Сергеева_Н_Н_ Иванова_Е_А_Рабочая тетрадь

______________________________________________________________

4.suspect (n.) – suspect (v.) – suspicious

______________________________________________________________

5.mystery – mystify – mysterious

______________________________________________________________

6.consider – considerable – consideration

______________________________________________________________

7.magnetic – magnificent – magnify

______________________________________________________________

8.realistic – realize – realization

______________________________________________________________

9.revolve – revolution – revolutionize

______________________________________________________________

10.celebrate – celebration - celebrity

______________________________________________________________

4. Use suffix -ous to make adjectives out of nouns. Put the correct stress in nouns and adjectives. Transcribe the words.

Example: 'danger – 'dangerous ['dxndZq – 'dxndzqrqs]

1.envy –_______________________ [______________________________]

2.fame – ______________________ [______________________________]

3.fury – _______________________ [______________________________]

4.glory – ______________________ [______________________________]

5.industry – ____________________ [______________________________]

6.jealousy – ____________________ [______________________________]

7.humor – _____________________ [______________________________]

8.pity – _______________________ [______________________________]

9.space – ______________________ [______________________________]

10.study – _____________________ [______________________________]

5. Use suffix -ist to make adjectives out of nouns. Put the correct stress in nouns and adjectives. Transcribe the words.

Example: 'Marx – 'Marxist ['ma:ks – 'ma:ksist]

1.elite – _______________________ [______________________________]

2.terror – ______________________ [______________________________]

3.sex – ________________________ [______________________________]

4.arson – ______________________ [______________________________]

5.bigamy – ____________________ [______________________________]

6.canoe – ______________________ [______________________________]

7.cello – _______________________ [______________________________]

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8.novel – ______________________ [______________________________]

9.piano – ______________________ [______________________________]

10.science – ____________________ [______________________________]

11.economical – ________________ [______________________________]

12.national – ___________________ [______________________________]

READING POETRY

Listen to the poem.

Garden of Love by William Blake 1757–1827

a) Transcribe the poem while listening. Use dictionary, if necessary. Put all stress and intonation marks.

I went to the Garden of Love,

_______________________________________________________

And saw what I never had seen;

_______________________________________________________

A Chapel was built in the midst,

_______________________________________________________

Where I used to play on the green.

_______________________________________________________

And the gates of this Chapel were shut

_______________________________________________________

And "Thou shalt not," writ over the door;

_______________________________________________________

So I turned to the Garden of Love

_______________________________________________________

That so many sweet flowers bore.

_______________________________________________________

And I saw it was filled with graves,

_______________________________________________________

And tombstones where flowers should be;

_______________________________________________________

And priests in black gowns were walking their rounds,

_______________________________________________________

And binding with briars my joys and desires.

_______________________________________________________

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b) Read it loudly together with the reader. Recite it.

Listen and read the poem beating the rhythm.

Red, Red Rose by Robert Burns 1759–1796

a) Transcribe the poem while listening. Use dictionary, if necessary. Put all stress and intonation marks.

O MY Luve 's like a red, red rose

_______________________________________________________

That 's newly sprung in June:

_______________________________________________________

O my Luve 's like the melodie

_______________________________________________________

That's sweetly play'd in tune!

_______________________________________________________

As fair art thou, my bonnie lass,

_______________________________________________________

So deep in luve am I:

_______________________________________________________

And I will luve thee still, my dear,

_______________________________________________________

Till a' the seas gang dry:

_______________________________________________________

Till a' the seas gang dry, my dear,

_______________________________________________________

And the rocks melt wi' the sun;

_______________________________________________________

I will luve thee still, my dear,

_______________________________________________________

While the sands o' life shall run.

_______________________________________________________

And fare thee weel, my only Luve,

_______________________________________________________

And fare thee weel a while!

_______________________________________________________

And I will come again, my Luve,

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_______________________________________________________

Tho' it were ten thousand mile.

___________________________________________

b) Read it loudly together with the reader. Recite it.

Listen and read the poem beating the rhythm.

She walks in beauty

by George Gordon, Lord Byron 1788–1824

a) Transcribe the poem while listening. Use dictionary, if necessary. Put all stress and intonation marks.

She walks in beauty, like the night

_____________________________________________________

Of cloudless climes and starry skies;

_____________________________________________________

And all that's best of dark and bright

_____________________________________________________

Meet in her aspect and her eyes:

_____________________________________________________

Thus mellowed to that tender light

_____________________________________________________

Which heaven to gaudy day denies.

_____________________________________________________

One shade the more, one ray the less,

_____________________________________________________

Had half impaired the nameless grace

_____________________________________________________

Which waves in every raven tress,

_____________________________________________________

Or softly lightens o'er her face;

_____________________________________________________

Where thoughts serenely sweet express

_____________________________________________________

How pure, how dear their dwelling place.

_____________________________________________________

And on that cheek, and o'er that brow,

_____________________________________________________

So soft, so calm, yet eloquent,

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_____________________________________________________

The smiles that win, the tints that glow,

_____________________________________________________

But tell of days in goodness spent,

_____________________________________________________

A mind at peace with all below,

_____________________________________________________

A heart whose love is innocent!

_____________________________________________________

b) Read it loudly together with the reader. Recite it.

Listen and read the poem beating the rhythm.

The Months

by Christina Georgina Rosetti 1830–1894

a) Transcribe the poem while listening. Use dictionary, if necessary. Put all stress and intonation marks.

January cold desolate;

_____________________________________________________

February all dripping wet;

_____________________________________________________

March wind ranges;

_____________________________________________________

April changes;

_____________________________________________________

Birds sing in tune

_____________________________________________________

To flowers of May,

_____________________________________________________

And sunny June

_____________________________________________________

Brings longest day;

_____________________________________________________

In scorched July

_____________________________________________________

The storm-clouds fly

_____________________________________________________

Lightning-torn

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_____________________________________________________

August bears corn.

_____________________________________________________

September fruit;

_____________________________________________________

In rough October

_____________________________________________________

Earth must disrobe her;

_____________________________________________________

Stars fall and shoot

_____________________________________________________

In keen November;

_____________________________________________________

And night is long

_____________________________________________________

In bleak December.

_____________________________________________________

b) Read it loudly together with the reader. Recite it.

Listen and read the poem beating the rhythm.

Leisure

by William Henry Davis 1871–1940

a) Transcribe the poem while listening. Use dictionary, if necessary. Put all stress and intonation marks.

What is this life if, full of care

_____________________________________________________

We have no time to stand and stare.

_____________________________________________________

No time to stand beneath the boughs

_____________________________________________________

And stare as long as Sheep or cows.

_____________________________________________________

No time to see when woods we pass,

_____________________________________________________

Where squirrels hide their nuts in grass?

_____________________________________________________

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No time to see, in broad daylight,

_____________________________________________________

Streams full of stars, like skies at night.

_____________________________________________________

No time to turn at Beauty’s glance,

_____________________________________________________

And, watch her feet, how they can dance.

_____________________________________________________

No time to wait till her mouth can

_____________________________________________________

Enrich that smile her eyes began.

_____________________________________________________

A poor life this is if, full of care,

_____________________________________________________

We have no time to stand and stare.

_____________________________________________________

b) Read it loudly together with the reader. Recite it.

STEP V

INTONATION

TONE DESCRIPTION

1. Determine the appropriate nuclear tone of a tag in tag-questions according to the given situation finding out whether you confirm what was said, or show your interest towards what was said. Make a scale.

Example: You enjoyed the film: That film was great, ↓ wasn’t it?

________________

_____

1.Your friend has just read a book which you like to:

It’s a wonderful book, isn’t it? ___________________________________

2.You look at your watch. It’s early:

We’ve got time, haven’t we? ____________________________________

3.You are thirsty. You like tea:

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Let’s have some tea, shall we? ___________________________________

4.You want to make sure your name is on the list:

I’m on the list, aren’t I? _________________________________________

5.You want to check if the train leaves from Platform 2:

The train leaves from Platform 2, doesn’t it? ________________________

6.You can’t reach the salt: Pass me the salt, will you?_________________

7.Your little sister has got cake crumbs on her sweater:

You have been eating a cake, haven’t you? _________________________

8.You’re worried about your friend going climbing:

Take care, won’t you? __________________________________________

9.You want to check that you’re leaving tomorrow morning, as agreed:

We’re leaving tomorrow, aren’t we? ______________________________

2.Determine the appropriate nuclear tone of a tag in echo-questions according to the given situation finding out whether you confirm what was said, or show your interest towards what was said. Make a scale.

Example: I can come by taxi. – ↓Can you?

________________

1.I can swim. – Can you?

2.Maria doesn’t play the piano. – Doesn’t she?

3.The Smiths haven’t arrived yet. – Haven’t they?

4.I’ve got two dogs. – Have you?

5.John isn’t coming. – Isn’t he?

6.Emma could walk when she was one. – Could she?

7.I’d never lie to you. – Wouldn’t you?

8.I’d wait a bit longer, is I were you. – Wouldn’t you?

9.Arsenal won the semi-final. – Did they?

3.Read the following dialogues, put intonation marks, stresses and tones in the part ‘В’.

1.A: 'What does it ↓cost? В: More than you'd think.

2.A: 'What would you 'like for ↓lunch? В: 1 don't know.

3.А: 'What do you 'think of my ↓coat? В: It's а new оnе?

4.А: It 'wasn't а serious ↓error. В: Then why are you so angry?

5.А: I 'can't 'find my 'purse ↓anywhere. В: Well when did you have it last?

6.А: I 'think she's ↓pretty. В: Do you?

7.А: Не says he's 'going to 'give it to ↓me. В: Not him!

8.A: 'Why have you ↓come? В: I 'thought we 'ought to have а talk.

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9. A: 'Where will you' be at 'nine o'↓сlосk? В: I'll bе in ту office.

10.A: 'Where did bе 'go to ↓school? В: Не was at а number of 'schools.

11.А: I be'lieve she's ↓finished the Job. В: At last!

12. А: 'Will you be 'ready by ↑six? В: Heavens, no!

13.А: I'm 'glad to 'say 'Morris is ↓safe. В: You have heard from him?

14.А: 'Теll me about this 'new ↓project. В: You’re interested?

15.A: 'How do you 'go to the 'office? В: I walk.

4.Read the following dialogues, translate ‘В’ part into English, put intonation marks, stresses and tones in the part ‘В’.

1.А: Now I have 'let the 'cat out of the ↓bag. В: Я обещаю, что никому не скажу.

2.А: It'll be ↓easy if Mitchell ↑helps. В: А поможет ли он?

3.А: I shall be in 'Раris bу ↓tea time. В: Неужели?

4.А: 'Where shall we ↓meet you? В: В театре.

5.А: 'How did you 'find your ↓uncle? В: Как только я увидел его, я сразу понял, что он серьезно болен.

6.А: Не ↓ought to 'go to the 'lecture. В: Но пойдет ли он, как вы думаете?

7.А: They've 'sent us а ↓dozen. В: Нужно ли нам так много?

8.А: Jack was 'very ↓rude to me. В: Не обращайте на него внимания.

9.А: I 'can't 'see to ↓sew here. B: Включи другую лампу.

10.А: D'you 'mind if I smoke? В: Могу ли я предложить вам сигарету?

11.А: 'Наvе а ↑chocolate. В: Это последняя?

12.А: 'Wasn't 'Gladys touchy? В: Она так всегда ведет себя?

13.А: Well, Frank's 'car's a'vailable. В: Мы все поместимся в нем?

14.А: She's a'fraid she's got а cold. В: Не удивительно.

15.А: 'Tom seems to bе a↓voiding me. В: Как странно!

5. Listen to the short monologues. Put all the stress and intonation marks and pauses. Find the words which are emphasized with accidental rise. Read the monologues focusing your attention on intonation.

1.I can’t believe it! Never thought I’d do it. I mean, I’ve had so many lessons and as you know, I’ve failed twice! I just feel great! Today I drove my Mum to the supermarket and she says I can borrow the car this weekend. I can’t wait to…

2.I was very lucky to get it. There were twenty other applicants and I had an interview with three people, which made me really nerv-

28

ous, I can tell you. The salary is good but I’ll have to travel twenty miles to get to work every day.

3.Phew! Wow! I’d just like to say how thrilled I am, really. And I’d like to thank Janet, my co-star… yeah, right. And, of course, best director around… Ted Burns…

4.Thank you, you’re so kind. The flowers and the present are lovely… I don’t know what to say. I’ve really enjoyed working with you all and my life’s going to be very different now. I’ll miss the office, really! But I’ve got my garden to keep me occupied.

5.It’s a great opportunity for me – a year at one of the best schools in California. It’s the best place to be to study computer programming. And another good thing is that my English will get better after a year in America!

6. Listen to the radio advertisement. Put all the stress, intonation marks and pauses. Read the dialogue focusing your attention on intonation and features of declamatory international style.

-Have you heard about the new dog walker? It’s really great!

-No, what is it? What does it do?

-Well, it’s a gadget. It takes your dog for a walk! It’s very convenient.

-But it’s not very practical, is it? Have you got a picture of it?

-Here it is. It’s got a brilliant design, with an extremely reliable motor – and a computer, too!

-Why has it got a computer?

-Well, you can program the day’s walks. And it\s easy to carry.

-How much does it cost?

-It’s only 100 Euros. That’s quite cheap.

-No, it isn’t. That’s incredibly expensive! I’m sorry, I’m not buying it.

7. Use the following exclamations to make short dialogues. Focus your attention on the intonation of exclamatory sentences. Act out the dialogues.

8. Read the following sentences. Focus your attention on the intonation of parenthetic words.

29

a) Make the prosodic description according to the algorithm. Make a scale as in the example.

Example: The >Weakest ′Link, for e′xample, tries to ′make people look ↓stupid.

_________________________

− − − − −

____________________

1.Well, in my opinion, it isn’t.

2.I really think a lot of our programs are entertaining.

3.Well, I’m sorry, I today disagree with you.

4.For me, the standard of British programs is terrible.

5.Personally, I think the best programs are American.

6.Oh, that’s not true.

7.And, what about documentaries like Birds?

b)Use the sentences to make short dialogues. Act out the dia-

logues.

STEP VI

INTONATION STYLES

STRATEGIES FOR SCRIPTING

1.Listen to the text trying to understand the massage.

2.Listen to the first sentence understanding every word in detail. Example: Тhe Tower of London was built bу William the Conqueror in 1078 as а castle and раlасе.

3.Listen and write down the sentence in parts. Example: 1) Тhe Tower of London – 2) was built – 3) bу William the Conqueror – 4) in 1078 – 5) as а castle and раlасе.

4.Listen to the sentence again and make necessary corrections.

5.Listen to the sentence and put the stress marks and pauses.

30

6.Listen to the sentence and put all intonation marks and tones.

7.Underline the words that have special prominence.

8.Read the sentence trying to imitate all sounds and intonation.

9.Get to the following sentence.

10.Read the whole text.

CONVERSATIONAL (FAMILIAR) STYLE

1. Listen to the dialogue. Write down the missing parts of it.

a) Focus your attention on the main features of the informational

style.

-What have you got for us today, Max?

-About how much work men and women do in the home.

-______________________________________________________?

-Yes, and…

-… I bet women do more!

-…er, well, most things, yes. ___________________. Cooking and washing-up, two big areas, right? Women spend, on average, sev- enty-four minutes a day in the kitchen.

-Seventy-four? And men?

-Thirty.

-Thirty? ____________________________________. What about cleaning and tidying up?

-Well, apparently women clean and tidy up for fifty-eight minutes every day, fifty-eight and men, oh, dear… a pathetic thirteen minutes.

-______________________________________________________?

-For gathering and looking after pets, men come out top with fortyeight minutes a day, that’s forty-eight, compared to twenty-one minutes for women.

-And listen to this, doing repairs, DIY, that sort of thing, men spend twenty-six minutes a day and women only nine!

-What about children?

-You mean looking after them?

-Yeah.

-Well, it says here that women look after the children more, forty-five minutes a day compared to twenty for men.

-_______________________________________________________

.And have we got time to do all the washing and ironing, then?

31

-Well, yes, apparently! Women spend twenty-five minutes a day doing the washing and ironing and men, oh dear, a miserable two minutes.

-Two?

-____________________________________. But it says here that one reason women do more housework is that more men work outside the home and more women have part-time jobs or stay at home. Another thing is….

b)Put all stress and intonation marks.

c)Act out the dialogue.

INFORMATIONAL STYLE

1. Listen to the adverts. Focus your attention on the main features of the informational style.

a)Put all the stress and intonation marks in the texts of the adverts. Underline emphasized words.

1. If you’re cool, if you’re no fool, come to our new shop, Bonzo T-shirts, in the High Street. Cool designs… top quality materials. And everything at fantastic value. Real bargains! Don’t miss your chance. Bonzo… the coolest place for T-shirts in town.

2. It’s Valentines Day next week… And still nothing to give your partner? Get something special for her at Scotts the Jewelers. Fantastic ring with stylish designs… and at prices you’d never dreamed were possible. Make her dream come true at Scotts in the Albion center.

3. Feeling a bit puckish? Fancy something tasty? Mm, yummy. Absolutely, mm, delicious. Why not try some Old Cheshire Crisps yourself? Fantastic flavor …at a fantastic price. Old Cheshire Crisps.

4. February sales at Browns! Fifty per cent of all bags – yes, fifty per cent! Top quality leather designer bags. The latest stylish designers from London, Paris and Milan. Fantastic value for your money at Browns in Mill Street, next to the cinema.

5. Your new selection of Marine Watches is out now. Marine Watches are extremely durably, the waterproof and totally reliable. All watches are quarantined for the years. With Marine Watches you get guaranteed quality and at bargain prices. Marine Watches, St. Andrew’s Street.

b)Read the texts trying to follow all intonation marks and stylistic

features.

32

PUBLICISTIC OR ORATORICAL STYLE

1. Watch and listen to the part of the speech of British Prime Minister Tony Blaire on Globalization. Focus your attention on the main features of the oratorical style.

a)Make up the script of the speech according to the strategies for scripting texts.

b)Read the speech paying attention at oratorical features of the

style.

ACADEMIC (SCIENTIFIC) STYLE

1.Watch and listen to the part of the lecture of Professor Peter Roach on Prosody. Focus your attention on the main features of the scientific style.

a)Make up the script of the speech according to the strategies for scripting texts.

b)Read the speech paying attention at scientific features of the

style.

2.Watch and listen to the part of the lecture of

Mark Steel on biography of Charley Chaplin. Focus your attention on the main features of the scientific style.

a)Make up the script of the speech according to the strategies for scripting texts.

b)Read the speech paying attention at scientific features of the

style.

DECLAMATORY (ARTISTIC) STYLE

1. Watch the extract from the film “Hamlet”. Listen to the monologue of Hamlet. Focus your attention on the main features of the informational style.

a) Put all the stress and intonation marks in the text of the monologue “To be or not to be”.

33

To Be or Not To Be.

(Extract from “Hamlet” by W. Shakespeare)

To be, or not to be: that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep; No more; and by a sleep to say we end

The heart-ache and the thousand natural shocks That flesh is heir to, 'tis a consummation Devoutly to be wish'd. To die, to sleep;

To sleep: perchance to dream: ay, there's the rub; For in that sleep of death what dreams may come When we have shuffled off this mortal coil, Must give us pause: there's the respect

That makes calamity of so long life;

For who would bear the whips and scorns of time, The oppressor's wrong, the proud man's contumely, The pangs of despised love, the law's delay,

The insolence of office and the spurns That patient merit of the unworthy takes, When he himself might his quietus make

With a bare bodkin? who would fardels bear, To grunt and sweat under a weary life,

But that the dread of something after death, The undiscover'd country from whose bourn No traveller returns, puzzles the will

And makes us rather bear those ills we have Than fly to others that we know not of?

Thus conscience does make cowards of us all; And thus the native hue of resolution

Is sicklied o'er with the pale cast of thought, And enterprises of great pith and moment With this regard their currents turn awry, And lose the name of action. – Soft you now! The fair Ophelia! Nymph, in thy orisons

Be all my sins remember'd.

(Recited by Mel Gibson)

34

b) Read the text trying to follow all intonation marks and stylistic features.

BIBLIOGRAPHY

1.Айбатов, Л. Р. Англо-русский фонетический словарь фонетических омонимов / Л. Р. Айбатов. – М. : Рус. яз., 2002. – 224 с.

2.Бурая, Е. А. Фонетика современного английского языка: теоретический курс : учебник для студ. лингв. вузов и фак-тов / Е. А. Бурая. – 2-е изд., испр. – М. : Академия, 2008. – 272 с.

3.Иванова, Е. А. Improve your phonetics : практикум по фонетике англ. языка для студ. I курса фак-та лингвистики / Е. А. Иванова ; Сургут. гос. ун-т ХМАО. – Сургут : Изд-во СурГУ, 2003. – 56 с.

4.Корчажкина, О. М. Мои любимые звуки : фонетико-орфогра- фический справочник англ. языка / О. М. Корчажкина, Р. М. Тихонова ; под общ. ред. доц. Р. М. Тихоновой. – М. : ВЛАДОС, 1996. – 256 с. : ил.

5.Кузнецова, Е. Е. Основы фонетики английского языка : учеб. пособие / Е. Е. Кузнецова. – СПб. : Изд-во Михайлова В.А., 2000. – 123 с.

6.Лебединская, Б. Я. Практикум по английскому языку: Английское произношение / Б. Я. Лебединская. – 2-е изд., испр. – М. : Астрель;

АСТ, 2000. – 176 с.

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7.Литвинов, П. П. Как быстро выучить много английских слов / П. П. Литвинов. – 3-е изд. – М. : Айрис-пресс, 2006. – 144 с.

8.Лукина, Н. Д. Практический курс фонетики английского языка : учеб. пособие для ин-тов и фак-тов ин. языков / Н. Д. Лукина. – 2-е изд., испр. и доп. – М. : Астрель; АСТ, 2003. – 272 с.

9.Меркулова, Е. М. Английский язык для студентов университетов. Введение в курс фонетики / Е. М. Меркулова. – СПб. : Союз, 2000. – 144 с. – (серия «Изучаем иностранные языки»).

10.Петрова, С. В. Нескучная фонетика английского языка / С. В. Петрова, О. Н. Рудавин, А. Е. Бенина. – М. : АСТ; Харьков : Торсинг, 2005. – 250 с. : ил.

11.Kelly, G. How to teach pronunciation / G. Kelly. – Longman, 2001.

12.New Opportunities. Intermediate / M. Harris [et all.]. –. – Longman,

2006.

13.New Opportunities. Pre-Intermediate / M. Harris [et all.]. – Longman, 2006.

14.Roach, P. Phonetics / P. Roach. – Longman, 2001.

15.Spratt, M. Soundings / M. Spratt. – Longman, 1996.

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Учебное издание

Сергеева Наталья Николаевна Иванова Елена Александровна

IMPROVE YOUR PRONUNCIATION

WORK BOOK

Рабочая тетрадь по практической фонетике

для студентов факультета лингвистики

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