Интонационные упражнения

1. Скажите, хорошо или плохо вы и ваш друг играете в теннис, поёте и т.п. Используйте
образец и подсказки.
Model I play tennis badly ( well) | and Daniel plays tennis well ( badly).

play chess; swim; sing; play table tennis; skate; dance; make cakes; cook; spell nationality
words; dive; speak English/Spanish/Chinese/French/German/ Finnish etc.

2. (90) Прослушайте диалоги. Воспроизведите их, имитируя интонацию носителя

языка и обращая внимание на употребление трёх типов ядерного тона, изученных
вами в Unit 1. Составьте аналогичные диалоги, заменяя подчеркнутые слова другими,
подходящими по смыслу (см. образец).
Model
– Sid is five.
– Five? Sid is seven. Ted is five.

Model – Jack is twenty -two.

– Twenty-two? Jack is twenty. James is twenty-two.

3. (67) Произнесите, соблюдая правильность артикуляции и соединения звуков в

связной речи.
1. ɪts ten 'mɪnɪts tә sevn || keɪt ɪznt ɪn jet || ʃi· ɪz leɪt ә geɪn ||
2. dʒeɪn ɪz keɪts si:stә || ʃi· ɪz keɪts eldә sɪstә || ʃi kәn pleɪ tenɪs әnd tʃes ||

4. (68) Прослушайте следующие повествовательные фразы, произнесённые с

высоким нисходящим или низким нисходящим тоном. Повторите фразы за диктором,
обращая внимание на редукцию местоимений и служебных слов.
ʃɪ kәn 'send mɪ ә fæks

ʃɪ ɪz ɪn 'ni:d әv help

ʃɪ hәd ә 'bæd æksɪdәnt

ʃɪ 'nevә hәz 'bɪg mi:lz

hɪ ɪz 'nevә 'bɪzɪ әt sevn

hɪz 'fæmɪlɪ 'lɪvz ɪn ә vɪlәdʒ

5. (69) Проcлушайте следующие повествовательные фразы. Повторите фразы за

диктором.
а)
hɪ kәn 'ti:tʃ pi:pl

She can 'tell Anthony.

She must 'add pepper.

She 'needs it badly.

She can 'mend it easily.

She is an 'excellent teacher.

She can 'visit us next time.

She can 'add a little milk.

'Jack can 'fix it him self.

She isn’t 'easy to please.

She can 'help 'Jack and Eddy.

He says it’s his 'biggest de feat.

She must 'finish it 'next Saturday.

6. (70) Произнесите следующие пары побудительных высказываний, обращая

внимание на изменение места ядерного тона в синтагме в зависимости от интенций
говорящего.
Give it to Pete, please. Listen at tentively, please.
Give it to me, please. Listen to me, please.
Say it to Pat, please. Ex plain it to Sam, please.
Say it. Ex plain it.

7. (71) Прочитайте, следя за низким высотным уровнем частично ударного слова

“please”.
Have some cake, please. Say it a gain, please.
Give me an apple, please. Fetch me a better chair, please.
Get a ticket for Jane, please. Tell me his name, please.
8. (86) Отработайте фонетическое чтение диалогов с изученными вами звуками,
имитируя интонацию носителей языка. Выучите диалоги наизусть и воспроизведите их
в парах.

а) б)
- What’s wrong? - I love buns.
- Nothing’s wrong. - Buns make crumbs.
- Something’s wrong. - I love guns.
- It’s nothing much. - Guns cost money.
- What’s the trouble? Has John come? - I love Ms Hunt.
- Mm. Come and gone. - Ms Hunt‘s a honey.
в) г)
- Is this seat free, please? - What does that model cost?
- No, it isn’t. – I’m keeping it for Miss Grimm. - This modern model?
- Well, can I sit in this seat? - What does it cost?
- I’m afraid not – but that seat by the - Oh, not a lot.
window’s free. - Mm.
- Then I’ll sit in it. - What have you got?
- But if you sit in that seat, you won’t* see a - Er… not a lot.
thing. - Mm.
д) е)
- A frog! Look! A frog on a log! - Sh! The boss is on the bus!
- It’s hopped off. Got it. - But the boss doesn’t come by bus.
- No, John, stop it! Let it hop to the pond. - Well, this is a bus – and that’s the boss.
- Come on then… Froggy! Hop! Hop! Hop to - Oh, yes – at the front.
the pond! Hop! … Plop! - Mm – next to Molly Monk
- Oh!
ж) з)
- Ask it to bark, Margaret. - Jim’s a brilliant physicist.
- I rather think it can’t bark, Arnold. - Jim’s a silly nitwit.
- Can’t bark? But if it can’t bark, it can’t guard - Criticism! Nothing but criticism! If it isn’t Jim,
the house. Ask it to bark, Margaret. it’s Billy and if it isn’t Billy, it’s…
- Er… er… Can’t you… bark? - Billy’s ridiculous!
- Bark, can’t you! Bark! Bark! - Philip, it’s silly to criticise everybody!
- Arnold can bark. - Yes, Jill, it is. Now, why are you criticizing
me?

* - описание артикуляции звука [ɜʊ] представлено в Unit 3

9. (72) Произнесите фразы по разметке, следя за интонацией, ритмом и
плавностью соединения звуков на стыке слов. После этого напишите предложения
буквами, пользуясь при необходимости словарём, прослушайте их ещё раз и
прочитайте без разметки, имитируя интонацию диктора.
ʃi·‿ɪz eɪt || ʃi·‿ɪz‿ɪ levn || aɪ‿әm‿ eɪt || aɪ‿әm‿ɪ levn || maɪ neɪm‿ɪz‿ ed
|| maɪ 'neɪm‿ɪz‿ æn || maɪ 'sɪstәz 'neɪm‿ɪz‿ emɪlɪ || maɪ 'ni:sɪz neɪm‿ɪz ægnɪs ||
ә pi:s‿ әv keɪk || ә 'slaɪs‿әv lemәn || ә 'slaɪs‿әv tʃi:z ||
'mi:t 'maɪk әt‿ naɪn || aɪd‿ 'laɪk‿ tә si: ә dʒækɪt || aɪ mәst 'baɪ‿ɪt tә deɪ ||
aɪm sevn ti:n tә deɪ || 'lets 'mi:t әt‿maɪ pleɪs || 'lets mi:t әt‿ eɪt || ɪt ɪznt‿ leɪt
ɪz ɪt ||
aɪd‿ laɪk tә 'baɪ ә keɪk || lets 'baɪ sәm‿ æplz bɪ saɪdz ||
ɪts faɪv || ɪts ti:taɪm || lets hæv ti:‿әnd sәm æplpaɪ ||
10. (73) Прочитайте фразы по интонационной разметке.

This is a text. This is a shelf. This is a knife.

This is a child.

That pen is thick. That man is sick.

This is a white car and that is a black car. This

is a thin line and that is a thick line.

This match is thin and that match is thick. This

child is six and that child is eight. This tie is
Ted’s and that tie is Mark’s.

Give them this text, please. Send them this

plan, please. Lend him this knife, please. Give
him that fish, please.

Bill and Mark are teachers. Emm and Kate are

typists. Emm and Bess are sisters. Ned and
Steve are Swedish.
I like the knives. They are clean. He likes the
flats. They are large. She likes the pens. They
are thin.

11. (74) Прослушайте фразы, содержащие перечисление, произнесённые низким

восходящиΙм тоном, и отработайте чтение фраз с данной интонационной моделью.

1. We help Eve, Nell, Ben, Will.

2. He spells “wife”, “niece”, “tie”, test.

12. (75) Прослушайте, какдиктор перечисляет буквы английского алфавита,

итспользуя низкий восходящий тон. Повторите названия букв, состоящие из
изученных вами звуков, за диктором.

13. (76) Прослушайте фразы, произнесённые низким нисходящиΙм тоном. Одна из

фраз стимулирует говорящего к продолжению повествования, две другие содержат
переспрос, определите, какие именно. Начертите интонограмму к каждой фразе.
Отработайте чтение фраз с данной интонационной моделью.

Sorry? What did you say? Yes?

14. (77) Произнесите фразы, содержащие общий вопрос, не ударяя глагол is.
Обратите внимание на непринуждённый характер вопросов.
1. Is she absent today? 3. Is 'Agatha the eldest in the family?
2. Is the 'baby still sleeping? 4. Is she 'still in the kitchen?

15. (78) Произнесите следующие пары фраз. Укажите, какие вопросы являются
нейтральным запросом информации, а какие выражают некоторое удивление
(сомнение, недоверие). Произнесите последнюю пару фраз самостоятельно.

1. Is 'Agatha playing? 3. Is the man speaking English?

' Is she still playing? ' Is he speaking English?

2. Is she 'taking an exam? 4. Is this 'belt made of leather?

Is she taking an exam? Is it made of leather?

16. (79) Произнесите фразы, обращая внимание на интонацию общего вопроса.

1. It’s time for dinner. – Is it time for dinner?
2. This pie is delicious. – Is this pie delicious?
3. The chicken is in a pan. – Is the chicken in a pan?
4. She can speak Spanish. – Can she speak Spanish?
5. His jacket is made of denim. – Is his jacket made of denim?
6. Her bag is made of leather. – Is her bag made of leather?

17. (80) Произнесите общие вопросы.

1. Is it maths? 7. Is she standing?

2. Is it thin? 8. Is he playing?
3. Can she sing? 9. Is he an athlete?
4. Has he a bike? 10. Is he English?
5. Is it “to bathe”? 11. Can she teach them?
6. Is it a sink? 12. Is it leather?

б)
1. Is she Betty’s niece? 4. Has he any 'plans for the
2. Can she 'meet me at the station? evening?
3. Is she 'leaving this Saturday? 5. Is she 'feeling better?

18. (81) Произнесите разделительные вопросы.

19. (82) Прослушайте следующие фразы. Определите тип интонационной структуры

неконечных синтагм. Назовите синтагмы, являющиеся самостоятельными по смыслу.
Воспроизведите фразы за диктором.
1. Nancy is reading and Edith is writing.
2. This is a caterpillar, and that is a beetle.
3. This table is made of plastic and it’s fairly cheap.
4. I am making dinner and my sister is laying the table.
5. It’s an English text and I must read it.
6. Mary is a teacher of English and Helen is a teacher of physics.
20. (83) Произнесите следующие фразы, оформляя незаконченные синтагмы низким
восходящим тоном. Объясните, почему в незаконченых синтагмах употреблён данный
тип интонационной структуры.
1. Sally is a cashier and Janet is a typist.
2. Jane can ski and Janet can skate.
3. Helen likes camomiles and betty likes pansies.
4. Ann has a ring and Liz has a pendant.
5. This knife is made of steel and that knife is made of silver.
21. (84) Выберите для каждой из фраз интонационную структуру (Model A или Model
B), соответствующую характеру смысловой связи между синтагмами. Произнесите
фразы.

Model A: This 'bag is 'made of leather and it 'isn’t ex pensive.

Model B: 'This 'bag is made of natural leather and 'that 'bag is 'made of manmade
leather.

1. This is veal and that is beef.

2. The climate in Siberia is severe and the climate in England is mild.
3. This sentence is difficult and I must repeat it several times.
4. This hat is made of felt and it’s very fashionable.
5. Mary has a pair of jeans and Janet has a pair of sllacks.
6. This sheet is made of flax and that sheet is made of siilk.
7. This is veal and it’s very tender.

22. (85) Определите число ритмогрупп в следующих фразах. Запишите эти фразы в
транскрипции, сделайте интонационную разметку, обозначая паузы между синтагмами
(см. Unit 1 «Ритм, ритмогруппа, фразовое ударение»). Пролизнесите фразы за
диктором.
1. Send Pete back. Kyle likes cats.
2. Let’s play a game of chess.
3. She never makes mistakes in a dictation.
4. Take my advice and buy it.
5. Have some cheese and some biscuit.

23. (87) а) Прослушайте текст и протранскрибируйте его последовательно в паузах за

диктором. Прослушайте текст повторно и сделайте интонационную разметку.
Подготовьте фонетическое чтение текста по разметке. Выучите текст наизусть.

Text One
My name is Charles Smith. I live in Leeds. Leeds is a big cty. I believe the city is fine.
We have a large park in the city. I like it.
I have a family. I have a wife and a child. My wife’s name is Aiice. She teaches Spanish.
The chiId’s name is Jane. She is six. My wife teaches Jane Spanish. I believe she likes it. We are
glad that Jane speaks Spanish a little.
I have a sister. My sister’s name is Pamela. She is a Swedish teacher. Pamela lives in
Cardiff. She says she misses me.
We have a nice little flat. It is light and clean. I help Alice clean it.
At five we have tea and cakes. Then Alice makes dinner. We have dinner at seven.
After dinner Alice and Jane speak Spanish a little. Then Jane plays in the yard, and Alice
types Spanish exercises.
At nine Jane is in bed. I am at my desk till ten.
 24. (88) а) Прослушайте текст и протранскрибируйте его последовательно в паузах
за диктором. Прослушайте текст повторно и сделайте интонационную разметку.
Подготовьте фонетическое чтение текста по разметке. Подготовьте список ключевых
слов. Выучите текст наизусть и воспроизведите его, пользуясь подготовленными
ключевыми словами.

Text Two
David and Richard are great friends. David lives in Park Street and his friend lives in Peace Street.
David is an English teacher, he teaches students. And Richard teaches children French.
Every day David gets up at seven, has breakfast and reads his paper. At nine he is at the
Institute. He is very busy giving classes till three. He meets his students five times a week. After
classes he has dinner and rests a little. Then, if it is a busy day, he is at his desk till eight. He
reads linguistic articles, marks his students’ papers and makes up new exercises. After that, if he
has a little time, he reads a French newspaper. At eight David has supper. At eleven he is in bed.
David likes teaching. He believes teaching is rather difficult but interesting.
If David has free time after classes, he takes a taxi and visits richard and his wife Inga. David
and Richard play chess and speak French. Then they have a light supper –– a little chicken, tea
and cakes.
Richard is a very clever man. But he likes getting up late, playing chess and meeting his friends.
That’s why Inga believes Richard is lazy, and Richard says she is quite right. But David likes his
friend very much.

25. (89) Прослушайте текст и сделайте его интонацирнную разметку. Подготовьте

фонетическое чтение текста по разметке. Выпишите а) все предложения с
неконечными синтагмами; б) все предложения с обстоятельствами времени; в) все
предложения с прямой речью. Начертите интонограммы этих предложений. Объясните
выбор носителем языка того или иного ядерного тона при произнесении неконечных
синтагм.
Text Three
I am a student at the St. Petersburg Pedagogical Institute, Faculty of Foreign Languages.
Students of the German Department learn German and English. We like these languages very
much. We are all happy we can speak German. We can also* speak English a little.
We have a lot of work to do every day. In the morning we are busy in class, talking and
discussing things, reading and writing. We also* listen to tape recordings and see German films.
At the English lessons we read and write words and sentences, ask and answer questions, agree
or disagree with the teacher’s statementss, and so* on. We read and listen to short texts, then
we retell them. We also* do a lot of exercises at home. Sometimes, before doing an exercise we
read a rule in the textbook and learn it. The textbook also gives a lot of examples, and this helps
us (to) do the exercises correctly.
After classes we don’t go home. We often work in the reading room or in the language
laboratory. Sometimes we need the teachers’ help, and then we ask them to stay after the
lessons. The teachers listen to the students and correct the students’ mistakes in reading,
retelling and translation. They also* explain to us difficult things.
I also* do a bit of teaching. My sister has a little daughter and I teach my niece English. (My
sister likes English very much, that’s why I teach the girl thiss language.) We do all kind of oral
work. I ask the girl, “What’s the English for мяч?” and she answers, “It’s a ball”. If her answer is
wrong, I correct her. My niece knows many English words. If she doesn’t understand a word, she
asks me, ”What’s the russian for it?” and I translate it for her. We have a small blackboard and
my niece writes letters with a pice of chalk on it. The lesson is not long. After the lesson the girl
asks me to give her a mark, she always gets “fours” and “fives” and never a bad mark.
My brother-n-law doesn’t think it right to teach a girl of four a foreign language. He says it’s
too early. But you know, children learn easily and my niece likes it very much. She wants to know
everything.
 I can’t come to my sister’s place on weekdays. I can do it only on my day off, and it’s a happy
day for my niece and for me, too.

* – описание артикуляции звука [ɜʊ] см. в следующем разделе

26. Прочитайте.
а) [sss | θθθ | zzz | ððð | sssθθθ | zzzððð | zzzθθθ | sssððð]
б) [ɪz θɪk | ɪz θɪn | ɪz ðɪs | ɪz ðæt | beɪðz | si:ðz | leɪðz | sɪksθ | feɪθs | mɪθs]
в) [nθ] tenth, ninth, seventh,
г) [nð] in this city; in this text; in that flat; on the shelf; on the mat; win the match; in the
fridge
д) [tð] at this time; let them; at the park; at the mall; at the cinema
е) [dð] send them; find this; and that; and them; and this; led them; had them; mend
them; breed them; feed them; speed them
ж) [lð] tell them; spell this; well then; e- mail this

1. Прочитайте слова co звуком [ʌ].

[bʌs | ʌs | bʌt | hʌt | kʌt | kʌp| sʌn | dʌl]

27. Отработайте слитное и быстрое чтение скороговорок по схеме. Какие знакомые вам
фонетические явления вы заметили?
Слово → Словосочетание → Предложение
1) The sixth Sikh sheikh’s sixth sheep’s sick.
The sick Sikh sheikh’s slick sheep’s sixth.
2) I had a hat on my head.
3) A fiddling fiddler fiddled a fiddle with a fiddlestick.
4) Is this your sister's sixth thistle, sir?
5) Elizabeth's birthday is on the third Thursday of this month.
6) This is the sixth zebra snoozing thoroughly.
7) A little beetle rattled in a bottle in Seatle.
8) Miss Smith’s fish-sauce shop seldom sells shellfish.
9) What’s written can’t be eaten or beaten.
10) A battle of a brittle bottle and a metal kettle was settled.
11) When you write a copy, you have a right to copyright the copy you write.
12) The sun shines on shop signs.
13) I can think of thin things, six thin things, and you?
14) Yes, I can think of thin things and of six thick things, too.
15) If a dog chews shoes, what shoes would he choose to chew? – Too few! He’s a choosy shoe-
chewer!

28. а) Начертите интонограммы следующих предложений с прямой и косвенной речью

(по одной интонограмме на каждый тип предложений с одинаковой интонациолнной
структурой) и прочитайте их вслух. Придумайте по одному предложению по каждому
типу интонационной структуры; б) Переведите предложения с прямой речью в
косвенную, а предложения с косвенной речью – в прямую (см. Пунктуация при прямой
речи), запишите и прочитайте получившиеся предложения.
1. He says, “I’m late.” She says, “He’s ill.” She says, “It’s dark.” He says, “She’s pale.” He
says, “It’s Sam.” She says, “I’m ten.” He says, “It’s nice.” I say, “I’m glad.”
2. “He’s ill,” she says. “It’s late,” they say. “I’m glad,” I say. “It’s Nick,” he says. “She’s
pale,” he says. “I’m fine,” she says. “It’s dark,” they say.
3. He says, “Archie’s lazy.” They say, “Harry’s picky.”
4. They say it’s late. He says it’s time. She says she’s ill. We say they’’re fine.
 5. Charles says he has it. Ted says he likes it.
6. Jim says it’s a shame. Will says it’s a game.
7. Nick says it’s a pity. Ned says she’s pretty.
8. Alice says it’s dark. Liza says she’s twelve. Charlotte says she’s late. Edward says he’s
glad.
9. Jack and Jane say they need it. Grace and Jim say they’re ready.
10. Jessica says Oliver is in. Emily says Jennifer is ten.
29. Прочитайте вслух, выделяя логическим ударением подчёркнутые слова. Используя
лексику данного раздела, придумайте два-три предложения, в которых можно
выделить логическим ударением разные слова. Прочитайте вслух возможные
варианты.
1. ~ 1. Daisy is Charlie’s niece. 2. Daisy is Charlie’s niece. 3. Daisy is Charlie’s niece. 4. Daisy is
Charlie’s niece. 5. Daisy is Charlie’s niece.
2. ~ 1. I need twelve CDs. 2. I need twelve CDs. 3. I need twelve CDs. 4. I need twelve CDs.
3. ~ 1. Help James find his key. 2. Help James find his key. 3. Help James find his key. 4. Help
James find his key.
4. ~ 1. Jack plays tennis badly. 2. Jack plays tennis badly. 3. Jack Sharp plays tennis badly. 4.
Jack Sharp plays tennis badly.
5. ~ 1. Give Jane’s child five apples. 2. Give Jane’s child five apples. 3. Give Jane’s child five
apples. 4. Give Jane’s child five apples. 5. Give Jane’s child five apples.
6. ~ 1. Charlotte likes expensive hats. 2. Charlotte likes expensive hats. 3. Charlotte likes
expensive hats. 4. Charlotte likes expensive hats.

30. Прочитайте вслух предложения, содержащие ing-форму глаголов.

1. ~ I like reading. She likes dancing. He likes skiing. They like playing. She likes
teaching.
2. ~ After skiing they eat. After playing he reads. After skating she bathes. After
swimming she plays.

31. Прочитайте предложения со сдвинутым коммуникативным центром высказывания.

1. ~ He lives in Park Street. He lives in Green Street. She lives in Bell Street. They live in Klent
Street.
2. ~ I like the streets. They are clean. He likes the flats. They are large. They like the knives.
They are new. I like the trees. They are green.
3. ~ He reads after supper. We bathe after tennis. She rests after classes. We write after
breakfast. She eats after classes. She types after dinner.
4. ~ She gets very many e-mails, and he gets few. We have very many CDs, and they have few.
Joseph has very many instruments, and Jack has few. Sandra has very many T-shirts, and Jane
has few.