle of the word before vowel and in combination WH before O.

Half [hRf]

House [haus]

Horse [hO:s] Behind [bI'haInd] Who [hu] Whom [hum]

Letter W is pronounced [w] in the beginning of the word, in combination WH (except WHO).

Wage [weIdZ] Wail [weIl] Wait [waIt] Whale [weIl] When [wen] While [waIl]

Letter S is pronounced [S] in combinztion SH and before U in the

beginning of the word, before suffixes -SION, -IAN, IA and in combination SCH in non-typical reading. Letter C is pronounced [tS] after vow-

els before unstressed E, I and in combination CH in words borrowed from French.

Wash [wOS]

Share [Seq] Excursion [eks'kq:Sn] Schedule ['SeIdjul] Ocean [quSn] Machine [mq'SI:n]

Letter S is pronounced [Z] before U before the suffixes -SION, -URE, -Al. Letter G is pronounced [Z] in words brorrowed from

French.

Illusion [I'lu:Zn] Measure ['meZq] Usual ['ju:Zql]

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Casual ['kxZuql]

Camouflage ['kxmuflRZ]

Bourgeous ['buqZwR]

Letter C is pronouncsed [tS] in combinations CH and TUR in the

end of the word.

Chess [tSes]

Much [mAtS] Teacher ['tI:tSq] Natural ['nxtSqrql] Future ['fjutSq] Century ['sentSqrI]

Letters J is pronounced [dZ] in the beginning of the word and letter and G is pronounced [dZ] before letters E, I, Y and in the words borrowed from French. Combinations DG and DEUR are pronounced [dZ].

Grandeur ['grxndZq] Judge [dZAdZ] Knowledge ['nOlIdZ] Just [dZAst]

General ['dZenqrql] Origine ['OrIdZIn]

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SYLLABLE TYPES

1. Read the following words and explain reading rules of consonant letters.

The Thames, marge, search, crazy, reasons, busy, earth, pick, peach, philosophy, strong, lodge, bowl, cushion, bomb, finger, therapy, birthday, southern, seventh, knot, tongue, dictionary, guest, wrist, however, wheat, shock, chic, pleasure, massage, conversation, structure, hedge.

2. Read the text and explain the reading rules of underlined consonants.

A l i c e’s A d v a n t u r e s i n W o n d e r l a n d

By Luis Carrol

Chapter IV

The Rabbit Sends in a Little Bill (extract)

It was the White Rabbit, trotting slowly back again, and looking anxiously about as it went, as if it had lost something, and she heard it mut- tering to itself, "The Duchess! The Duchess! Oh my dear paws! Oh my fur and whiskers! She'll get me executed, as sure as ferrets are ferrets! Where can I have dropped them, I wonder?" Alice guessed in a moment that it was looking for the fan and the pair of white kid gloves, and she very good- naturedly began hunting about for them, but they were nowhere to be seen - everything seemed to have changed since her swim in the pool, and the great hall, with the glass table and the little door, had vanished completely.

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Very soon the Rabbit noticed Alice, as she went hunting about, and called out to her in an angry tone, "Why, Mary Ann, what are you doing out here? Run home this moment, and fetch me a pair of gloves and a fan! Quick now!" And Alice was so much frightened that she ran off at once in the direction it pointed to, without trying to explain the mistake it had made.

"He took me for his housemaid," she said to herself as she ran. "How surprised he'll be when he finds out who I am! But I'd better take him his fan and gloves - that is, if I can find them." As she said this, she came upon a neat little house, on the door of which was a bright brass plate with the name 'W. RABBIT' engraved upon it. She went in without knocking, and hurried upstairs, in great fear lest she should meet the real Mary Ann, and be turned out of the house before she had found the fan and gloves.

3. Read the following words

a) explain the reading rules of vowels in four types of syllables.

Table, perhaps, matter, arm, care, compare, cure, hide, bend, sort, ship, lark, bush, stone, month, cave, leg, kite, fare, fur, dish, birtch, lord, square, rapid, tune, glue, be, herb, here, hare, worse, sure, merely, these, thirst, bank, world, adore, blue.

b) put the worlds in the appropriate column according to four types of syllables.

4. Read the following words

a) explain the reading rules of vowels in stressed syllables.

Aim, fauna, grey, play, dread, please, join, brief, enjoy, street, noodle, creature, receive, neighbour, pleasure, cruise, weight, proud, ceiling, claim, neuter, delay, autumn, neutral, see, juice, feudal, veil, may, paint, they, piece, green, obay, oath, oil, look, field, deaf, out, boat, caught, trousers, noise, seize, toy, load, royal, fruit, spoon, treat.

b) put the words in the appropriate column according to groups of digraphs.

5. Read the text and explain the reading rules in underlined combinations of vowels.

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W i n n i e – T h e – P o o h a n d A l l , A l l, A l l

By Alan Alexander Miln.

PART 1

(Extract)

One day when he was out walking, he came to an open place in the

middle of the forest, and in the middle of this place was a large oak-tree, and, from the top of the tree, there came a loud buzzing-noise.

Winnie-the-Pooh sat down at the foot of the tree, put his head between his paws and began to think.

First of all he said to himself: "That buzzing-noise means something. You don't get a buzzing-noise like that, just buzzing and buzzing, without its meaning something. If there's a buzzing-noise, somebody's making a buzz- ing-noise, and the only reason for making a buzzing-noise that I know of is because you're a bee."

Then he thought another long time, and said: "And the only reason for being a bee that I know of is making honey."

And then he got up, and said: "And the only reason for making honey is so as I can eat it." So he began to climb the tree."

He climbed and he climbed and he climbed and as he climbed he sang a little song to himself. It went like this:

Isn't it funny

How a bear likes honey? Buzz! Buzz! Buzz!

I wonder why he does?

Then he climbed a little further. . . and a little further . . . and then just a little further. By that time he had thought of another song.

It's a very funny thought that, if Bears were Bees,

They'd build their nests at the bottom of trees.

We shouldn't have to climb up all these stairs.

6. Read the following homophones. Focus your attention on reading rules and stress.

READING PRACTICE

1. Read the transcription of the exercise 15 page 448 "Our sitting гооm" fгоm the book of English for university students bу V.D. Arakin

[ Quq sItIN ru:m ||11

>'lets 'hrxv q 'luk qt DIs 'рIktfq qv 'аuq 'sItIN ↓rum||1 qz ju >kAm 'Intq Dq ↑rum | ju 'nqutISs q pI'xnqu wiD q lqu 'mjuzik ↓stu:l1| In →frAnt qv It || 'nekst tq Dq pI'xnqu Iz q 'tO:l1 'bukeIs 'strendIN q'gеInst Dq ↓wOl ||11qn Dq →left | Iz q 'lRdZ ↓wIndэu || Andq Dq >→wIndqu |'Dезz q 'redIеItq| bqt ju 'ka:nt 'si: It bI'kO:z Its bi'haInd Dq sq↓ti: ||11 qn Dq sq→ti: | Dезrа: 'tu: 'ku:Snz || >'faIqрlеIs Iz qt Dq 'ADqr end qv Dq ↓ru:m || On 'I:tS 'saId qv Dq →faiqpleIs | DeqrIz qn ↓RmtSeq || qn →quld 'leIdI Iz 'sItIN In 'wAn qv Dq ↓tSeqz | bqt 'nqubqdI Is 'sItIN In Dq ↓ADq wAn || Its ↓emptI || In Dq →sentqr qv Dq 'mentlpI:s | DeqrIz q 'klOk | qnd q'bAv It qn 'quvl ↓mIrq || On Dq →raIt ju kqn 'sI: q 'stxndqd ↓lxmp || OpqzIt Dq →fQIqpleIs | ju kqn 'sI: q 'smO:l 'teIbl wID qn 'xstreI qnd sqm ↓njuspeIpqz qn It || bRI Dq →teIbl | Deqz q 'smO:l ↓tSeq || qn

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Dq Ikst→rI:m 'rRIt | Deqz q 'reIdIquset || Dq → flO:rIz 'kAvqd wID 'bjutIfql TIk ↓kRpIt || qn q→lektrIk 'laIt Iz 'hxNIN frqm Dq 'mIdl qv Dq ↓sIlIN || qt →naIt wen It 'gets 'dRk | wI 'swItS qn Dq 'laIt qnd 'drO: Dq ↓kq:tnz || djurIN Dq →deI | Dq 'laIt 'kAmz qn Tru Dq ↓wIndqu ||| ]

2. Read the transcription of the exercise 17 page 450 "Му bedroom" fгоm the book of English for university students bу V.D. Arakin. Focus your attention on pronunciation of stressed and unstressed syllables.

[maI ↓bedrum ||

qt →naIt | wen aI 'fI:l 'taIqd qnd ↑slI:pI | aI 'gqu Ap tq maI 'bedrum qnd 'swItS On Dq I'lektrIk ↓laIt || aI 'teIk Of maI ↑Su:z | An'dres qnd 'put On maI pI↓dZAmqs || →Den aI 'get Intq 'bed qnd 'swItS On Dq ↓laIt || a:fteqr q fju 'mInIts aI 'fO:l q↓slI:p || aI →slI:p Dq hqul 'naIt ↓Tru: || qt →sevn In Dq 'mO:nIN | Dq 'Rlqm klOk 'rINz qnd 'weIks mI ↓Ap || aI →get Qut qv ↑bed | 'put On mQI 'dresIN gQun qnd 'slIpqz and 'gqu In Dq ↓bRTrum | weqr QI 'tq:n On Dq 'hOt qnd 'kquld ↓txps || →wQIl Dq 'wO:tqz 'rAnIN Intq Dq ↑bRT | QI 'wO:S mQI 'feIs qnd ↑nek | 'klI:n mQI 'tI:T qnd ↓feIs || mQI →SeIvIN TINz Rr On Dq 'Self q'bAv Dq ↓beIzIN || →Den QI 'tq:n Of Dq 'txps qnd 'hxv mQI ↓bRT || sqm→tQImz | QI hqv q ↓SQuq || wen QI →drQId mQI'self wiD Dq 'tQuql | QI get ↓drest || On Dq →dresIN teIbl In 'frAnt qv Dq 'lukIN glRs | jul 'sI: q 'heqbrAS qnd q ↑kqum | q ↑hxNmIrq | q 'bOtl qv 'sent qnd q ↓pQudq bOks || →DI:z | qv 'kO:s | dqunt bI'lO:N tq mI: | bqt tq mQI 'wQIf || In Dq 'tSest qv 'drOIqz QI 'kI:p 'klI:n 'lQInqn sAtS qz S'q:ts | 'kOlqz qnd ↓hxNkqtSIvz | bI'sQIdz 'TINz lQIk 'sOks qnd ↓tQIz ||

Dq →dq:tI 'lQInqn Iz 'put In Dq 'lQInqn 'bAskIt qnd 'sent tq Dq ↓lOndrI || In Dq →wq:drqub QI 'kI:p mQI 'sjuts qnd ADq ↓klquDz | wItS QI 'hxN On Dq ↓hxNqz

|||]

3. Read the transcription of the exercise 15 page 452 "Мark Twain in France" fгоm the book of English for university students bу V.D. Arakin. Focus your attention on pronunciation of stressed and unstressed syllables.

['mRk 'tweIn In 'frRns||

→mRk tweIn | Dq 'feImqs q'merIkqn 'raItq | wqs 'trevelIN In ↓frRns || →wAns hI wqz 'gquIN baI 'treIn tq ↓daIdZqn || →Dxt 'Rftqnu:n hI wqz 'verI 'taIqd qnd 'wOntId tq ↓slI:p || hI ↓DeqfO: 'Rskt Dq kqn'dAktq tq 'weIk hIm 'Ap | wen DeI 'kAm tq ↓daIdZqn||

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bqt →fq:st | hI Iks'pleInd | Dqt hI wqz q 'verI 'hevI ↓slI:pq ||

aI ↓prObqblI prqu'test ↓laudlI | wen ju 'traI tq 'weIk mI ↓Ap | hI sed tq Dq kqn↓dAktq || bqt dq ↑nOt teIk ↓nqutIs || dZqst ↑put mI 'Of Dq ↓treIn || →enIweI Den | 'mRk 'tweIn 'went tq ↓slI:p || ↑leItq | wen hI 'weuk Ap | It wqz 'naIt taIm | qnd Dq 'treIn wqz In ↓pxrIs Ol'redI || hI rIq↑laIzd qt 'wAns | Dqt Dq kqn'dAktq hqd fq'gOtn tq 'weIk hIm 'Ap qt ↓daIdZqn || hI wqz ↑verI 'xNgrI || hI →rxn Ap tq Dq kqn'dAktq | qnd bI'gxn tq ↓Saut qt hIm ||

aI hqv ↑nevq bIn 'squ 'xNgrI In 'O:l maI ↓laIf || mRk tweIn sed || Dq kqn→dAktq 'lukt qt hIm ↓kRmlI || ju q nOt ↓hRf 'squ 'xNgrI qz Dq q'merIkqn | hum aI 'put qv Dq 'treIn qt ↓daIdZqn | hI sed |||]

4. Read the following transcribed text. Focus your attention on pronunciation of stressed and unstressed syllables.

[→ekstrqkt frqm 'xlIsIz qd'vxntSqz In ↓wAndqlxnd baI 'ljuIs ↓kxrql ||

→xlIs wqz bq'gInIN tq 'get verI 'taIqd qv 'sItIN baI hq 'sIstq qn Dq ↓bxNk | qnd qv 'hxvIN 'nATIN tq ↓du || →wAns q 'twaIs| SI hqd 'pIpt Intq Dq ↓buk || hq 'sIstq wqz ↓rI:dIN | bqt It hqd 'nqu 'pIktSqz q kOnvq↓seISn In It || qnd ↑wOt Iz Dq 'ju:s qv q ↓buk | TO:t xlIs ||

→squ SI wqs kqn'sIderIN In hqr qun 'maInd qz wel qz SI ↓kud | fq Dq 'hOt deI 'meId hq 'fIl verI 'slI:pI qnd ↓stjupId || →weDq Dq 'pleZqr qv 'meIkIN q 'deIzItSeIn wud bI wID Dq 'trAbl qv 'getIN Ap qnd 'pIkIN Dq ↓deIzIz | wen 'sAdnlI q 'rxbIt wID 'pINk 'aIz 'rxn 'klqus baI ↓hq: ||

Deq wqz →nATIN 'squ 'verI rI↓mRkbl In Dxt | 'nO: dId 'xlIs 'TINk It 'squ 'verI mAtS 'aut qv Dq 'weI tq Dq 'rxbIt seI tq ↓Itself || ↑qu ↓dIq | ↑qu ↓dIq || aI Sql bI ↑tu: ↓leIt || wen SI →TOt It 'quvq ↑Rftqwq:dz | It q'kq:d tq hq Dqt SI 'O:t tq hqv ↓wAndqd qt DIs | bqt qt Dq 'taIm It 'O:l sI:md kwaIt ↓nxtSqrql | bqt Dq 'rxbIt 'xktSuqlI 'tuk q wOtS 'aut qv Its 'weIstkqut ↑pOkIt | qnd ↓lukt qt It | qnd Den 'hArId ↓On || →xlIs 'stRtId tq hq 'fI:t fqr It 'flxSt qk'rOs Dq 'maInd | Dqt SI hqd 'nevq bIfO 'sI:n q 'rxbIt wID 'aIDqr q 'weIstkqut ↓pOkIt | q 'wOtS tq 'teIk ↓aut qv It || qnd →bq:nIN wID 'kjuqrI'OsItI | SI 'rxn q'krOs Dq 'fIld ↓Rftq It || qnd wqz dZAst In ↑taIm | tq 'sI: It 'pOp 'daun q 'lRdZ 'rxbIthqul Andq Dq ↓hedZ|||]

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STEP III

CONNECTED SPEECH

STRATEGIES FOR WORK WITH

ASSIMILATION

1.Read the definitions attentively. Use dictionary if necessary.

2.Apply back to the rules and definitions while doing exercises.

3.Read all words and texts loudly.

4.Read all texts in front of the mirror focusing your attention on articulation.

ASSIMILATION TYPES

Assimilation is a common phonological process by which the phonetics of a speech segment becomes more like that of another segment in a word in one or more defining characteristics, as place of articulation, voice or voicelessness or manner of articulation. Speech sounds seldom exist in isolation. In any combination of sounds there is a tendency for each sound to be influenced by neighboring one. Sometimes this influence is slight and sometimes it is strongly marked.

Assimilation can be of different kinds: affecting the direction; affecting the place of articulation; affecting the position of the lips; affecting the work of the vocal cords; affecting the manner of voice production.

Three types of assimilation affecting the direction:

1. Progressive assimilation. When it happens the assimilated phoneme is influenced by the preceding one.

Progressive assimilation occurs with high frequency function words, generally determiners that start with a weak fricative [ð]. This type of assimilation occurs predominantly in a nasal environment, i.e. when the preceding consonant is a nasal, although non-nasal consonants may also be involved.

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3. Reciprical assimilation. The phonemes influence each other more or less equally.

Elision is the slurring or omission of one or more final unstressed vowels that precede either another vowel or a weak consonant sound, Elision is used to fit words into a metrical scheme, to smooth the rhythm of a poem, or to ease the pronunciation of words.

Nasal plosion: Plosive sounds [p, t, k, b, d, g] have nasal plosion when

it’s followed by nasal, inside a word or across word boundary. It occurs in combinations [pm], [tn], [dn], [dm], [tm], [gn].

Lateral plosion: The release of a plosive by lowering the sides of the tongue, as at the end of the word saddle. It occurs in combinations [tl], [dl],

[pl], [bl], [gl], [kl].

Loss of plosion: Plosives [p, t, k, b, d, g] have no plosion when they are

followed by another plosive or an affricate inside words or across word boundary. It occurs in combinations [pp], [pb], [tt], [td], [kk], [kg], [kt], [dg],

[db], [tb].

In modal perfect forms (modal + have + Past Participle), the auxiliary have is pronounced [qv] and joined to the preceding word. (ex. That

couln’t have happened. [kudntqv]).

Glottal stop is the procces of opening the glottis between the vocal cords inside the larynx. (ex. Can you see that boy there? [DxtbOI]).

Some rules for assimilation:

1. The phonemes [t], [d] and [n] often become bilabial before bilabial consonants [p], [b] and [m].

Ex.: He’s rather a fat boy? ([t] assimilates to [p])

She’s got a department in Manhattan. ([t] assimilates to [m]) He’s a very good boy. ([d] assimilates to [b])

There’s ten men in the class. ([n] assimilates to [m])

2. [t] assimilates to [k] before [k] or [g]. [d] assimilates to [g] before [k] or [g].

Ex.: Where has that cat been all right? ([t] assimilates to [k]) Can you see that girl over there? ([t] assimilates to [k]) It was a very good concert. ([d] assimilates to [g])

She’s a very good girl. ([d] assimilates to [g]) 3. [n] can assimilate to [N] before [g] and [k].

Ex.: I’ve been going out too much lately. He’s bringing his own car.

4. [s] can assimilate to [s] before [S].

Ex.: I really love this shiny one over there. 5. [z] can assimilate to [Z] before [S].

Ex.: We found this lovely little cheese shop in Paris.

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4. Read the word combinations focusing your attention on different types of assimilation in sounds interaction.

5. Read the sentences focusing your attention on pronunciation of auxiliary have in modal perfect forms. Transcribe them.

1.I should have set the alarm clock last night.

2.Oh, I’m sorry. I should have been watching where I was going.

3.I’m so sorry I forgot. I was so tired that I must have fallen asleep.

4.Don’t worry. We can take it back. I should have asked you first.

5.I should have left earlier. I don’t know when the next bus will come.

6.I guess I should have checked a cookbook first.

7.I know I should have done this last night, but I was just too busy.

8.Now I have to call a locksmith. I should have checked my bag before I left.

9.I should have listened to you. That horse was much too wild for me.

10.Another four pounds. I shouldn’t have had so much.

6. Read the dialogues, identify the phonetic рhеnоmеnа in underlined places, and explain them. Transcribe them.

In а shop

-Саn I help уоu?

-No, it's аll right, thanks, I'm just1ooking round.

-Наvе а look around then. Мау bе уоu would like something in оur shop.

-(iп soтe тinutes) I like this navy-blue jacket very much. Саn I try it оn?

-Certainly. The fitting room is in the right-hand conner.

-Oh, it suits mе very well, doesn't it?

-That's а rеаllу nice jacket. Рurе wool, а moden fashion.

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-How much is it?

-£ 55, English clothes are rеаllу good value. They are so well-made.

-All right. I саn afford the price.

** *

-Неllо, I’m looking for а pullover. Саn уоu show mе оnе?

-Certainly, madam. What kind of pullover do уоu want?

-А woolen оnе. Medium size.

-How about this оnе? It's very attractive.

-Yes, but it's too thick.

-How about this yellow оnе?

-Оh, it’s quite nice but it's too short and I like the color.

-What color do уоu want?

-I think blue or brown will do.

Discussing Тоm

John: Are уоu busy now, Mary? Mary: No. Why?

John: I'd like to talk to уоu about Тоm. Не's been quite impossible at hоmе

lately, and his school report wasn’t too good, уоu know.

Mary: Well, I don't see that there's anything very wrong with him. He's just а normal boy. Yоu wouldn't really like him to be а model boy, would you, John?

John: No, of course not, but I want him to do well at school. His French teacher соmplаinеd to mе about his work at the last Parent - Teacher Association meeting.

Mary: Well, Тоm isn't very good at languages. But he's trying his best, John.

STEP IV

RHYTHM WORKS

STRATEGIES FOR WORK

WITH RHYTHM

1.Read the rules of using rhythmic organization of English speech. Use dictionary if necessary.

2.Use dictionary to correct word stress of some polysyllabic words.

3.Emphasize the most prominent syllables or words in the texts.

4.Work with the poems or texts in the following way:

-listen to the poem;

-transcribe difficult words and pronounce them loudly several times;

-listen to the poem and emphasize the most prominent words;

-listen to the sentence and repeat it it;

-listen to the passage and read it;

-imitate pronunciation and intonation as close to the reader as possible.

Rhythm is a phenomenon that makes periodical stops in speech. There are syllable and rhythmic group units.

We stress the words which have informative function in the syntagm.

Stressed words in syntagm are:

-nouns (boy, computer, etc.);

-adjectives (sunny, amazing, etc);

-verbs (come, regret, etc.);

-numerals (one, two, the third, etc.);

-adverbs (quickly, rapidly, etc.);

-interrogative (What, Why, etc.) and demonstrative (this, those, etc.) pronouns;

-negative auxiliary verbs (isn’t, don’t, etc.).

Unstressed words in syntagm are:

-articles (a, an, the);

-conjunctions (if, or, etc.);

-prepositions (on, out, etc.);

-auxiliary verbs;

-verb ‘to be’ (is, was, etc.).

In compound nouns you can find two types of stress: primary and secondary. The second word is primarily stressed if it has attributive function (loud 'speaker, good-'natured). The first word is primarily stressed if it is

a noun ('suitcase, 'sunset).

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2. Read the words loudly focusing your attention on their primary and secondary stress.

3. a) Listen and put the primary stress in the following words.

4.music – musician

b)Listen and check your answers.

c)Listen and pronounce the words loudly.

4. Put the words into the correct rhythmic group. Then listen and check your answers.

Retirement, exam, celebration, birthday, celebrate, experienced, reception, population, yoghurt, vegetable, cholesterol, spectacular, wedding, award, avocado, festival, delicious, disease, competition, breakfast, traditional, attractive, effect.

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