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CONTENTS
Section 5: Intonation………………...………………………………………………85
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SECTION 1: Основные понятия
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9. Потеря взрыва (Loss of Plosion) – в сочетании смычного согласного с
другим смычным или аффрикатой первый смычный произносится без взрыва,
если место их артикуляции совпадает: that child, big cup. Если места их
артикуляции различны, взрыв первого согласного неполный: object, good girl.
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20. Тембр (Voice Quality) – качество звучания, передающее эмоциональное
состояние говорящего.
23. Низкий нисходящий тон (Low Fall) - один из основных ядерных тонов,
выражающих законченность мысли, категоричность, эмоционально нейтрален.
24. Низкий восходящий тон (Low Rise) – один из основных ядерных тонов,
выражающих незавершённость мысли, связь между синтагмами,
заинтересованность говорящего.
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LESSON 1: [t], [d], [p], [b], [k], [g], [s], [z], [f], [v], [v], [n],
[I], [e], [ә]
Характеристика звуков:
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6. [m] – губно-губной смычный носовой сонант. При произнесении [m] губы,
смыкаясь, образуют полную преграду, но мягкое нёбо опущено, и струя воздуха
проходит через полость носа. По сравнению с русским [м] следует отметить
болеe напряжённую артикуляцию английского согласного [m].
Phonetic Exercise 1
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Phonetic Exercise 2
ten get end debt – dead sit – set busy – Benny gets
pen pet egg bet – bed bit – bet pity – Betty pets
men net ate set – said big – beg Minnie – many beds
did – dead kids
Phonetic Exercise 3
Additional Exercises
1. Read the exercise, paying attention to the degree of aspiration of the voiceless
consonants [p], [t], [k].
↘ ↘ ↘
Tim is ╲sick. Tim ╲isn’t sick Is ˈ Tim s̷ ick?
↘ ↘ ↘
Bess is ╲ten. Bess ╲isn’t ten. Is ˈ Bess t̷ en?
↘ ↘ ↘
Eddy is ╲busy. Eddy ╲isn’t busy. Is ˈ Eddy b̷ usy?
3. Practise reading the sentences; make them negative and interrogative as in the
previous exercise.
↘ ↘
Sid is ╲big. Ken is ╲in.
↘ ↘
Mick is ╲six. Nick is in ╲Sidney.
↘ ↘
Kevin is ╲seven. Phyllis is in ╲Venice.
↘ ↘
Vicky is ╲skinny. Mr. Nixon is in ╲Denver.
↘ ↘
Dennis is in ╲bed. Mrs. Gibson is in ╲Texas.
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4. Practise reading the following conversations.
↘
a/ Cindy is ╲busy.
↘
Cindy ╲isn’t busy. ╲Kitty is busy.
↘
b/ Is ˈ Ben six?
̷
↘ ↘
Ben?
̷ Ben ╲isn’t six. Ben is ╲seven.
↘
c/ Is ˈ Ed in?
̷
↘
̷ Ed ? Ed ╲isn’t in.
↘
Is Teddy in?
̷
↘
Teddy?
̷ Teddy is ╲in.
5. Listen to the sentences below, mark the intonation. Practise reading them.
Характеристика звуков:
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Так называемый тёмный (твёрдый) оттенок [l] звучит в конце слов и перед
согласным. Светлый (палатализованный) оттенок [l] звучит перед
гласными и перед согласным [j]. Смягчение достигается поднятием средней
спинки языка. Следует иметь в виду, что английский палатализованный
согласный [l] твёрже соответствующего русского варианта, а английский
тёмный согласный [l] несколько мягче русского [л].
Phonetic Exercise 1
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lip – pill kettle
lick – kill fiddle
lit – till middle
Phonetic Exercise 2
Phonetic Exercise 3
Phonetic Exercise 4
Phonetic Exercise 5
Phonetic Exercise 6
Phonetic Exercise 7
Phonetic Exercise 8
Phonetic Exercise 9
Phonetic Exercise 10
Phonetic Exercise 11
Phonetic Exercise 12
Additional Exercises
1. Read the exercise, paying attention to the articulation of the long and short
vowels.
2. Read the exercise, paying attention to the differences in the articulation of the
vowels.
↘ ↘ Martin is an artist.
Kevin is a ╲dean. Isn’t ˈ Kevin an a̷ rtist? ╲
↘
Martin is an ╲artist.
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↘
Isn’t M
̷ artin a dean?
↘ Emily is a singer.
Liz is a ╲dancer. ↘
Isn’t ˈ Liz a ̷ singer?
╲
↘
↘
Emily is a ╲dentist.
Isn’t E
̷ mily a dancer?
↘
↘
Peter is a ╲builder. Isn’t ˈ Peter a farmer?
̷ ╲ Nick is a farmer.
↘ ↘
Isn’t N
̷ ick a builder?
Nick is a ╲farmer.
4. Make the sentences below negative and interrogative; then make up dialogues
using Exercise 3 as a model. Practise reading them with proper intonation.
5. Listen to the following conversations, mark the intonation. Practise reading the
conversations together with the tape.
6. Listen to the following sentences. Pay attention to the logically stressed words.
Practise reading the sentences.
↘
1. Kelly ˈ Nixon is ˈ fifty- seven.
╲
↘
Kelly ˈ Nixon is fifty-seven.
╲
↘
Kelly ╲Nixon is fifty-seven.
╲Kelly Nixon is fifty-seven.
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↘
2. Is ˈ Kelly ˈNixon ˈfifty- s̷ even?
↘
Is ˈ Kelly ˈ Nixon ̷fifty-seven?
↘
Is ˈ Kelly ̷Nixon fifty-seven?
↘
Is ̷ Kelly Nixon fifty-seven?
7. Mark the intonation in the dialogues below, then listen to the tape and check
whether you have done it correctly. Practise reading the dialogues.
8. Read the following sentences, making different words logically stressed each
time.
Характеристика звуков:
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В русском языке подобных звуков нет. В случае ошибки типа [т], [д] не
следует прижимать язык к верхним зубам, необходимо оставлять щель между
зубами и языком. Чтобы избежать ошибки типа [с], [з], не следует держать
язык в зазубном положении. Кончик языка должен находиться между зубами.
Во избежание ошибки типа русских [ф], [в] следует опускать нижнюю губу.
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ошибки типа [ой] следует сделать первый элемент дифтонга более открытым и
менее лабиализованным, а второй элемент значительно ослабить.
Phonetic Exercise 2
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shut mission vision
shop session collision
finish action measure
Swedish direction pleasure
Phonetic Exercise 3
Phonetic Exercise 4
Phonetic Exercise 5
Phonetic Exercise 6
Phonetic Exercise 7
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other people’s
business!
Phonetic Exercise 8
Phonetic Exercise 9
tea – tear when – where shoe – sure his sheer fear of his
bee – bear bed – bare pool – poor peers
bead – beard head – haired cute – cure Beware of the bear!
weed – weird chess – chairs pew – pure Make sure the water is
quite pure.
Additional Exercises
1. Read the exercise paying attention to the differences in the articulation of the
monophthongs and diphthongs.
2. Read the exercise paying attention to the articulation of the voiced and voiceless
consonants.
4. Put different questions to the sentences below. Practise reading them with
proper intonation.
5. Listen to the dialogue. Practise reading them with a partner. Make sure you
imitate the intonation on the tape correctly.
↘
: D’you know ̷Polly?
: ̷Polly? ╲What Polly?
↘
: Polly ╲Smith,| a ╲model.
↘
: ╲No. Is she a g̷ ood model?
↘
: ╲Look,| this is her port╲folio. || She’s a ╲perfect model.
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↘ ↘
: Oh ╲yes||. These photos are ˈperfect in╲deed. || Let’s ╲meet her.
↘
: It’s a pity ˈPolly ╲isn’t in the city.
: I̷ sn’t she?
↘ ↘
: Polly is in ╲Italy. || She’ll be back ˈ next Thursday.
╲
6. Listen to the dialogue, mark the intonation. Practise reading the dialogue with a
partner.
PHONETIC RULES
1. We must watch for the positional length of the vowel […]. It is the longest in the
final position, it is shorter before a voiced consonant, it is the shortest before a
voiceless consonant.
2. we must watch for the aspiration of the voiceless consonants [p, t, k ]. They are
most strongly aspirated before stressed vowels esp. long monophthongs and
diphthongs; they are less aspirated in the final position and before an unstressed
vowel; they lose their aspiration after [s].
3. We must watch for the lateral plosion in the word / in the phrase ______. The
plosion of the consonant […] becomes lateral under the influence of the sonorous
consonant [l].
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4. We must watch for the nasal plosion in the word / in the phrase _______. The
Plosion of the consonant […] becomes nasal under the influence of the nasal
sonorants [n], [m].
5. We must watch for the loss of plosion in the word / in the phrase________. The
consonant […] loses its plosion under the influence of the following plosive
consonant […].
8. We must watch for the absence of the glottal stop in the word _______ where the
vowel occurs in the initial position.
e.g. [ ‘i:zi]
9. We must watch for the absence of palatalization of the consonant [..] before the
front vowel […].
10. We must watch for the linking [r] in the phrase ________.
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Comment on the phonetic phenomena to be observed in the following exercises.
Practise reading them.
a.
My red pencil Glad to see you. Let me see. Not now
Your weak point I want to ask you. I don’t know. Right now
Her short coat He hasn’t got it. We don’t like it. Stop Mary
His great trouble He doesn’t teach her. He doesn’t learn it. Late at night
Their old clock
b.
What nasty weather. How pretty she is.
What wonderful roses. How clever of you.
What lovely violets you’ve got. How nice of you to come to see me.
What valuable pearls she has. How strange this old man is.
c.
dear – dare- doer a rear corner bottle model rotten
tear – tear – tour a spare minute double idle pattern
mere – mare - moor a poor animal simple button hidden
riddle beaten forbidden
d.
Oh dear, it’s quite clear.
There are tears in her eyes.
There isn’t much time.
It isn’t quite right.
She hasn’t got a piano.
e.
trial a famous scientist
triumph a cruel pirate
quiet a fragrant violet
tyrant a cold shower
admire a clean towel
desire a front vowel
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Intonation Exercises
1. Read each of the phrases below three times: with the falling, rising and falling-
rising intonation.
2. Read the questions with the intonation appropriate for each question type.
b/ - Do you know the story about Robin Hood, a hero of English ballads?
- How many people come to the museum every day?
- Does he really play the guitar or is it only a joke?
- They’ve got a rich collection of paintings started by their great-grandfather,
haven’t they?
d/ - Can you touch your nose with your left hand and pull your left ear with your
right hand at the same time?
- Why are you so upset about the whole thing?
- Do you want to buy a bicycle or a pair of roller-skates as a present for your son?
- For all I know there isn’t a nursery I your house, is there?
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e/ - Does it mean that you refuse to take part in the play?
- How long does it take you to accomplish this kind of work?
- Does he prefer to stay in a hotel or with his friends?
- Bill lets you drive his car sometimes, doesn’t he?
f/ - Shall I telephone John and tell him about the incident right now?
- Why must you stay at home while everyone else is going out?
- Does she stay in town or does she go to the country for her weekends?
- It often rains in this part of the country in winter, doesn’t it?
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SECTION 2: SOUND REVISION
Exercise 1
Look at the pictures and listen. Read the sentences together with the tape. Pay
attention to the ‘th’ sound.
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Exercise 2
Listen to the dialogues. Practise reading them with a partner. Make sure your [ θ ] and
[ ð ] sounds are correct.
Dialogue A
Dialogue B
Exercise 3
Look at the pictures and listen. Practise saying the sentences paying attention to the
sound [f].
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Exercise 4
Listen and then practise saying the following sentences first very slowly, then faster.
Pay attention to the correct articulation of the sounds [b] and [v].
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c. Vera Bathory, the Viennese vampire, bathes every evening in
buckets of blood.
d. A visiting burglar broke victor Barton’s marble bust of Voltaire into
various bits.
e. Valentine Barlowe, the TV ventriloquist, lives in “Belleview’ – a vast
brick villa built in 1812.
Exercise 5
Exercise 6
Listen to the sentences below. Practise saying them paying attention to the sound [w].
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Exercise 7
Match the questions and the answers, then listen and check your answers. Practise
reading them in pairs.
2. What was wrong with the weather on b. The sweet white one, Walter.
Wednesday?
Exercise 8
Listen to the dialogue. Practise reading it. Watch for the correct articulation of the
sounds [w] and [v].
Exercise 9
Listen to the sentences, practise saying them first slowly and then faster. Pay
attention to the [h]s.
a. Helen has cut her own hair again – it’s absolutely horrible!
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b. Have you heard about Hannah’s horrific adventure in Hamburg?
d. Old Hugh hasn’t eaten his ham and eggs already, has he?
Exercise 10
Put the jumbled sentences below in the correct order. Listen to the tape and compare
your answers. Repeat each sentence with the tape.
a. helped/ I have?
b. hamburgers/ hate/ eating/ I!
c. in/ Abigail/ here/ hovered/ has?
d. Aunt Hannah/ Alan Harbord/ his/ adores.
e. heart attack/ had/ Harriet Elston/ old/ a.
f. Helmut/ Anna/ hurriedly/ about/ asked/ English/ homework/ his.
g. overcoat/ a/ Arthur Harris/ in/ always/ handkerchief/ his/ has.
Exercise 11
Listen to the dialogue. Practise saying it line by line, then read it with a partner.
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W: Holly and Hannah, Hazel’s children from her first marriage.
M: But Henry hates children!
W: Mm… how interesting!
Exercise 12
Listen to the dialogue, write it down, then practise reading it, paying attention to the
[s] sounds.
Helpful phrases:
Water-skiing
The Six Star Hotel
Exercise 13
Listen to and practise reading the following text, paying attention to the difference in
the articulation of the sounds [s] and [ S ].
Exercise 14
Listen to the tape and put down the sentences you hear. Practise saying them as fast
as possible.
Exercise 15
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Irish Fishing Ship Sinks in Pacific Ocean
Exercise 16
Listen to the tongue-twisters. Practise saying them very slowly first and then faster.
Make sure you pronounce the sounds [s], [z], [ S ], [ Z ], [ C ], [ G ] correctly.
A.
a. Which of Shirley Hatchard’s children stole a portion of cherry cheesecake from the
kitchen shelf?
c. The rich Turkish sugar merchant purchased a shining Porsche for his Chinese
chauffeur to polish.
d. Sasha, the Russian chess champion, chased Sharon, the Scottish chambermaid,
round the kitchen floor, so Sharon showed Sasha the door.
B.
a. In his youth, Jerry Josephs, the New York millionaire, used to play jazz on a huge
German tuba.
b. Julian Jones is jealous of Eunice’s Jaguar, but Eunice Jones is jealous of Jason’s
jacuzzi, and Jason Jones is jealous of Julian’s yacht.
c. That fabulous jade unicorn is the most beautiful Japanese statue in any
European museum.
d. Journalist Jane Young stupidly damaged George Joyce’s new yellow jeep on the
edge of the bridge.
Exercise 17
Listen to the dialogue, mark the intonation and practise reading it with a partner.
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Jim: do you remember Hugh Young? He was a music student.
Jack: Hugh Young? Did he use to have a huge yellow jeep?
Jim: Yes. And he used to play beautiful tunes on the tuba.
Jack: Yes, I knew Hugh. He used to be a very stupid student. Do you have any news
of Hugh?
Jim: Yes. He’s a millionaire now in New York.
Jack: A millionaire? Playing the tuba?
Jim: Oh, no. He produces jam in tubes, and tins of sausages and onion stew, and
sells them in
Europe. I read about Hugh in the Newspaper yesterday.
Jack: Oh! Well, he wasn’t so stupid.
Exercise 18
Listen to the dialogue and prepare its model reading, trying to imitate the intonation.
Exercise 19
Match up the following mini-dialogues. Listen to the keys and practise reading the
sentences, paying attention to the [ ŋ ] sounds in them.
a. 1.
Captain! I think we are sinking. All right, Angela, you can exchange it
for another one.
b. 2.
have you got an English-Hungarian But darling, he’s single, ninety-nine, and
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dictionary? his only niece lives in Montreal.
3.
c. Incredible! They said the Titanic was
This orange looks strange, Miss. unsinkable!
d. 4.
We’re not inviting that boring old thing Bilingual dictionaries are with the
for Christmas. foreign language books on the second
floor, sir.
Exercise 20.
Put the jumbled sentences below into the correct order. Listen to the tape and check
your answers. Practise saying them.
a. skating rink/ Aunt Angela/ at a/ a tango/ Uncle Frank/ Birmingham/ with/ while
dancing/ banged/ her ankle
b. at the pretty, young singer/ in a singles’ bar/ winked/ drinking/ the Hong Kong
gangster/ singing romantic sings/ a gin sling
c. tongue/ pink/ long/ this/ string/ what’s/ Angus King’s/ that/ on?
Exercise 21
Listen to the dialogue, write it down, mark the intonation. Prepare model reading of
the dialogue.
Ruth librarian
Laura waitress
Rita electrician
Rosemary
Roland
Exercise 22
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Listen and practise reading the headlines below. Pay attention to the sound [ W ].
Exercise 23
Listen to the dialogue. Prepare its model reading. Work with a partner.
Exercise 24
A. Listen to the following phrases, practise saying them. Pay attention to the short
and long [u] sounds.
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a stupid wolf new toothpaste
a school bully a rude butcher
football boots a huge computer
fruit juice Peruvian music
B. Listen to some more phrases, put them down and practise reading them.
Make up sentences of your own, using as many of the phrases as possible.
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Exercise 25
Below are some common English sayings and proverbs. Work out their meanings and
practise reading the proverbs.
Exercise 26
Put down all the words you hear on the tape. Concentrate on the sounds [ O: ] and
[әu]. Check for the spelling in a good dictionary.
Invent your own tongue twisters using as many words and phrases from the exercise
as possible.
Exercise 27
Listen to the mini-dialogues, write them down and practise reading them, paying
attention to the differences in articulation of the vowels [ O ], [ O :], [ әu ].
Exercise 28
Listen to and practise saying the sentences. Start by saying them slowly and then
faster. Make sure you pronounce the [ æ ] and [ A ] sounds correctly.
c. Thank you very much for coming to pay back that money you
borrowed on Monday, Danny.
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d. While cutting up lamb the drunken butcher hacked off his thumb
with a hatchet.
Exercise 29
Listen to the dialogue, write it down and practise reading it with a partner.
Exercise 30
Listen to and practise reading the following phrases, paying attention to the short and
long [i] sounds. Make up similar phrases of your own.
Exercise 32.
Listen to Jenny talking about her holiday. Are the bold sounds [e] or [ei]? Practise
reading the paragraph.
Last year, I went to Spain on holiday with my friend Jane. The hotel was great, but
the weather was terrible! It rained every day for ten days!
Exercise 33
Listen to the dialogue, mark the intonation. Practise reading the dialogue, paying
attention to the correct articulation of the diphthong [ai ].
Exercise 34
Put the following jumbled sentences into the correct order. Listen and compare your
answers with the tape. Practise saying the sentences. Make sure your [au] is correct.
a. lying/ this morning/ ₤ 50/ I found/ I town/ on the ground/ I was/ when.
c. downstairs/ shower room/ in the/ we caught/ mouse/ little/ a/ this morning/ brown.
e. from/ the/ they/ to the/ tower/ ground/ cow/ of the/ the/ lowered/ window.
Exercise 35
A. Listen and then read the phonemic symbols paying attention to the correct
articulation of the diphthongs.
a. [ ә riәl biәd ]
b. [ ә leizi dei ]
c. [ fεә hεә ]
d. [ nOizi bOiz ]
e. [ ә kәuld nәuz ]
f. [ ә brait lait ]
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g. [ ә laud ∫aut ]
B. Listen to the phrases and fill in the gaps, then listen again and practise saying the
phrases.
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SECTION 3: BASIC COURSE
1. The consonant is a sound in the production of which the air stream meets an
obstruction in the mouth cavity and a certain degree of noise is heard.
3. According to the degree of noise English consonants are divided into noise
consonants and sonorants. Noise consonants are further classified according to the
work of the vocal cords. When the vocal cords are brought together and vibrate,
voiced consonants are produced; when the vocal cords are drawn apart, voiceless
consonants are heard. Sonorants are always voiced, in their production tone prevails
over noise.
5. According to the active organs of speech consonants may be labial, lingual and
glottal.
Labial consonants are made by the lips. They are bilabial (produced only by the lips)
or labio-dental (produced by the upper teeth biting the lower lip).
Lingual consonants are forelingual, mediolingual and backlingual. Forelingual
consonants are articulated with the tip of the tongue (apical articulation). According
to the place of obstruction consonants may be alveolar, post-alveolar, palato-
alveolar and interdental. Mediolingual consonants are produced with the front and
the central part of the tongue raised towards the hard palate. Backlingual consonants
are produced with the back part of the tongue raised towards the soft palate (velar
articulation). The glottal consonant [h] is articulated in the glottis.
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Prepare model reading of each set of sentences concentrating on the headline groups
of consonants.
b.
Every evening Victor and Vivian visit eve. Victor and Vivian are rivals. Both vow to
love Eve forever. But Eve is very vain. Vivienne is vivacious and full of verve.
Eventually, Victor gives up and goes over to Vivienne, leaving eve to Vivian.
c.
Arthur smith, a thick-set, healthy athlete sees three thieves throw a thong round
Thea’s throat and threaten to throttle her. He throws one thug to earth with a thud that
shakes his teeth. Both the other thieves run off with filthy oaths. Thea thanks Arthur
for thrashing the three hugs.
d.
These are three brothers. This is their other brother. These are their mother and father.
Their other brother is teething.
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e.
Sue and Cecily are sisters. Sue is sixteen in summer. Cecily was seventeen last
Sunday. Sue is sowing grass seed. She sees Cecily asleep with a glass of cider and a
nice sixpenny ice by her side. Sue slips across, sips the glass of cider and eats the ice.
Cecily gets such a surprise when she awakes.
f.
Zoe is visiting the zoo. A lazy zebra called Desmond is dozing at the zoo. He feels
flies buzzing round his eyes, ears and nose. He rouses, opens his eyes, rises and goes
to Zoe. Zoe is wearing a rose on her blouse. Zoe gives Desmond the buns.
g.
I wish to be shown the latest fashion in short shirts.
Mr. Mash sells fish and shell-fish fresh from the ocean.
She was still shaking from the shock of being crushed in the rush.
h.
I can’t measure the pleasure I have in viewing this treasure at leisure.
The decision was that on that occasion the collision was due to faulty vision.
i.
Humble hairy Herbert has his hand on his heart because he sees how his brother’s
horse has hurt his hoof in a hole while hunting.
Henry helps him to hobble home. Henry is very humorous
a.
Charles is a cheerful chicken-farmer. A poacher is watching Charles’ chickens,
choosing which to snatch. He chuckles at the chance of a choice-chicken to chew for
his lunch. But the chuckle reaches Charles who chases the poacher and catches him.
For lunch Charles chose a cheap chop and some chips, with cheese and cherries
afterwards.
They cheered the cheerful chap who chose to venture to match his skill with the
champions.
b.
How much wood would a woodchuck chuck if a woodchuck would chuck wood?
c.
The aged judge urges the jury to be just but generous. In June and July we usually
enjoy a few jaunts to that region.
He injured his jaw on the jagged edge of the broken jar.
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4. Sonorous Consonants.
a. The murmur of the bees in the elms brings back memories of many memorable
summers.
b. Since time immemorial he moon has moved men to make poems.
c. That fine bunch of bananas will make a nice snack.
d. The rain in Spain falls mainly o the plain.
e. They ran and rang the bell.
f. the spring brings many charming things.
g. The real reason is really rather curious.
h. Robert Rowly rolled a round roll round.
i. Let Lucy light a candle and we’ll all look for the ball.
j. He lost his life in the struggle for liberty.
k. It was a pleasure to watch the wonderful way in which they worked.
l. ‘What’, ‘why’, ‘when’ and ‘where’ are the words we use quite often when we want
to ask questions.
m. Yesterday I heard a curious and beautiful new tune.
n. Don’t argue about duty, or you’ll make me furious.
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Principles of Classification of English Vowels.
1.The vowel is a sound in the production of which the air stream does not meet an
obstruction and there is no noise component.
3. According to the tongue position vowels are divided into front, back and central.
A front vowel is produced when the tongue is in the front part of the mouth cavity and
its front part is raised. The tongue may be slightly retracted, then the vowel is front-
retracted. When the tongue is in the back part of the mouth cavity and its back part is
raised towards the soft palate, back vowels are produced. The tongue may be slightly
advanced, then the vowel is back-advanced. When the central part of the tongue is
raised, the vowel is central.
Depending on the height of the raised part of the tongue, vowels are divided into
close, open and mid.
A close vowel is produced when the tongue is raised high towards the palate. An open
vowel is produced when the tongue is placed low in the mouth cavity. Mid vowels are
produced when the position of the tongue is intermediate between the highest and the
lowest.
To make the classification of vowels more precise, it is necessary to distinguish
broad and narrow variants.
4. According to the lip position vowels are rounded (with the lips rounded) and
unrounded (with the lips neutral or spread).
2. Long Monophthongs.
a. Extremes meet.
b. Greek meets Greek.
c. He speaks Chinese and Japanese with equal ease.
d. It isn’t easy to please Lizzie.
e. Honey is sweet but the bees sting.
f. Still waters run deep.
g. First come, first served.
h. The first word is a verb and the third word is an adverb.
i. Many words hurt more than swords.
j. Old birds aren’t caught with chaff.
k. The teacher thought, and thought, and thought;
but no one knew the thought he thought.
l. Half heart is no heart.
m. Martha and Martin plant garlic in the garden.
n. He laughs best who laughs last.
o. It’s enough to make a cat laugh.
3. Diphthongs.
a. Plenty is no plague.
b. Haste makes waste.
c. He who makes no mistakes makes nothing.
d. Like to like.
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e. Out of sight, out of mind.
f. Ike and Ivy sit side by side quite like mice.
g. What have you found out about it?
h. Oh no, don’t go home alone, nobody knows how lonely the road is.
i. Soams never knows of what he boasts, but Rose never boasts of what she knows.
j. Joyce enjoys annoying Roy.
k. Where there is a will, there is a way.
l. we’re near the end of the year.
m. What can’t be cured, must be endured.
n. Curiosity is incurable.
o. A rolling stone gathers no mos.
p. Autumn leaves tumble down,
Autumn leaves bumble down,
Autumn leaves crumble down.
Shaking and flaking
Tumble down leaves.
Down, down, down,
Red, yellow, brown.
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REDUCTION
Words that bear information (notional parts of speech) are usually stressed in
sentences and sense groups. Form words help to link notional words in an utterance
and are usually unstressed. In unstressed positions their weak, or reduced, forms are
used.
The following cases should be remembered as the traditional use of strong forms:
a. Prepositions have their strong forms in the sentence final position or when
followed by an unstressed personal pronoun.
b. Auxiliary and modal verbs are in their strong forms at the end of a sentence or
sense-group and in contracted negative forms. In both cases the verbs are stressed.
c. The verb ‘to have’ in the meaning of ‘to possess’ is used in its full form whether
stressed or unstressed. The verb ‘to do’ is not reduced when used for emphasis.
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d. The demonstrative pronoun ‘that’ is never reduced while the conjunction ‘that’ is
always weak.
Exercise 36
Jane is talking about her pets. Write the text down and practise reading it, using short
forms.
Exercise 37
In the conversation that follows, the words ‘a’ and ‘the’ are not there. Put in the
missing articles. Comment on all the weak and strong form words. Practise reading
the conversation.
Exercise 38.
Match the parts in A and B to make full sentences. Comment on weak form words.
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a. I’m going out 1. to see the manager.
b. They’re waiting 2. to buy a newspaper.
c. My daughter’s studying 3. to go out with her boyfriend.
d. My brother’s going 4. to meet some friends.
abroad
e. We’re going to the 5. to work.
airport
f. She’s getting ready 6. to become a doctor.
Exercise 39
Listen to the dialogue, write it down and practise reading it, paying attention to the
weak form.
Exercise 40
Listen to the descriptions of some special days in Britain. Put them down and practise
reading them using weak form prepositions.
Exercise 41
What weak form words can you hear in the following sentences? Put down the
dialogues and practise reading them.
Exercise 42
Listen to the tape and complete the sentences below. Transcribe them and be
prepared to comment on the weak form words.
Exercise 43.
Complete the sentences below with suitable prepositions. Listen to the tape and check
your answers. Practise reading the sentences.
1.
2.
3.
4.
5.
Exercise 44
Listen to the conversation. Fill in the missing prepositions and practise reading the
conversation with a partner.
Exercise 45
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Listen to the short dialogues at a party and fill in the missing words. Are they weak or
strong? Practise saying the dialogues with a partner.
4. Would you like ___ come back ___ my flat ___ a drink?
I’d love ___!
Exercise 46
A. Answer the questions using short answers. What form auxiliary verbs do you use
each time?
B. Mark the auxiliary verbs in the fallowing sentences ‘W’ if they are weak and ‘S’ if
they are strong. Practise saying the questions and the answers with the tape.
Exercise 47
Rewrite the following sentences using contractions where possible. Listen and check
your answers. Repeat the sentences with the tape.
We use contractions in conversations and I informal writing. Here are some rules for
contractions:
1/ There are no contractions in affirmative answers: Is he French? - Yes, he is.
2/ The only contraction with nouns and names is “’s” (from ‘is’ or ‘has’): Mary’s
arrived. ( not: The children’ve arrived.)
3/ The only contraction with non-personal pronouns ( e.g. what, who, here, that, etc.)
is “‘s”: Where’s the ball? ( not: Where’ve you been?)
4/ There are no “’s” contractions with wh-questions ending I the word ‘it’: What is
it?
5/ The contracted form of ‘am I not’ is ‘Aren’t I’: Aren’t I going with you?
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b. The planet will not survive if people are not more careful.
c. She cannot speak German very well.
d. You have not read it, have you?
e. When is your birthday?
f. There is a good film on TV tonight.
g. Jane would like to be an English teacher.
h. Her boyfriend has got a Volkswagen.
i. I am late, am I not?
j. It will be over 500 floors high.
k. What are your names?
l. Luckily the plane did not crash, and the passengers were not hurt.
m. Who is it?
n. I did not use to like vodka.
Exercise 48
Listen to the dialogue and fill in the correct verb forms (affirmative or negative): can,
could, was, were. Practise saying the dialogue line by line paying attention to the
pronunciation of these verbs.
: My mother’s parents, Thomas and Frida, _____ a strange couple. There ___
married nearly twenty years. They _____ very rich, but they _____ very happy.
: Why?
: Frida _____ English… she _____ speak English very well.
: Where _____ she from?
: Berlin… Germany.
: _____ Thomas speak German?
: Well, he _____ speak many languages, but he _____ speak German.
: That’s strange! And what about your mother? _____ she speak German?
: Well, she _____ understand it very well, but she _____ really speak it.
Exercise 49
Listen to the conversation between three friends. State where they say can or can’t in
each case. Put the dialogue down and practise reading it.
If the stress and sound s are said incorrectly, it is often difficult to hear the difference
between can and can’t in connected speech.
Exercise 50
A.
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Study the table below. Learn the weak forms of auxiliary verbs and their contractions,
then practise saying them in the sentences that follow.
B.
Listen to the sentences and write the missing words in the gaps. Practise saying the
sentences with the tape, paying attention to the weak form verbs.
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Exercise 51
Listen to the following sentences, write them down. Which of the auxiliary verbs here
are weak and which are strong?
Exercise 52
Listen to the dialogue, practise reading it line by line with the tape first and then on
your own. Be prepared to comment on the weak and strong forms of form-words in it.
LINKING
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In connected speech words are not separated from each other. To achieve this, the
following rules should be observed:
1. A word ending in a consonant blends with the initial vowel of the next word, no
glottal stop should be heard.
e.g. as a rule
2. The letter ‘r’ is sounded at the end of a word if the next word begins with a vowel
sound. But there is no linking [r] between two words separated by a pause.
3. Between the word final [i] and the initial vowel of the next word an extra [j] sound
can be heard to link them.
4. Between the final [u] and the initial vowel of the next word an extra [w] sound can
be heard to link them.
a. free entrance
b. blue eyes
c. no understanding
d. The awful aunty is here in a new outfit.
e. The doctor advised me to eat only apples.
f. The author is an ugly individual who earns a lot.
g. A new Austin is too expensive for us to afford.
h. He and Hugh Appleby are thirty-eight years old.
Exercise 53
Look at this famous book, play and film names and mark the links. Repeat the names
with the tape.
Exercise 54
Put down the sentences you hear, work out their meanings and practise reading them.
Exercise 55
Listen and practice saying these London place names, paying attention to the linking.
Exercise 56
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Listen to the sentences and complete them, transcribe them and mark all the links.
Practise reading them.
a. What a ______________!
b. It was an ____________.
c. The weather was ____________!
d. He got into their ____________.
e. She speaks ____________ and __________.
f. It was an ______________!
g. She lives in a __________.
h. I’ll phone for an _________!
Exercise 57
Names ending in the sound [ә] are linked with an extra [r] sound. With names which
already contain [r] the final [ә] is elided and the [r] and the linking [r] merge when
speaking at speed.
e.g. Sarah and Sheila [ sεәrәnd ∫i:lә]
A. B.
Maggie – Susie Kennedy - Cleopatra
Cathy - Charlie Plato - John Lennon
Bobby - Billy Franco - Charles
Tommy - Lizzie Victoria - Kruschev
Johnnie – Andy Isabella - Mussolini
Linda – Hannah Diana - Albert
Laura – Sarah Mary - Minnie (Mouse)
Sheila – Patricia Yoko Ono - Aristotle
Sandra – Amanda Antony - Ferdinand
Romeo – Juliet Mickey - Joseph
Othello – Desdemona
Horatio – Hamlet
Exercise 58
Put down the sentences you hear on the tape; practise reading them, inserting the
extra [j] and [w] sounds to link the words, where possible.
Exercise 59
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Complete these pairs of dialogues with ‘very’ or ‘too’. Listen to the tape and compare
your answers. Practise reading the dialogues with a partner.
a/ i. Excuse me for asking, but how much did the rain ticket to Newcastle cost?
It was _______ expensive, about ₤60.
ii. Why didn’t you come here on the train?
It was ______ expensive, about ₤60.
c/ i. How did you feel about things when you woke up this morning?
To be honest, I was still _______ annoyed.
ii. Why didn’t you come out for a drink with the boss last night?
To be honest, I was still ______ annoyed.
Exercise 60
Listen to the tongue-twisters, pay attention to all the links. Practise until you can say
them smoothly and quickly.
Exercise 61
Listen to the dialogue and mark the linking [r]s. Practise reading the dialogue with a
partner.
Exercise 62.
Listen to the dialogue which is rather informal. Can you catch all the words? Try to
put the dialogue down and read it at the same speed as it is on the tape.
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ASSIMILATION
Assimilation can affect different characteristics of a sound, and its types are
numerous. Some of the most frequent types are:
1. Alveolar [t], [d], [n], [l], [s], [z] are replaced by their dental variants when
immediately followed by the interdental [θ] or [ð].
2. The sonorants [m], [n], [l], [w], [r], [j] are partly devoiced when preceded by the
voiceless consonants.
4. In a cluster of two plosives, when the positions of the organs of speech are the
same for both consonants, the first plosive loses its plosion.
5. When the positions of the organs of speech are different, the first plosive has an
incomplete plosion.
6. When a plosive is followed by the syllabic [n] or [m] the nasal plosion is produced.
7. When a plosive is immediately followed by the sound [l] the lateral plosion is
produced.
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Exercise 63
Listen to the phrases on the tape, put them down, work out their meanings, explain
the difference in the way they sound.
Exercise 64
Listen and cross out the unpronounced plosive sounds in the following sentences,
comment on all the other cases of assimilation there are in them.
Exercise 65
Listen to the dialogues and write in B’s answers. Pay attention to the pronunciation of
the questions ‘Do you …?’
Exercise 66
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Listen to the conversation between Bob and Anna. Put it down and practise reading it
with a partner. Pay attention to the pronunciation of ‘do you’ and ‘would you’
questions.
Exercise 67.
Revision Exercise
Every other line in this poem is in transcription. Do the same to the first lines in each
verse. Be prepared to comment on all the cases of reduction, linking and assimilation.
Prepare model reading of the poem.
Flatearther
/Jack Randle/
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SECTION 4
e.g. are
fame
trouble
In some syllables formed by the sonorants the vowel [q] may be pronounced, in this
case the sonorants are non-syllabic.
3. In terms of phonetics the two basic types of syllable are the open syllable (ending
in a vowel) and the closed syllable (ending in a consonant).
4. Correct syllable division is important from the point of view of pronunciation and
understanding.
Exercise 1
Think of the words which might answer the clues. Listen and check your answers.
What’s the peculiarity of these words?
Practise saying the phrases below. Think of more phrases of your own (see the
listof words for ideas)
My favourite chocolate
Every Wednesday evening
What an interesting camera!
Are you comfortable?
They aren’t married
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WORD STRESS
1. Word stress is singling out one or two syllables in a word by giving them greater
prominence.
2. Syllables may be stressed (primary stress), half stressed ( secondary stress) or
unstressed. Some words in English may have two primary stresses or a primary and a
secondary stress.
In most disyllabic verbs ending in –ate, -ise, -ize, -fy the stress is on the second
syllable
4. In most three and four-syllable words the stress is on the third syllable from the
end.
6. The stress is on the final syllable in words with the suffixes –ee, -eer, -ier, -ade, -
esque.
The stress is on the second syllable from the end before the following suffixes: -ian, -
ience, -ient,
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- cient, -al, -ial, -ual, -eous, -ious, -iar
e.g. phy 'sician, ex′ perience, e' fficient, pa 'rental, e 'ssential, ha 'bitual, cou 'rageous,
de 'licious, fa 'miliar
7. Most words of four and more syllables have two stresses: primary and secondary.
The primary stress falls either on the third or the fourth syllable from the beginning of
a word, the secondary stress is on the syllable separated from the nuclear one by one
unstressed syllable.
8. In many derivatives the secondary stress falls on the same syllable which has the
primary stress in the original word.
If the original word has both the primary and the secondary stress, the secondary
stress is retained in the same place, but the main stress falls on the syllable
immediately preceding the suffix.
9. Words with two primary streses form several groups: words with a distinct
meaning of their own (e.g. anti-, dis-, ex- ,etc.), compound numerals, nouns,
adjectives and verbs.
10. Word stress in compound nouns depends on the semantic value of the elements.
Normally, the first element is stressed if it is semantically more important.
Most compound adjectives and some compound nouns have two primary stresses, as
both elements are equally significant.
Compound adjectives with only one stress on the first element occur when the second
element is semantically weak.
Exercise 2
Put the words from each box into columns according to their stress patterns. Listen
and check your answers, then listen again – make sure you stress them correctly!
a.
champagn Japan discos trumpets
e paintings cassettes coffee
shampoo hotels guitars apples
crosswords matches cartoons Britain
sardines toothpast records roulette
cigars e
b.
potatoes margarine newspapers
hamburgers cigarettes Brussels sprouts
sausages spaghetti tobacco
oranges celery cucumber
tomatoes lemonade sultanas
chewing gum bananas vinegar
pineapple magazine apricots
s
c.
beautiful families incorrect together
chandelie generous marvelous untidy
r government polluted wonderful
exciting impolite recently
expensive
d.
absolutely chiropodist independence
advertisemen communicate information
t embarrassing opposition
authority environment photographic
babysitting exhibition politician
calculator fortunately supermarket
celebrating
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e.
Superman Cinderella philosophy demanding
efficient compulsiv abilities rehearsal
unbearabl e efficiently management
e batteries occupation enjoyable
habitat certainly everything creative
achiever distracted copyright excuses
happening energetic
Exercise 3
A.
Listen and repeat the names of the countries below. Pay attention to stress. Write
nationality words next to the name of each country. Listen and check your answers.
B.
The stress in the –ese nationality words changes when they are followed by a noun,
or if two of them are contrasted with each other.
Listen to the following sentences and mark the stress in the nationality words.
A. Mark word stress in the words below. Explain the stress – pattern in them.
Novel, legalize, rotate, forget, sympathize, eager, brigade, organ, magician, behind,
official, apart, technique, trainee, orchestra, orchestral, unity, harvest, delegate,
profiteer, company, budget, advise, academy, intensify, politician, ability, capacity,
politics, economy, hamper, sedate, debate, arabesque, volunteer, argument,
enumerate, comment, imitate, accent, accentual, practitioner, peculiar, beautician
B. Read the words below according to the models. Think of your own examples.
D. Read the sentences below. Pay attention to the difference in stress in compounds
and in word combinations.
E. Practise reading the following sentences. Are the underlined words stressed in
the same way or differently? Why?
1. This article is for export only. The country exports a lot of wool.
2. Where’s my gramophone record? These instruments record weather conditions.
3. I disapprove of his conduct. He will conduct the meeting tomorrow.
4. You have made little progress in English, I’m sorry to say. The work will progress
slowly.
5. He speaks with a perfect accent. You are to accent the words correctly.
6. Where’s the object in this sentence? I object to your last remark.
7. You need a permit to go there. Will you permit me to say a few words?
8. Rain is quite frequent here. I used to frequent the park there.
9. You could see every detail in the picture. He couldn’t detail all the facts.
Exercise 4
Listen and respond to the information you hear on the tape, like this:
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Exercise 5
A.
Put one of the multi-word verbs in the box into each of the sentences below. Repeat
the sentences, paying attention to the stress.
b) if they are not separated and followed by an object, the adverb/postposition is not
normally stressed:
e.g. Look for the book.
put smb up a. The manager has _______ the meeting ______ until tomorrow.
look after smb b. _______ that man in the funny hat!
or smth c. His parents died when he was six, so really his grandmother
come round ______him _____.
make smth up d. I’m ______ the scissors, I can’t find them anywhere.
look at smb or e. Lynne _______ for a chat this afternoon.
smth f. I don’t know what’s happened to Kevin. We’ve been _______
listen to smth him for the last two hours and he’s not usually late.
take after smb g. When she hasn’t got anyone to play with she often _______
wait for smb imaginary friends.
or smth h. _______ that noise outside!
pull smth i. Could you possibly ______me _______ for the night when I
down come down to London for my interview?
put smth off j. The plane ________ but had to make an emergency landing
look for smb again almost immediately.
or smth k. Both of the children ________ their mother’s side of the family.
bring smb up They’re not like their father at all.
take off l. They’re going to ________ the old village church _________
you know. They say it’s a public danger.
B.
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Use the following multi-word nouns and verbs to fill the gaps I the following pairs of
sentences. Remember that the noun and the verb often differ in meaning.
Repeat the sentences with the tape. What do you notice about the stress in multi-word
nouns and verbs?
break-in a.
make-up They’ve had another _______ next door. Fortunately nothing very
send-off much was stolen this time.
break- Did they _______ through the back window then?
down b.
fall-out Keep a _______ for a parking space, will you?
takeoff _______ for pickpockets!
drop-out c.
comeback She had a nervous ________ last year and had to give up her job.
sell-out I hope our car doesn’t _________ again.
lookout d.
I’d rather you didn’t use my _______ ! You left the top off the
mascara and it’s all dried up now.
Don’t let’s argue, darling. Let’s kiss and _______, shall we?
e.
He’s a university _____, you know. He left after only two years.
She wants to ________ of the play. She says she’d had enough.
f.
If ever there’s a nuclear war, more people will die from radioactive
________ than from the explosion.
I don’t want to ______ with you. I hate arguments.
g.
He does a wonderful ________ of Margaret Thatcher. He sounds just
like her.
Is the plane going to __________ soon?
h.
We gave the newlyweds a fantastic ________ - champagne, cake, tin
cans tied to the car! It was perfect.
the summer school in Rome looks interesting. I think I’ll ________ for
a brochure.
i.
the Michael Jackson concert was a complete ________. There wasn’t
a single ticket left.
I’m sure we’ll _______ of these cards before Christmas, and we won’t
be able to order any more before the New Year.
j.
This was the year that 1950’s heart-throb, Bart Pontoni, made his
________.
Good-bye, Arthur. I’m leaving. Maybe one day I’ll _______ to you,
but don’t count o it!
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- 81 -
RHYTHM
Words with double stress may lose one of their stresses due to the rhythm.
Some notional parts of speech, which are normally stressed, may lose their stress
under the influence of rhythm.
Practise reading the following phrases. Each time the number of unstressed syllables
between the two stressed ones will be different. Make sure you can fit the unstressed
syllables in to say the phrases rhythmically.
A.
1. Try again.
Hurry up.
Where’s your hat?
I want to know.
It’s quite all right.
It doesn’t matter.
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2. I wanted to know.
Send me a card.
What have you done?
I’ve finished my lunch.
It’s very unfair.
I’m glad you have come.
B.
Children love toys.
Children play with toys.
The children will play with toys.
The children will play with some toys.
The children will play with some new toys.
The children are playing with some new toys.
The children will be playing with some new toys.
C. Break the sentences below into rhythmic groups. Practise reading the
sentences.
Exercise 6
Choose a word from the box on the left which rhymes with the words on the right.
Fill in the gaps in each sentences with a suitable rhyming pair. Listen and check your
answers. Practise saying the sentences with the correct rhythm.
Exercise 7
Listen to the poem and mark the stress. Note that when you read it aloud some
syllables are ‘heavier’ than others. The unstressed syllables have to be ‘squashed in’
between the stressed. Listen to the first verse again and clap the rhythm with the tape,
then practise reading the whole poem aloud.
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FUTURE INTENTIONS
Exercise 8
Sort out the following lines to make two separate poems: “Superman” and
“Cinderella”. Listen and check your answers. Practise reading the two poems, make
sure you do it rhythmically.
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Don’t be sorry.
Here in this parcel, so
Hello there, Superman.
With my magic
Are you crying Cinderella?
I’ve got a telegram.
You will make it to the dance.
Wishing you happy Returns of the day!
Now you’re defenseless, and can’t run away
And your pumpkin
And there is some kryptonite
Here’s your chance:
Exercise 9
Listen to two more poems, write them down, mark the strongly stressed words.
Practise reading the poems.
On your own:
Prepare model reading of the following rhymes. Find more rhymes and read them
aloud paying attention to the rhythm in them.
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DIRECT ADDRESS
The intonation of a direct address depends on its position in the sentence and on the
speaker’s attitude.
At the beginning of a sentence, a direct address is always stressed and forms a
separate sense-group which is pronounced with the Low Fall (in formal or serious
speech)or with the Fall-Rise 9in informal, lively speech.)
e.g. Robert, you must think carefully before re fusing the offer.
Dad, will you mend my bike?
In the medial or final position, a direct address is usually unstressed and does not
form a separate sense-group; it continues the melody of the last stressed syllable.
In emphatic speech, however, a direct address may take the rise of the Fall-Rise.
Practice:
A.
1. Victor, you can’t go there alone.
2. Don’t lose heart, old boy!
3. Will you give me that newspaper, Tom?
4. Ladies and gentlemen, let me introduce Mr. King to you.
5. Will you. Bill, answer my question?
6. You know, Lorna, let’s speak about it some other time.
7. Nelly, where are you?
8. You needn’t go into so much trouble, Mrs. Bellows.
B.
1/ I don’t know Mr. Smith.
I don’t know, Mr. Smith.
ADVERBIAL PHRASES
Adverbial phrases at the beginning of a simple sentences are normally stressed and
form separate sense-groups pronounced with the Low Rise or the Mid-Level tone.
In sentence final position adverbials are not stressed and don’t form separate sense-
groups.
e.g. Any news from Mary? – She’s coming to Boston, this after noon.
Practice;
APPOSITIONS
Practice:
1. The master called loudly for Mr. Bumble, the man in charge of the workhouse.
2. He was my mother’s old friend, Mr. Davis, who once was my music teacher.
3. Kublai khan, grandson of Genghis, was the first Mongol emperor of all China.
4. Michael Jackson, the king of pop, was once married to , Elvis Presley’s
daughter.
5. The Natural History Museum, which is part of the British Museum, moved to its
present site in
1880.
6. The river Thames flows by two more parks, Hampton Court park and bushy Park.
ENUMERATON
e.g. He got up early, ate his usual breakfast, read his morning paper, and left
for the city.
Since the falling tone carries more conviction than the rising tone, the use of the fall
makes the utterance more expressive. Pronounced with the falling tone, enumeration
sounds more emphatic.
Practice:
1. You are learning to speak, to understand, to read and to write English.
2. His voice was musical, soft and lulling.
3. London bridge, built of stone was a remarkable achievement. Shops, houses and a
chapel were
built on the bridge.
4. The visitor was the most astonishing contrast to the tall, thin, grey-haired, neatly-
dressed scientist
5. It was a dark, gloomy, forbidding house.
6. There are camps, camping sites, hostels and tourist centers for young travellers.
7. I’ll toss up a snowball, and make him look out, and then say a kind word to him.
8. Hair, clothing and jewelry all send messages to a prospective employer.
9. The university sent us catalogues, maps, housing applications and other
information.
10. We used to go out, walk around the town, meet our friends and live happily.
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PARENTHESES
A parenthesis is a word, phrase or clause which is connected with the rest of the
sentences I order;
- to show the speaker’s attitude towards the idea expressed;
- to connect the sentence with another one
- to summarize or add some detail to what is said in the sentence.
In the middle or at the end of the sentence parentheses are not stressed and do not
form separate sense-groups. They are pronounced as the unstressed or partially
stressed syllables of the intonation group
.
e.g. He’s quite am bitious, you know.
You know of course how am bitious he is.
Practice:
AUTHOR”S WORDS
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If the author’s words follow direct speech, they continue the melody of the sense-
group as its unstressed or partially stressed tail.
If the author’s words form a fairly long sequence, they may be treated as a separate
sense-group pronounced with the same intonation as the preceding sense-group or
with intonation of their own.
e.g. “Do you think it’s fair?” she asked, looking at me with surprise.
Practice:
A compound sentence consists of two or more coordinated clauses. The choice of the
terminal tone depends on the degree of their semantic unity. If the non-final sense-
group is semantically independent and doesn’t imply continuation, the falling tone is
used.
If the idea is not completed, the low rising tone or falling-rising tone can be used.
e.g. He nodded in agreement, but his eyes glittered with silent contempt.
c/ if both clauses are semantically independent, they are pronounced with the Fall.
Subordinate clauses, preceding the principle one, form separate sense-groups. They
are pronounced with the Low Rise to stress the logical connection with the following
sense-group.
The falling tone is also possible, depending on the semantic value of the clause.
SEQUENCE OF TONES
As a rule, complex, compound and simple extended sentences can be divided into
some logical parts. While pronouncing them, the sequence of tones must be observed.
The most common sequences in unemotional speech are Fall + fall and Rise + Fall.
The sequence Fall + Fall is used in sense-groups conveying finality; they sound
definite, firm, weighty.
The sequence Rise + Fall is used in sense-groups which are logically closely
connected, or when the speaker is leading up to something more and continuation of
some kind is implied.
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Practice:
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SECTION 6: TEXTS FOR READING PRACTICE
Text 1
Listen and write in the missing words. Listen again and practise reading the story
phrase by phrase, then read the whole of it aloud.
Text 2
Listen to the letter and mark the stressed words in it. Practise reading the letter
phrase by phrase and then read the whole of it aloud.
Text 3
Listen to the passage. Divide it into sense-groups, mark the stressed words and
intonation in each sentence. Practise reading the whole passage aloud.
On the fourteenth of January nineteen seventy-eight, Mrs. Brewin was working in her
garden. Her cat, Henry, was playing around her. It climbed a tress in the garden and
couldn’t get down, so she called the Fire Brigade. While she was waiting for them to
arrive, she offered some fish to try to get him down.
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Text 4
Listen to the passage and write it down, paying attention to the correct
punctuation.
. – full stop
, - comma
‘ - apostrophe
- - hyphen
: - colon
You will hear the same passage broken into short sections first and then in longer
sentences. Listen and repeat each phrase/sentence with the correct intonation.
After that, read the whole passage through.
Text 5
Read the story through and put one of the words from the box into each gap. Listen
and check your answers. Break the passage into sense-groups and mark the
intonation. Practise reading the passage aloud.
My friend Susie met her husband in a strange way. She was traveling to Eastern
Europe by train one summer. For some time she looked _____ the handsome young
man sitting opposite her. Finally he smiled ________ her and said ‘Hello’. It was a
long trip and they talked _______ a lot of different things. He came ________
Hamburg, and was very interested ______ politics and English. When he got _____
the train in Hamburg, Suzy felt a little sad because she didn’t even know his name.
Then she noticed a book on the floor. It had an address, but no name _______ it. She
didn’t know if it belonged ______ the handsome German man, but she decided to
write _____ the address in the book. After a couple of weeks she got a reply. The
following summer he visited her in England, and last year they got married.
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Text 6
Look through the passage below and mark all the cases of linking in it. Listen to
the tape, mark the intonation. Practise reading the passage.
Text 7
Insert the missing verbs in the passage below. Listen and check your answers.
Mark the intonation and practise reading the passage aloud.
Text 8
Break the paragraph into short sections, practise reading it. Prepare model reading
of the passage.
I was fifteen. He was nineteen and already doing well. He was a tailor like his father
and worked with him. One day my grandmother came and called me she took me to
one side and said,
‘Zeina, you’re going to marry Sobhi.’
‘But, Setti, how do I marry him?’ I asked.
He was my cousin: the son of my dead mother’s sister, but I knew nothing of
marriage.
‘You’ll be his wife and he’ll be your husband and you’ll serve him and do what he
tells you.’
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I started to cry.
‘Will I have to leave you, Setti?’
The old woman took me in her arms.
‘No, no, you’ll have your own room in the house and I’ll always be with you. You’re
a big girl now. You can cook and clean and look after a man and he’s your cousin,
child, he’s not a stranger.’
Well… I went out to the other girls in the yard but my heart was full of my new
importance. I didn’t say anything but in a few hours everyone knew anyway and
Sobhi stopped coming to our part of the house. From the time Setti told me, I only
saw him again on the wedding night.
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Learn the poem:
Sledging by Starlight
By Alexander Reid
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