Read the following dialogues. Express the suggested attitudes.
Е.С. Нечаева
ПРАКТИЧЕСКАЯ ФОНЕТИКА АНГЛИЙСКОГО ЯЗЫКА
Учебно-методическое пособие
УДК 378+80
ББ К 74.58+81.2Англ‐1
Практическая фонетика английского языка: Учебно‐методическое пособие.
2-е изд., исправл. и доп. / Авт.‐сост. Е.С. Нечаева. – М.: МГПИ, 2011. – 88 с.
А в т о р - с о с т а в и т е л ь:
Е.С. Нечаева, канд. пед. наук, доцент кафедры грамматики и фонетики английского языка и методики их преподавания ГБОУ ВПО МГПИ
Р е ц е н з е н т:
М.А. Молчанова, зав. кафедрой грамматики и фонетики
английского языка и методики их преподавания ГБОУ ВПО МГПИ,
доцент, канд. филол. наук
Е.М. Вишневская, старший преподаватель кафедры грамматики и фонетики английского языка и методики их преподавания ГБОУ ВПО МГПИ
Рекомендовано к изданию научно-методическим советом
факультета английской филологии ГБОУ ВПО МГПИ
ISBN 978‐5‐8429‐0533‐1
Учебно‐методическое пособие представляет собой сборник материалов по практической фонетике английского языка. Задания пособия направлены на развитие и совершенствование фонетического аспекта коммуникативной компетенции студентов.
Пособие предназначено для студентов, обучающихся по направлению
«Педагогическое образование» профиль «Иностранный язык», а также для
студентов, изучающих английский язык в качестве профилирующей дисциплины.
ББ К 74.58+81.2Англ‐1
|
|
|
© Нечаева Е.С., составление 2011
© МГПИ, 2011
ISBN 978‐5‐8429‐0533‐1 © АПКиППРО, 2011
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
АКАДЕМИЯ ПОВЫШЕНИЯ КВАЛИФИКАЦИИ И ПРОФЕССИОНАЛЬНОЙ
ПЕРЕПОДГОТОВКИ РАБОТНИКОВ ОБРАЗОВАНИЯ
ДЕПАРТАМЕНТ ОБРАЗОВАНИЯ ГОРОДА МОСКВЫ
МОСКОВСКИЙ ГУМАНИТАРНЫЙ ПЕДАГОГИЧЕСКИЙ ИНСТИТУТ
Кафедра грамматики и фонетики английского языка
и методики их преподавания
ПРАКТИЧЕСКАЯ ФОНЕТИКА АНГЛИЙСКОГО ЯЗЫКА
Учебно-методическое пособие
Москва
2011
CONTENTS
1st year revision.................................................................................................................................... 5
Intonation Patterns..................................................................................................................... 7
Doctor, Dentist and Chemist..................................................................................................... 11
The rhythm of English........................................................................................................................ 12
Using language to be sociable........................................................................................................... 13
|
|
|
Windsor Castle Tourist Guide................................................................................................... 15
Pronunciation Poem........................................................................................................................... 17
Informational Style............................................................................................................................. 19
About Friends............................................................................................................................ 20
Press reporting.......................................................................................................................... 21
Foreign words in English........................................................................................................... 23
May Week in Cambridge.......................................................................................................... 26
Sonnet XVIII......................................................................................................................................... 28
Conversational style........................................................................................................................... 30
“Throw away words”................................................................................................................ 32
Telling a story........................................................................................................................... 34
Disastrous Holiday.................................................................................................................... 36
Introducing the Speaker............................................................................................................ 39
She Walks in Beauty........................................................................................................................... 40
Publicistic style................................................................................................................................... 41
|
|
|
The Gettysburg Address............................................................................................................ 43
Why twenty-one?...................................................................................................................... 44
Daffodils............................................................................................................................................. 45
Academic style................................................................................................................................... 46
Advantages of Phonetics........................................................................................................... 46
Theatre...................................................................................................................................... 47
If.......................................................................................................................................................... 49
Telling anecdotes............................................................................................................................... 51
Declamatory style.............................................................................................................................. 53
Witches..................................................................................................................................... 54
The Importance of Being Earnest............................................................................................. 55
The Naming of Cats.................................................................................................................. 60
You – wife, me – pop star......................................................................................................... 61
Round-Table-Talk............................................................................................................................... 62
|
|
|
Hold the Meat........................................................................................................................... 64
The Appointment................................................................................................................................ 66
As you like it....................................................................................................................................... 67
The Chaos........................................................................................................................................... 68
Appendix 1. Additional exercises....................................................................................................... 79
Appendix 2. Types of reading English vowels.
Types of reading digraphs. English Consonants................................................................................. 87
Appendix 3. Exam Requirements....................................................................................................... 91
Appendix 4. Phonetic Contest Requirements..................................................................................... 94
1st year revision
Phonetic notes
• Direct address
• Direct address in the middle or in the end of a sentence is generally unstressed and continues the melody of the preceding syntagm:
⃗So ͵long, Mr White.
• In the beginning of the sentence direct address is stressed, it constitutes a separate intonation group and is pronounced with Fall-Rise:
⌄Granny, │⃗have I any ͵cousins?
• In official speech direct address is pronounced with Low Fall:
、Benny, │⃗come to the ͵blackboard, please.
• Apposition
Apposition constitutes a separate syntagm, it is pronounced with the melody of the
preceding determined word:
My ⃗brother-in-͵law, │⃗Henry ͵Sanford…
• Parenthesis
• In the end or in the middle of the sentence parenthesis is usually unstressed or half-stressed and continues the melody of the preceding syntagm:
I’m a 、writer, ⃗just a be、ginner, you know.
I’d ⃗like some 、salad to begin with.
• In the beginning of the sentence parenthesis is stressed and often constitutes a separate syntagm:
I’ m a↘fraid, I must 'leave in a ↑quarter of an 'hour or 、so.
⃗As for ͵me I ↘never take 'mustard or 、pepper.
• Parenthetical word “well” in the beginning of the sentence usually constitutes a separate intonation group pronounced with Low Rise:
͵Well, Mr. White, it’s ⃗five o’、clock.
• Enumeration
In sentences with enumeration each logically unfinished group is pronounced with the rising tone:
The ↘five 'members of his 'family 、are: his ͵mother, his
⃗sister-in-͵law, his ⃗son ͵Benny, his ⃗wife ͵Helen and him ˎself.
• “Please”
• In the beginning of the sentence (or a syntagm) the word “please” is stressed but it doesn’t form a separate syntagm:
↘Please, 'Helen, pro'nounce the 、words.
• In the middle of the sentence it can be stressed or unstressed but it doesn’t form a separate syntagm:
↘Will you please 'switch 'on the ͵tape-recorder?
• In the end of the sentence it is unstressed and continues the melody of the preceding syntagm:
↘Will you 'read ͵louder, please?
• “Thank you”
• When pronounced with Low Fall it expresses heartfelt gratitude:
↘Will you please 'switch 'on the ͵tape-recorder? ˎThank you.
• When pronounced with Low Rise it expresses formal polite gratitude:
͵Thank you, Mike. ⃗Go to your ˎseat.
• Adverbial modifier
In the beginning of the sentence it forms a separate intonation group and is pronounced with
Low Rise:
In ⃗front of the ͵house…
• Complex sentences
• Clauses of the compound affirmative statements are pronounced with Low Fall which is explained by their completeness:
↘Doctor’s 'house is 'not ˎlarge but it is ˎcomfortable.
• The first clause may be pronounced with Low Rise:
↘Doctor’s 'house is 'not ͵large but it is ˎcomfortable.
• Direct speech
• The author’s words preceding direct speech constitute a separate sense group and may be pronounced with the mid-level, low-falling or low-rising nuclear tone:
He ͵says: “I’m from ˎMoscow.”
He ˎsays: “I’m from ˎMoscow.”
He ›says: “I’m from ˎMoscow.”
• The author’s words which follow the direct speech are usually pronounced as an unstressed or half-stressed tail of the preceding intonation group.
“I’m ⃗not ˎready,” he said.
If the tail gets longer, it may form a separate intonation group and pronounced on a lower pitch level.
“⃗What’s it ͵for?” he inquired in a whisper.
• If the author’s words form two or more intonation groups, the first of them doesn’t form a separate intonation group. The second and the third are always stressed and pronounced each on the lower level.
“It’s ⃗rather exˎpensive,” she remarked ∣ looking in the ˎshop window.
• When changed into indirect speech author’s words do not constitute an independent sense group
• Exclamations
Exclamations are usually pronounced with High Fall:
ˋCertainly!
• Prepositions
• Preposition following the last stressed word of the intonation group is pronounced in its full form:
What can I do for you?
/⃗wɒt kən aɪ 、du: fɔ: ju·/
• Compound sentences
• In a complex sentence a principal clause preceding the subordinate clause may be pronounced either with falling or rising tone depending on whether its meaning is complete:
I pre↘fer to 'speak ˎSpanish, as I ↘know it 'much 'better than ˎEnglish.
In the sentence above the main idea is expressed in the principal clause, the subordinate clause gives additional information
I pre↘fer to 'speak ͵Spanish, as I ↘know it 'much 'better than ˎEnglish.
In the sentence above the principal clause is incomplete without the information given in the subordinate clause
• In most cases complex sentences form one syntagm:
I ↘don’t 'think he is ˎright.
• A subordinate clause preceding the principal clause is not complete in its meaning and usually pronounced with the rising tone:
When it ⃗gets ͵dark ↘Moscow 'looks es'pecially ˎbeautiful because of its ⃗splendid il'lumi ˎnations.
• Compound verbs
Compound verbs are pronounced with two primary stresses:
'put 'on
'switch 'off
Alternative questions
Alternative questions have the low-rising nuclear tone in the first intonation group and the low-falling nuclear tone in the final intonation group.
⃗Has she a ͵niece ∣ or a ˎnephew?
Disjunctive questions
Disjunctive questions consist of two intonation groups. The sequence of tones in disjunctive questions depends on the attitude of the speaker towards the significance of the utterance. The first intonation group has generally the low-falling nuclear tone. The low-falling nuclear tone of the final intonation group shows that the speaker is certain of the facts expressed in the first part of the question. The answer is not expected.
I saw you at the station. You were ⃗meeting your ˎwife, ∣ ˎweren’t you?
She looked so nice and happy.
The low-rising nuclear tone of the final intonation group shows that the speaker is not certain of the facts expressed in the first part of the question. An answer is expected.
- I saw you at the station. You were ⃗meeting your ˎwife, ∣ ˎweren’t you?
• Yes, I was.
Intonation Patterns
| Intonation Pattern | Statements | General questions | Special questions | Imperatives | Exclamations |
| (Low Pre-Head +) Low Fall (+Tail) | • final • categoric • calm • reserved | • calm • serious • flat • reserved • very often unsympathetic | • calm • unemotional • serious | • calm • unsurprised • reserved | |
| (Low Pre-Head +) Descending Head + Low Fall (+Tail) | • final • categoric • considered | • serious • responsible • intense • often suggesting irritability or impatience | • firm • serious • pressing | • rather emphatic | |
| (Low Pre-Head +) High Level Head + Low Fall (+Tail) | • final • categoric • considered | • serious • responsible • intense • often suggesting irritability or impatience | • firm • serious • pressing | • rather emphatic | |
| (Low Pre-Head +) Low Rise (+Tail) | • non-final • not categoric • encouraging further conversation • reserving judgement | • disapproving • skeptical | • wondering • mildly puzzled | • calmly warning • soothing | • expressing calm • encouraging further conversation • reserving judgement |
| (Low Pre-Head +) Descending Head + Low Rise (+Tail) | • non-final • not categoric • soothing • reassuring | • expressing interest | • expressing sympathy, interest • puzzled | • encouraging • soothing • calmly patronising | • encouraging • airy |
| (Low Pre-Head +) High Level Head + Low Rise (+Tail) | • non-final • not categoric • soothing • reassuring | • expressing interest | • expressing sympathy, interest • puzzled | • encouraging • soothing • calmly patronizing | • encouraging • airy |
| (Low Pre-Head +) Low Level Head + Low Rise (+Tail) | • encouraging further conversation • reprovingly critical • guarded • neglecting • reserving judgment • appealing to the listener to change his attitude | • expressing disapproval, scepticism | • calm, but very disapproving | • reprovingly critical • resentful | • reserving judgment • expressing casual acknowledgment |
| (Low Pre-Head +) (Descending Head +) Mid Level (+Tail) | • non-finality without any impression of expectancy | ||||
| (Low Pre-Head +) (Falling Head +) Fall-Rise (+Tail) | • expressing concern • reproach • contradiction • partial agreement • warning • soothing • reassuring |
Exercises
Read the following dialogues. Express the suggested attitudes.
— What troubles you? (sympathetically interested)
— I'm quite unwell. I feel giddy and I can hardly stand on m legs. (serious)
— Any pain? (sympathetically interested)
— Yes, I've a sore throat. (conveying personal concern)
-------------
— Shall I have to stay in bed long? (genuinely interested)
— No, not more than a week, I hope. (uncertain)
— And shall I take any medicine? (genuinely interested)
— Yes, certainly. Here is a prescription for you. (weighty, catt goric)
-------------
— What is your temperature? (sympathetically interested)
— It's thirty-eight point seven.
— Please strip to the waist. I shall examine you. How long have you felt this way? (sympathetically interested)
— Several days already. I've been taking pills, but I don't feel any better.
-------------
A.: Hello, Pete, what's happened to you? Why is your arm in a sling? (sympathetically interested)
P.: I had a bad fall and broke my arm.
A.: How awful! Have you any pain now? (interested)
P.: It still hurts, but not so much as before. (reserving judgement)
-------------
D.: What's troubling you? (interested)
A.: One of my front teeth is working loose.
D.: You have to have this one out. It's a pity you didn't have it looked at before. (grumbling)
A: I wish I had. (conveying personal concern)
-------------
— I have an abscess on my finger, it hurts me awfully. (serious)
— Did you run a splinter into your finger? (interested)
— No, I happened to pick it with a wire.
— What did you do for it? (searching)
— I did nothing, I thought it would heal by itself.
— That was not very clever of you. (reprimand)
-------------
— Your voice is hoarse and your face is flushed. You must have a cold. I'm sure. Where did you manage to get it? (sympathy)
— Idon't know myself. I must have caught cold last night, when I took my coat off.
— How thoughtless of you, the evening was cold and windy. (reproachful) Now you'll have to stay in.
Дата добавления: 2019-01-14; просмотров: 392; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!