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Transcription

1 : 11/ » ,

2 : 11/ , ,. 2

3 : 11/ I «.», , : I 72, 68, ; II 72, 68, ; III 72, 68, ; IV 36, 42,.. :. ;,... :,,, 3

4 : 11/ ,,,.. : ;, ;, : ; ( :,,,, ); ; ;.. 4

5 : 11/ , :,,,. : ; ; : ; /.,,, :, ( ),,,.. : : ; ; ; 5

6 : 11/ ;. : ;, -, - ; ;, ; ; ;. : ,,. :,. 3. 6

7 : 11/ ,»... - : ( ),,,. ;, ( ). :,,., ;.. : ( ). 4.. ( - ). ( ), :,,... ['a ], ['a ]

8 : 11/ ,... ( ). ( ), :,,, [k], [g]. [h] ().. :,, r, r.. u i, r, j. ai; ay [ew]; ea, ee [i:]; oi; oy []i]; oa, oo + k [ ]; oo [u:]; ou; ow [au]; ai + r [ec]; ee + r [wc]; ou + r [auc]; ea + r [wc], [ec].,. c, g.. sh, ch, tch, ck, th, wh, qu, ng, nk, kn, wr. [l] little title. : o + ld, al + k, a + ll, wo + r, wa + r, igh, i + nd.. 8

9 : 11/ :,.. 6. ( ). )...., ,. (,, ) (,, ).,,,,,, ( ). (, -, ) (, 9

10 : 11/ , ).,, please, Stand up., ().,.. : ( ), ( ),, : ),,.. : (Yesterday ; On the side-board ; At once etc.),,,,, (Dear friends ; Colleagues etc.),, / (Personally ; As I say ; For my own part etc.), (he said ; he order in a sharp voice etc.). : ;. 10

11 : 11/ , : (lento) (2 4.), (normal) (3 6.), (allegro) (5 9.). : (unit), (double) (treble)., :, (you see, you know, well, I mean, so to speak; um-ah-eh-arm-er hesitation fillers) ».., (irony, repetition, climax, inversion). ( / ). :,,,,. ) : : 1.. :,,,.., , ,. ( I II )..,

12 : 11/ ,..., :.., , , : / ,....., Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, Mortimer C. Sound right. Longman. London, Vassiljev V.A. English Phonetics. Practical Course. M., O Conner J., Arnold L. Intonation of Colloquial English. London, ) : 1...., , ,.,. English Intonation ,. -.., Axbey S. Soundtraks. Longman, Crystal D. Prosodic Systems and Intonation in English. Cambridge, Gimson A.C. An Introduction to the Pronunciation of English. London, Halliday M. Course in Spoken English Intonation. London,

13 : 11/ Martin Hewings. Pronunciation Tasks

14 : 11/ Ann Baker. Ship or Sheep. An Intermediate Pronunciation Course 6. ( ). 7. Ann Baker. Ship or Sheep. An Intermediate Pronunciation Course Martin Hewings. Pronunciation Tasks 8. Ann Baker. Ship or Sheep. An Intermediate Pronunciation Course 9.. Ann Baker. Ship or Sheep. An Intermediate Pronunciation Course

15 : 11/ II.. I II III IV :

16 : 11/ : : 1. (, ) , ( ) :

17 : 11/ ( )

18 : 11/ I 72 : II 72 : III 72 : IV :

19 : 11/ I : : II

20 : 11/ : III : IV

21 : 11/ :,, , : : : : : : : ,,. :,. 3.,»... - : 21

22 : 11/ ( ),,,. ;, ( ). :,,., ;.. : ( ). 4.. ( - ). ( ), :,,... ['a ], ['a ] ,... ( ) 22

23 : 11/ ( ), :,,, [k], [g]. [h] ().. :,, r, r.. u i, r, j. ai; ay [ew]; ea, ee [i:]; oi; oy []i]; oa, oo + k [ ]; oo [u:]; ou; ow [au]; ai + r [ec]; ee + r [wc]; ou + r [auc]; ea + r [wc], [ec].,. c, g.. sh, ch, tch, ck, th, wh, qu, ng, nk, kn, wr. - [l] little title. : o + ld, al + k, a + ll, wo + r, wa + r, igh, i + nd :,.. 23

24 : 11/ ( ). )...., ,. (,, ) (,, ).,,,,,, ( ). (,, ) (,, ).,, please, Stand up., ( ). 24

25 : 11/ ,.. : ), ( ),, : ( ),,.. : (Yesterday ; On the side-board ; At once etc.),,,,, (Dear friends ; Colleagues etc.),, / (Personally ; As I say ; For my own part etc.), (he said ; he order in a sharp voice etc.). : ;. 9., : (lento) (2 4.), (normal) (3 6 25

26 : 11/ ), (allegro) (5 9.). : (unit), (double) (treble)., :, (you see, you know, well, I mean, so to speak; um-ah-eh-arm-er hesitation fillers) ».., (irony, repetition, climax, inversion). ( / ). :,,,, (I II ) , 1997 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, , 1997 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, :. :,,,..,

27 : 11/ :,,,.., :,,,.., , ,..., :,,,.., , 1986 O Conner J., Arnold L. Intonation of Colloquial English. London, , 1986.,..., , Mortimer C. Sound right. Longman. London, , 1997 O Conner J., Arnold L. Intonation of Colloquial English. London, , 1997 O Conner J., Arnold L. Intonation of Colloquial English. London,

28 : 11/ , 1997 O Conner J., Arnold L. Intonation of Colloquial English. London, :,,,.., :,,,.., :,,,.., ,..., , , : / , (III IV ). 28

29 : 11/ , 1997 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, , 1997 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, :,,,.., , , 1997.,....., :,,,..,

30 :,, : 11/ , ,..., :,,,.., , 1986 O Conner J., Arnold L. Intonation of Colloquial English. London, , 1986.,..., , Mortimer C. Sound right. Longman. London, , 1997 O Conner J., Arnold L. Intonation of Colloquial English. London, ,....., , 4 4 :..., 1997 O Conner J., Arnold L. Intonation of Colloquial English. London, 1973 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,,

31 : 11/ : 4 4 : 4 4 : 4 4 : Vassiljev V.A. English Phonetics. Practical Course. M., Mortimer C. Sound right. Longman. London, Mortimer C. Sound right. Longman. London, Mortimer C. Sound right. Longman. London, Mortimer C. Sound right. Longman. London, : 1. Percy is as proud as a peacock. 2. Bob is a big bug...., Dick had read himself stupid. 4. Kay is like a walking dictionary. 5. We agreed to go there together. 6. Check your watch with the time signal. 2,, 4 31,....., 2006

32 : 11/ ( ). 3 : 1. / p, v, k, d, n, l /..., / ai, u, e, ou, i/ 4, : First impressions are lasting impressions. You probably heard that saying before? But have you ever contemplated the effect of your first impressions on other people? Your first impression is the initial impact you make on another person/ In this regard, it covers the areas of dress, voice, grooming, handshake, eye contact, and body posture. The way you choose to manipulate each of these various factors has a profound effect on how people will perceive you initially. 5,,.,....., 2006 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, 2002 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, If a three-month truce Is a truce in truth, Is the truth of a truce in truth A three-month truth? 2. If a dog chews shoes What shoes would he choose to chew? Too few for sure. You are a choosy shoe-chewer. 3. Swan swam over the sea, Swim, swan, swim! Swan swam back again. 32

33 Well swum, swan! : 11/ , : 1. Early yesterday morning the engine depot at Rouen was the target of saboteurs. The heavy-machine shops were totally gutted and eleven locomotives completely destroyed. 2. Well, now I d like to turn now to assessment, and I hope you won t mind if I use this opportunity to try to give some indication of a more modern, more recent approach to the assessment problem than perhaps I myself was brought, brought up on. 3. The various meanings may be classified under two general heads - the optative subjunctive and the potential subjunctive. The optative subjunctive represents something as desired, demanded or required (by a person or by circumstances).,....., , , (pitch-and-stress group), : 1. Write and ask them to send you another one. 2. When did he arrive in England?,....., 2006 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, It s a very satisfactory answer. 4. What can I do for you? 5. Why don t you say please? 6. Don t go there without anybody. 33

34 7. Tell him it isn t good. 8. Stop making that dreadful din. 9. Don t be too sure. 10. It s very cheap! : 11/ , Gimson A.C. An Introduction to the Pronunciation of English. London, , 6 ),..., :,,,.., 1995 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,,

35 : 11/ O Conner J., Arnold L. Intonation of Colloquial English. London, 1973 Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, 2002 Gimson A.C. An Introduction to the Pronunciation of English. London, 1972 Mortimer C. Sound right. Longman. London, 1983 O Conner J., Arnold L. Intonation of Colloquial English. London, 1973 Gimson A.C. An Introduction to the Pronunciation of English. London, ( )

36 : 11/ , (,,, ) Pre-Head 15. Head 16. Nucleus 17. Tail 36

37 : 11/ (,, ) 20. (,, ) ( ) ( ) ,,,

38 : 11/ ) : 1.. :,,,.., , ,. ( I II ).., ,..., :.., , , : / ,....., Merkulova Yelena M. English For University Students. Introduction To Phonetics.,, Mortimer C. Sound right. Longman. London, Vassiljev V.A. English Phonetics. Practical Course. M., O Conner J., Arnold L. Intonation of Colloquial English. London, ) : 38

39 : 11/ ,.,. English Intonation :, , , /... ).., ,. -.., ( - )..., Axbey S. Soundtraks. Longman, Crystal D. Prosodic Systems and Intonation in English. Cambridge, Gimson A.C. An Introduction to the Pronunciation of English. London, Halliday M. Course in Spoken English Intonation. London, Lehiste Isle. An Acoustic-Phonetic Study of Internal Open Juncture // Phonetica. Vol

40 : 11/ personal.rdg.ac.uk/ , PowerPoint Microsoft Office 2., HIG-3.45 «.!» 40

41 : 11/ Stylistic Use of Intonation. Declamatory Style The term declamatory serves for many kinds of linguistic activity. There are at least two varieties of oral representation of written literary texts, namely: a) Reading aloud a piece of descriptive prose (the author s speech) b) The author s reproduction of actual conversation (the speech of the characters) The intonation of reading descriptive prose is as follows: The Low Pre-Head + the Stepping Head / broken Stepping Head / heterogeneous Head / descending sequence of syllables interrupted by several falls + the Low Fall /the High Fall (final intonation group) or the Low Fall / the High Fall / the Fall-Rise (non-final intonation group). Speed of utterance is slow. Pauses may be different in length but long pauses are more common. Internal boundaries are related to semantic or syntactic categories. The following oral text may serve as examples of reading descriptive prose: The door of the dining-room was OPEN, the gas turned LOW; a SPIRIT-urn hissed on a TEA-tray, and CLOSE to it a cynical-looking CAT had fallen A SLEEP on the DINING-table. (J. Galsworthy. The Forsyte Saga ) When reading aloud a dialogic text, representing the speech of the characters in drama, novel or story, it should be borne in mind that it is different in the matter of intonation from a descriptive text, representing the author s speech (monologue). It is not a pure reproduction of the intonation that might be heard in the natural speech of living people. The intonation is always stylized: only the most striking elements that might be heard in actual conversation are made use of. 41

42 : 11/ As far as the intonation patterns are concerned, it should be noted that the Low /High Pre-Head may be combined with any variety of descending, ascending or level heads. In the terminal tone both simple and compound tunes are widely used. The pitch-level is generally high and the range is wide. Speed of the utterance is normal or reduced as compared with natural speech. Rhythm is more even and regular. Pauses are exclusively either connecting or disjunctive, thereby internal boundaries placement is always semantically or syntactically predictable. We should take into account the author s suggestion as to how the text should be read (remarks) and consider the character s social and educational background, the kind of relationships as well as the extra-linguistic context at large. This is an example of reading aloud a dialogic literary text: Let s have some TEA, said Emma. LOOK. This has to be taken SERIOUSLY, said Louis. I don t think people know HOW to take things SERIOUSLY any more. The world is a great big JOKE; they want a LAUGH, a bit of A MUSEMENT, and not to WORRY about anything. Bit YOU aren t like that. How do you KNOW? asked Emma. The following exercises are meant to develop student s ability: 5. to hear and reproduce the kind of intonation used in reading aloud a piece of descriptive prose; 6. to hear and reproduce the kind of intonation used in reading aloud dialogic literary texts; 7. to hear and reproduce the kind of intonation used in verse-speaking. 42

43 : 11/ Exercise 1.Listen to the following text carefully, sentence by sentence. Pay attention to the way intonation enlivens the written text and thus makes its oral representation expressive. Exercise 2.Mark internal boundaries (pausation). Underline the communicative centre and the nuclear word of each intonation group. Mark the stresses and tunes. Make a careful note of your errors and work to avoid them. Exercise 3.Practice reading each sentence of your corrected variant after the tape recorder. Exercise 4.Record your reading. Play the recording back for the teacher and fellowstudents to detect your errors and decide if your reading is expressive enough to be easily understood. Exercise 5.Identify and make as full list as possible of declamatory style peculiarities as they are displayed in the text. 1. What kind of consonants are produced (according to the type of obstruction) when the air-passage meet a complete obstruction? A. onstrictive B. Occlusive C. Rolled D. Occlusive-constrictive 2. What consonants are articulated with the lips brought together (according to the place of obstruction)? A. Labial B. Lingual C. Pharyngal 3. What consonants are called apical? 43

44 : 11/ A. Articulated by the blade of the tongue B. Articulated by the back of the tongue C. Articulated by the tip of the tongue D. Articulated by the middle part of the tongue 4. Which consonants (according to the place of articulation) are called velar? A. Forelingual B. Backlingual C. Mediolingual D. Apical 5. What group (according to the position of the bulk of the tongue) could vowel /i / be put into? A. Front B. Front-retracted C. Back-retracted 6. Which organs of speech are active? A. Lips C. Teeth B. Alveoli D. Hard palate 7. What principle is used to subdivide consonants into bilabial, labio-dental, forelingual, mediolingual and backlingual? A. According to the way of producing an obstruction B. According to the work of the active organ of speech and the place of obstruction C. According to the work of the vocal cords D. According to the height of the raised part of the tongue 44

45 : 11/ How is the result of forelingual vowels influence to the previous consonants termed? A. Palatalisation B. Assimilation C. Accomodation D. Aspiration 9. How is the process of reducing, weakening or elision of vowels in unstressed syllables termed? A. Elision B. Reduction C. Assimilation D. Accomodation 10. Which factor is not relevant for English consonants? A. Palatalization B. Assimilation C. Accomodation D. Aspiration 12. Which of the following English consonants can be termed as fricatives? A. [t], [k] B. [f], [v], [h] 13. Define the following English consonant [m]: C. [w], [j], [l], [m] D. [b], [p], [w] A. Constrictive, noise, forelingual B. Occlusive, sonorous, labial C. Occlusive, noise, backlingual D. Constrictive, noise, apical-alveolar 14.? A. [s] B. [j] 45

46 : 11/ C. [ ] D. [w] 15. Which type of vowels [i:], [u:] could be referred to? A. short monophthongs B. long monophthongs C. diphthongs D. diphthongoids 16. What is the name for the diphthong s second element? A. Nucleus B. Glide C. D. 17. What mistake is identified as a phonetic one? A. Replacing the phoneme of one language by the similar phoneme of another one. B. Replacing the phoneme by another phoneme. C. Confusion the phoneme and replacing it by the wrong allophone of the same phoneme 18. What mistake is identified as a phonological one? A. Replacing the phoneme of C. Confusion the phoneme and one language by the similar phoneme of another one. replacing it by the wrong allophone of the same phoneme B. Replacing the phoneme by another phoneme. 19. Which functional style could be used by a person when chatting with intimate friends? A. Academic B. Declamatory 46

47 : 11/ C. Publicistic D. Familiar 20. Which functional style could be used by a person when delivering a lecture? A. Declamatory B. Conversational C. Informational D. Scientific 21. What situation does informational style occur in? A. At the university lecture B. At the courts of law C. When reading a weather forecast D. In stage speech 22. What situation does publicistic style occur in? A. At the press-conference B. In reading aloud fiction C. In stage speech D. At the university lecture 23. What style of speech could be used to represent a lecture? A. Informational and Conversational B. Academic and Conversational C. Scientific and Declamatory 24. What nuclear tone (final intonation group, descriptive prose) is predominately used for declamatory style? A. Low Fall C. Fall-Rise B. Low Rise D. Rise-Fall 47

48 : 11/ What type of the Head is mainly used for scientific style? A. Rising B. Sliding C. Stepping D. Falling 26. What kind of the Pre-Head is typical for publicistic style? A. Low with no Head B. Low C. High with no Head D. High 27. What are the most used methods of producing emphatic speech? A. The Low Pre-Head B. The High Pre-Head C. The Falling Head D. The Rising Tail 28. Which is not the way of producing emphatic speech? A. The Sliding Head B. The High Fall C. The Fall-Rise D. The Low Pre-Head 29. How does the command (Imperative) of following intonation pattern sound: the Low Fall + the Tail? A. powerful B. unemotional C. suggesting a course action D. serious 30. How does the request (Imperative) in the following intonation pattern sound: the Low Pre-Nucleus +Fall-Rise + the Tail? A.pleading B.soothing 48

49 : 11/ C. encouraging D.calmly patronising 31. How does the exclamation in the following intonation pattern sound: the Low Pre-Head + High (Medium) Head + Low Fall + the Tail? A. not very excited B. very emphatic and emotional C. unexpectedly unsurprised 1. B 9. B 17.A 25.C 2. A 10. A 18.B 26.B 3. C 11. A 19.D 27.B 4. B 12.B 20.D 28.D 5. B 13.B 21.C 29.B 6. A 14.D 22.A 30.A 7. B 15.D 23.C 31.C 8. A 16.B 24.A 49

50 : 11/ III. / //, ),, ) /, 4 1, :, ( ) ) : 4 10 ) :

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52 : 11/ / //, ),, ) /, 4 1, :, ( ) ) : 4 10 ) :

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54 : 11/ / //, ),, ) /, 6 2, :, ( ) ) : 4 10 ) :

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56 : 11/ / //, ),, ) /, 2 2, :, ( ) ) : 4 10 ) , :

57 : 11/ : 2 10 : 30. : 1), 30 %, 0 ; 2)., : ( );. :. : «31» /./ 57