Теми та погодинний розклад практичних занять

ЗМІСТ

Вступ………………………………………………………………………………...4

1 Теми та погодинний розклад практичних занять і самостійної роботи…….6

2 Перелік практичних занять……………………………………………………...7

Практичне заняття 1 Предмет фонетики…………………………………………8

Практичне заняття 2 Органи мовлення…………………………………………...10

Практичне заняття 3 Артикуляційна база англійської мови ……………………11

Практичне заняття 4 Функціональний аспект звуків мовлення…………………16

Практичне заняття 5 Поняття про фонему……………………………………….18

Практичне заняття 6 Фонема і її відтінки………………………………………...20

Практичне заняття 7 Алофони ……………………………………………………23

Практичне заняття 8 Звуки мовлення як акустична і артикуляційна одиниця..26

Практичне заняття 9 Артикуляційна і фізіологічна класифікація звуків……....28

Практичне заняття 10 Артикуляційна характеристика звуків мовлення……...30

Практичне заняття 11 Артикуляційна база мови……………………………….33

Практичне заняття 12  Приголосні звуки. Принципи класифікації……………34

Практичне заняття 13 Артикуляційне визначення приголосних……………….39

Практичне заняття 14 Сонанти…………………………………………………....44

Практичне заняття 15 Голосні …………………………………………………….49

Практичне заняття 16 Артикуляційне визначення голосних……………………54

Практичне заняття 17 Дифтонги. Дифтонгоїди ………………………………....57

Практичне заняття 18 Зміна голосних звуків в процесі мовлення…………….61

Практичне заняття 19 Редукція…………………………………………………....63

Практичне заняття 20 Типи редукції ……………………………………………..66

Практичне заняття 21 Зміна приголосних звуків в процесі мовлення………….69

Практичне заняття 22 Асиміляція ……………………………………………….73

Практичне заняття 23 Редукція (елізія)…………………………………………...75

3 Критерії оцінювання знань студентів…………………………………………..77

Список літератури………………………………………………………………….78

ВСТУП

    Методичні вказівки щодо практичних занять з дисципліни «Теоретична та практична фонетика англійської мови» призначені для студентів I курс за напрямом підготовки 6.020303 – «Філологія».

    Метою вивчення курсу є:

1. Дати студентам правильні настанови щодо відтворення і сприйняття всіх англійських фонем як ізольовано, так і в словах.

2. Дати настанови щодо вживання правильної англійської інтонації, а також прищепити студентам навички письма та усної мови.

3. Систематизувати і поповнити набуті в школі знання студентів з фонетики англійської мови.

4. Виправити неправильні вимовні вміння і навички.

Згідно з вимогами освітньо-професійної програми студенти повинні:

Знати:

· зміст фонетики як науки;

· її термінологічний апарат, основні етапи розвитку фонологічної системи англійської мови;

· принципи класифікації фонем;

· основні фонетичні процеси, морфологічну, орфографічну і артикуляційну структуру складу;

·  роль сонорності та артикуляції у словотворі;

·  суть і значення компоненту наголосу;

· структурні особливості інтонації;

· основні напрямки сучасних фонологічних досліджень та фонологічні школи;

·  основні характеристики орфоепічної норми сучасної англійської мови,

·  сучасні діалекти;

· розходження у британському та американському варіантах літературної мови.

вміти:

· застосовувати отримані теоретичні знання з фонетики в практичній

· діяльності;

· розуміти різноманітні інтонаційні моделі у зв'язному мовленні та

· розкривати їх інформаційне значення;

· ефективно і гнучко використовувати знання, навички та вміння з

практичної фонетики в усному мовленні;

· розрізняти фонеми в ізольованому стані, а також у мовленнєвому потоці;

· робити фонетично-фонологічний аналіз;

· записувати та транскрибувати тексти з плівки, екрану та «з листа»;

· оволодіти навичками стандартної британської вимови;

· вільно висловлювати думки із дотриманням усіх правил фонетичного оформлення.

Методичні вказівки містять 23 практичні заняття, у яких розглядаються основні поняття стосовно фонетики англійської мови, якими повинен володіти майбутній філолог. Також надано детальний опис артикуляції всіх фонем англійської мови. Наведені скоромовки, які є необхідними при тренуванні вимови окремих фонем.

    Методичні вказівки можуть бути використані також і при самостійній роботі над англійською вимовою.

ПЕРЕЛІК ПРАКТИЧНИХ ЗАНЯТЬ

Практичне заняття № 1

Завдання до теми

Read the tongue-twisters:

1. A big black bug bit a big black dog on his big black nose!

2. A big bug bit a bold bald bear and the bold bald bear bled blood badly.

3. A bitter biting bittern Bit a better brother bittern, And the bitter better bittern Bit the bitter biter back. And the bitter bittern, bitten, By the better bitten bittern, Said: «I’m a bitter biter bit, alack!»

4. A bloke’s bike back brake block broke.

5. A box of biscuits, a batch of mixed biscuits

6. A canner can can anything that he can, But a canner can’t can a can, can he?

7. A certain young fellow named Beebee Wished to marry a lady named Phoebe «But,» he said. «I must see What the minister’s fee be Before Phoebe be Phoebe Beebee»

8. A cheap ship trip.

9. A cricket critic A black bug’s blood Irish wristwatch Legend tripping Liril

10. A cup of proper coffee in a copper coffee cup.

Контрольні питання

1. What does phonetics deal with?

2. Is phonetics as a branch of linguistics more important than grammar and lexicology? Why?

3. Name and specify the three traditional branches of phonetics.

4. What is phonology?

5. Name the two main methods of investigating the sound matter of the language.

6. How many standard accents of English do you know? Name them.

7. How many letters are there in the English alphabet? How many speech sounds are there in the sound system of English? Why can't we name the exact number? What does it depend on?

Література [6, c. 3-6]

Практичне заняття № 2

Тема. Органи мовленння

Завдання до теми

Read the tongue-twisters:

1. A cupcake cook in a cupcake cook’s cap cooks cupcakes.

2. A dozen double damask dinner napkins.

3. A fat thrush flies through thick fog.

4. A flea and a fly flew up in a flue. Said the flea, «Let us fly!» Said the fly, «Let us flee!» So they flew through a flaw in the flue.

5. A fly and flea flew into a flue, said the fly to the flea ‘what shall we do?’ ‘let us fly’ said the flea said the fly ‘shall we flee’ so they flew through a flaw in the flue.

6. A gazillion gigantic grapes gushed gradually giving gophers gooey guts.

7. A gentle judge judges justly.

8. A haddock! A haddock! A black-spotted haddock! A black spot On the black back Of a black-spotted haddock!

9. A knapsack strap.

10. A lady sees a pot-mender at work at his barrow in the street. «Are you copper-bottoming them, my man?» «No, I’m aluminiuming ‘em, Mum»

Контрольні питання

1. The direction of the air stream released from the lungs.

2. Three different states of the vocal cords.

3. The position of the soft palate which influences the direction of the air stream.

4. The parts of the palate.

5. The parts of the tongue.

6. The position of the movable organs of the mouth, i.e. the shape of the lips and tongue.

7. The active and passive organs of speech and their role in the sound formation.

Література: [4, c. 8-11].

 

Практичне заняття № 3

Завдання до теми

Read the tongue-twisters:

1. A laurel-crowned clown.

2. A loyal warrior will rarely worry why we rule.

3. A lump of red leather, a red leather lump

4. A lusty lady loved a lawyer and longed to lure him from his laboratory.

5. A missing mixture measure.

6. A mother to her son did utter «Go, my son, and shut the shutter» «The shutter’s shut» the son did utter «I cannot shut it any shutter!»

7. A nurse anesthetist unearthed a nest.

8. A pack of pesky pixies.

9. A pessimistic pest exists amidst us. Knife and a fork bottle and a cork that is the way you spell New York. Chicken in the car and the car can go, that is the way you spell Chicago.

10. A pleasant place to place a plaice is a place where a plaice is pleased to be placed.

Контрольні питання

1. What is articulation?

2. What makes the difference between English and Ukrainian sounds?

3. What are the peculiar features of English articulation?

4. What is articulatory phonetics?

5. What does articulatory phonetics border with?

Література [6, c. 11-21]

Практичне заняття № 4

Завдання до теми

Read the tongue-twisters:

1. Unique New York

2. United States twin-screw steel cruisers.

3. Upper roller, lower roller.

4. Urgent detergent!

5. Valuble valley villas.

6. Very well, very well, very well.

7. Vincent vowed vengence very vehemently.

Контрольні питання

1. What is the main distinction between phonetics and phonology?

2. What is phonetics?

3. What is phonology?

4. How does the vocal mechanism act?

5. What stages does the process of speech comprise?

Література [6, c. 22-23].

 

Практичне заняття № 5

Тема. Поняття про фонему

Sounds and Phonemes

Мета: to find out about phoneme and speech sounds.

Завдання до теми

Read the tongue-twisters:

1. Ten tame tadpoles tucked tightly together in a thin tall tin.

2. Terry Teeter, a teeter-totter teacher, taught her daughter Tara to teeter-totter, but Tara Teeter didn’t teeter-totter as Terry Teeter taught her to.

3. Thank the other three brothers of their father’s mother’s brother’s side.

4. That bloke’s back bike brake-block broke.

5. The batter with the butter is the batter that is better!

6. The big black bug bit the big black bear, but the big black bear bit the big black bug back!

7. The big black bug’s blood ran blue.

8. The black bloke’s back brake block broke.

9. The bleak breeze blights the bright blue blossom

10. The blue bluebird blinks.

Контрольні питання

1. What is phoneme?

2. Why phoneme is a functional unit?

3. What is allophone?

4. What is the difference between phoneme and sound?

5. Do allophones of the same phoneme never occur in the same phonetic context?

Література: [3, c. 130 - 134 ].

Практичне заняття № 6

Тема. Фонема і її відтінки

Phoneme and its shades

Мета: to find out the main difference between phoneme and sound.

Завдання до теми

Read the tongue-twisters:

1. Sally is a sheet slitter, she slits sheets.

2. Sally sells sea shells by the sea shore. But if Sally sells sea shells by the sea shore then where are the sea shells Sally sells?

3. Salty broccoli, salty broccoli, salty broccoli

4. Sam’s shop stocks short spotted socks.

5. Sarah saw a shot-silk sash shop full of shot-silk sashes as the sunshine shone on the side of the shot-silk sash shop.

6. Sarah sitting in her Chevrolet, All she does is sits and shifts, All she does is sits and shifts.

7. Sarah, Sarah, sits in her Chevrolet. When she shifts she sips her Schlitz, and when she sips her Schlitz she shifts.

8. Say this sharply, say this sweetly; Say this shortly, say this softly; Say this sixteen times in succession.

9. Scissors sizzle, thistles sizzle.

10. Selfish sharks sell shut shellfish.

 

Контрольні питання

1. How many aspects of speech sounds can be differentiated? Explain the essence of each aspect.

2. Define the phoneme.

3. What is an allophone?

4. What are the three aspects of a phoneme?

5. What allophones are called principal / subsidiary?

6. Define the invariant of the phoneme.

7. What is the difference between distinctive and non-distinctive articulatory

features?

8. What types of transcription do you know?

Література [6, c. 22-23]

Практичне заняття № 7

Тема. Алофони

Allophones

Мета: to find out about functional groups allophones are arranged into.

Завдання до теми

Read the tongue-twisters:

1. Raise Ruth’s red roof.

2. Rattle your bottles in Rollocks’ van.

3. Ray Rag ran across a rough road. Across a rough road Ray Rag ran. Where is the rough road Ray Rag ran across?

4. Real rock wall, real rock wall, real rock wall.

5. Real weird rear wheels 

6. Really leery, rarely Larry

7. Red Buick, blue Buick

8. Red lolly, yellow lolly.

9. Reed Wade Road

10. Rhys watched Ross switch his Irish wristwatch for a Swiss wristwatch.

Контрольні питання

1. What are the groups allophones arranged into?

2. Do allophones differentiate the meaning of the word?

3. What are nondistinctive articulatory features?

4. What mistake is called phonetic?

5. What are distinctive articulatory features?

6. What mistake is called phonological?

Література [6, c. 22-23]

Практичне заняття № 8

Завдання до теми

Read the tongue-twisters:

1. Plymouth sleuths thwart Luther’s slithering.

2. Pooped purple pelicans.

3. Pope Sixtus VI’s six texts.

4. Preshrunk silk shirts.

5. Pretty Kitty Creighton had a cotton batten cat. The cotton batten cat was bitten by a rat. The kitten that was bitten had a button for an eye, And biting off the button made the cotton batten fly.

6. Pacific Lithograph.

7. Pail of ale aiding ailing Al’s travails.

8. Paul, please pause for proper applause.

9. Peggy Babcock.

10. People pledging plenty of pennies.

11. Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper Picked a peck of pickled peppers, Where’s the peck of pickled peppers Peter Piper picked?

Контрольні питання

1. What aspects of speech sounds can we distinguish?

2. What is articulatory aspect?

3. What is acoustic aspect?

4. What is auditory aspect?

5. What is functional aspect?

Література [ 3, c. 130 - 134 ].

Практичне заняття № 9

Завдання до теми

Read the tongue-twisters:

1. Octopus ocular optics and A cat snaps a rat’s paxwax.

2. Of all the felt I ever felt, I never felt a piece of felt Which felt as fine as that felt felt, When first I felt that felt hat’s felt.

3. Oh, the sadness of her sadness when she’s sad. Oh, the gladness of her gladness when she’s glad. But the sadness of her sadness, and the gladness of her gladness, Are nothing like her madness when she’s mad!

4. Old Mr. Hunt had a cuddy punt Not a cuddy punt but a hunt punt cuddy.

5. Old oily Ollie oils old oily autos.

6. On a lazy laser raiser lies a laser ray eraser.

7. On mules we find two legs behind and two we find before. We stand behind before we find what those behind be for.

8. On two thousand acres, too tangled for tilling, Where thousands of thorn trees grew thrifty and thrilling, Theophilus Twistle, less thrifty than some, Thrust three thousand thistles through the thick of his thumb!

9. Once upon a barren moor There dwelt a bear, also a boar, The bear could not bear the boar, The bear thought the boar was a bore. At last the bear could bear no more That boar that bored him on the moor. And so one morn he bored the boar- That boar will bore no more!

10. One black beetle bled only black blood, the other black beetle bled blue.

Контрольні питання

1. What stage is called psychological?

2. What stage is called physiological?

3. What stage is called acoustic?

4. What does articulatory phonetics border with?

5. What do we need to know before analysing the linguistic function of phonetic units?

Література [ 3, c. 130 - 134 ].

ПРАКТИЧНЕ ЗАНЯТТЯ № 10

Завдання до теми

Read the tongue-twisters:

1. Nat the bat swat at Matt the gnat.

2. National Sheepshire Sheep Association

3. Near an ear, a nearer ear, a nearly eerie ear.

4. Ned Nott was shot and Sam Shott was not. So it is better to be Shott than Nott. Some say Nott was not shot. But Shott says he shot Nott. Either the shot Shott shot at Nott was not shot, or Nott was shot. If the shot Shott shot shot Nott, Nott was shot. But if the shot Shott shot shot Shott, then Shott was shot, not Nott. However, the shot Shott shot shot not Shott — but Nott.

5. Never trouble about trouble until trouble troubles you!

6. Nick knits Nixon’s knickers.

7. Nine nice night nurses nursing nicely.

8. Nine nimble noblemen nibbled nuts

9. No need to light a night light on a light night like tonight.

10. No nose knows like a gnome’s nose knows.

Контрольні питання

1. What is articulatory classification of speech sounds?

2. What two major subtypes are sounds subdivided into?

3. What is the most substantial articulatory difference between vowels and consonants?

4. What are the acoustic differences between vowels and consonants?

5. What are the functional differences between vowels and consonants?

Література [ 3, c. 130 - 134 ].

Практичне заняття № 11

Завдання до теми

Read the tongue-twisters:

1. Many an anemone sees an enemy anemone.

2. Mares eat oats and does eat oats, and little lambs eat ivy. A Kid will eat ivy too, wouldn’t you?

3. Mary Mac’s mother’s making Mary Mac marry me.

4. Meet Sir Cecil Thistlethwaite, the celebrated theological statistician.

5. Meter maid Mary married manly Matthew Marcus Mayo, a moody male mailman moving mostly metered mail.

6. Miss Smith lisps as she talks and lists as she walks.

7. Miss Smith’s fish-sauce shop seldom sells shellfish.

8. Mister, whither sister’s zither?

9. Mix, Miss, Mix!

10. Mixed biscuits.

Контрольні питання

1. What stage is called psychological?

2. What stage is called physiological?

3. What stage is called acoustic?

4. What does articulatory phonetics border with?

5. What do we need to know before analysing the linguistic function of phonetic units?

Література [ 3, c. 130 - 134 ].

Практичне заняття № 12

Завдання до теми

    Read the tongue-twisters:

1. Larry Hurley, a burly squirrel hurler, hurled a furry squirrel through a curly grill.

2. Larry sent the latter a letter later.

3. Lesser weather never weathered lesser wetter weather.

4. Lily ladles little Letty’s lentil soup.

5. Lisa laughed listlessly.

6. Listen to the local yokel yodel.

7. Literally literary.

8. Little Mike left his bike like Tike at Spike’s.

9. Local yokel jokes.

10. Lonely lowland llamas are ladylike.

Контрольні питання

1. What does the articulation of a sound consist of?

2. What is an articulatory classificationof speech sounds?

3. According to what are speech sounds divided into vowels and consonants?

4. What differences are there between vowel and consonant?

5. Explain the essence of:

a. articulatory differences between vowels and consonants,

b. acoustic differences between vowels and consonants,

c. functional differences between vowels and consonants.

6. Classify English RP consonants.

Література: [4, c. 24-44; 2, с. 25-31 ].

Практичне заняття № 13

Articulation

1. The lips are firmly kept together.

2. The soft palate is raised and the air coming into the mouth stops for some time and then breaks the obstruction with the a slight explosion.

3. The vocal cords do not vibrate [p] is produced. For [b] they are tense kept together and vibrate when [b] occurs before vowels or intervocalic positions, eg begin, rubber.

4. The breath effort is very strong for [p], for [b] it is weak.

Tongue Twister: Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked?

Betty Better bought some butter. «But,»  she said, «this butter's bitter. If I put it in my batter, it will make my batter bitter. But a bit of better butter will make my bitter batter better.» So she bought a bit of better butter and made her bitter batter better.

Definition [t, d] are occlusive, plosive, forelingual, apical, alveolar; [t] is strong and voiceless, [d] is weak and voiced, in final position is slightly devoiced.

Articulation

1. The complete obstruction is made by the tip of the tongue firmly pressed against the middle of the alveolar ridge.

2. The soft palate is raised and the air coming into the mouth is trapped for short time. Then it breaks the obstruction with a slight explosion.

3. The vocal cords do not vibrate when [t] is formed. For [d] they are drawn together and vibrate when it occurs before vowels of intervocal positions, e.g. done, ladder.

4. The breath effort for [t] is very strong, for [d] it is weak.

Tongue Twister: The two-twenty-two train tore through the tunnel.

When a doctor doctors a doctor, does the doctor doing the doctoring doctor as the doctor being doctored wants to be doctored or does the doctor doing the doctoring doctor as he wants to doctor?

Definition [k, g] are occlusive, plosive, backlingual, velar; [k] is strong and voiceless; [g] is weak and voiced, in final position is partly devoiced.

Articulation

1. The back of the tongue makes a firm contact with the soft palate.

2. The soft palate is raised. The air coming from the lungs is trapped for a short time and then breaks the obstruction with a slight explosion.

3. The vocal cords do not vibrate for [k]. When [g] is pro­duced they are drawn together and vibrate.

4. The breath effort for [k] is very strong, for [g] it is weak.

Tongue Twister: How much caramel can a canny cannonball cram in a camel if a canny cannonball can cram caramel in a camel?

Giggling geese are playing games. They are going to race.

Constrictive Fricative Consonants (Fricatives). They are constrictive because the air passage is constricted and an incomplete obstruction is formed; they are fricative, because the air passes through the narrowing with audible friction.

Definition [ f, v] are constrictive fricative, labio-dental; [f] is strong and voiceless, [v] is weak and voiced, in the final position it is partly devoiced.

Articulation

1. The lower lip is very close to the edge of the upper front teeth, thus forming an incomplete obstruction. When the air goes through the narrowing it causes slight friction.

2. For [f] the vocal cords do not vibrate; there may be some vibration accompanying [v] when it occurs in word initial posi­tions as in vast or between vowels as in never  

3. For [f] the air force is very strong. Tongue Twister: Five frantic frogs fled from fifty fierce fishes. Vincent vowed vengeance very vehemently

Definition [ө; ð] are constrictive fricative, forelingual, interdental; [ð] is strong and voiceless, [ө] is weak and voiced, in final position it is partly devoiced.

Articulation

1. The tip of the tongue is either close to the edge of the upper teeth or slightly projected between the teeth.

2. For [ө] the vocal cords do not vibrate, they vibrate for [ð] when it occurs in word initial position, before a vowel or in intervocalic positions, eg thus, rather.

3. The air force is very strong for [ө].

Tongue Twister: I thought a thought. But the thought I thought wasn't the thought I thought.
If the thought I thought I thought had been the thought I thought,

I wouldn't have thought so much. Lesser leather never weathered wetter weather better.

Thank the other three brothers of their father's mother's brother's side.

Whenever the weather is cold.

Whenever the weather is hot.

We'll whether the weather, whatever the weather,

whether we like it or not.

Definition [s, z] are constrictive fricative, forelingual, apical alveolar, [s] is strong and voiceless, [z] is weak and voiced, in final position it is partially devoiced.

Articulation

1. The tip of the tongue is close to the teeth ridge. The narrowing is round, because of the groove in the blade of the tongue.

2. The teeth are very close together.

3. The vocal cords do not vibrate when [s] is produced. For [z] they vibrate when it occurs before vowels or in intervocalic positions, eg zone, easy.

4. The friction for [s] is strong, even stronger than for [ө].

Tongue Twister: Sam's shop stocks short spotted socks. Sounding by sound is a sound method of sounding sounds. Shy Shelly says she shall sew sheets.

Definition [S;Z] are constrictive fricative, forelingual, apical, palate-alveolar, bicentral; [S] is strong and voiceless, [Z] is weak and voiced, in final position it is partially devoiced.

Articulation

1. The tip of the tongue is close to the back part of the teeth ridge forming a flat narrowing.

2. The front part of the tongue is raised towards the hard palate, forming the front secondary focus, thus palatalizing the sounds.

3. The lips are neutral or slightly rounded.

4. The vocal cords do not vibrate when [ƒ]is pronounced, for [3] they vibrate when it occurs before vowels, eg pleasure.

Tongue Twister: She saw Sherif's shoes on the sofa.

But was she so sure she saw Sherif's shoes on the sofa?

Definition [h] – is constrictive fricative, glottal, voiceless.

Recommendations for articulation. In order to make [h]-sounds, hold the mouth ready for the vowel and push a short gasp of breath by the lungs; breath the air out weakly adding some slight fricative noise to the vowel

Tongue Twister: Well, you know last Easter, Henry and Helen had a holiday in Honolulu. They had a horrible holiday and when they arrived home, Helen left him.

How much ground would a groundhog hog, if a groundhog could hog ground?

Occlusive Constrictive Consonants (Affricates)

There are only two affricates in English: [CG]. They are occlusive-constrictives because a complete obstruction is formed and it is released slowly, with friction.

Definition [C;G] are occlusive-constrictive, forelingual, apical, palato-alveolar,  [C] is strong and voiceless, [G] is weak and voiced. In word final position it is partially devoiced.

Articulation

1. The tip of the tongue touches the back part of the teeth ridge.

2. The front part of the tongue is raised towards the hard palate forming the front secondary focus (a flat narrowing).

3. The soft palate is raised so that the breath is trapped for a short time (because of the complete obstruction between the tongue-tip and the teeth ridge) then the obstruction is released slowly and the friction is heard.

4. The lips are slightly rounded.

Завдання до теми

Read the tongue-twisters:

1. Kanta is a masai girl, she can tie a tie and untie a tie, if kanta can tie a tie and untie a tie, why can’t I tie a tie and untie a tie?

2. Keenly cleaning copper kettles.

3. Ken Dodd’s dad’s dog ‘s dead.

4. King Thistle stuck a thousand thistles in the thistle of his thumb. A thousand thistles King Thistle stuck in the thistle of his thumb. If King Thistle stuck a thousand thistles in the thistle of his thumb, How many thistles did King Thistle stick in the thistle of his thumb?

5. Kiss her quick, kiss her quicker, kiss her quickest!

6. Knapsack straps.

7. Kris Kringle carefully crunched on candy canes.

Контрольні питання

1. What is a consonant sound?

2. How do the consonants change on the articulatory level?

3. What are the two consonant classes according to the degree of noise?

4. What is the function of the vocal cords in the production of voiced and voiceless noise consonants?

5. How does the degree of noise vary because of the force of articulation?

6. What is a sonorant? State the difference between sonorants and noise consonants.

7. How does the position of the Soft palate determine the quality of a sonorant?

8. Define every type of obstruction,

9. What are the four groups of consonants according to the manner of articulation?

10. What consonant sounds are called ‘occlusive’?

11. Why are plosives called ‘stops’?

12. What consonant sounds are called ‘constrictive’? What is the difference between occlusives and constrictives?

13. How else are constrictive noise consonants called and why?

14. How do the fricatives vary in the work of the vocal cords and in the degree of force of Articulation?

15. How are the constrictive sonorants made?

16. What consonant sounds are occlusive-constrictive?

17. How are the Russian rolled consonants [p, p ’] produced?

18. Enumerate the consonant groups according to the place of articulation.

19. How are the forelingual consonants classified according to the work of the tip of the tongue?

20. How do the forelingual consonants differ according to the place of obstruction?

Література: [4, c. 24-54; 2, с. 69-93 ].

 

Практичне заняття № 14

Тема. C онанти

Sonorants

Мета: to find out about articulatory peculiarities of sonorants

Occlusive Nasal Sonorants

Definition [m] is occlusive, nasal, bilabial.

Articulation

1. The lips are firmly kept together.

2. The soft palate is lowered and the air goes through the nose.

3. The vocal cords vibrate.

Tongue Twister: Mary Mac's mother's making Mary Mac marry me.

My mother's making me marry Mary Mac. Will I always be so Merry when Mary's taking care of me? Will I always be so merry when I marry Mary Mac?

Definition [n] is occlusive nasal, forelingual, apical, alveolar.

Articulation

1. The tip of the tongue is pressed against the alveolar ridge.

2. The soft palate is lowered and the air escapes through the nose.

3. The vocal cords vibrate.

Definition [ŋ] is occlusive, nasal, backlingual. velar.

Articulation

1. The back part of the tongue is pressed to the soft palate

2. The soft palate is lowered and the air goes through the nose.

3. The vocal cords vibrate.

Constrictive Oral Sonorants

Definition [1] is constrictive, lateral, forelingual, apical, alveolar.

Articulation

1. The tip of the tongue is in firm contact with the alveolar ridge.

2. The soft palate is raised and the air goes freely to the mouth.

3. The sides of the tongue are lowered and the air can pass between them and the palate.

4. The vocal cords are brought together and vibrate.

Tongue Twister: Lazy lion is lying smiling at his lion cubs and lioness.

Definition [w] is constrictive, medial, bilabial, bicentral.

Articulation

1. The lips are firmly rounded and slightly protruded forming an incomplete obstruction.

2. The soft palate is raised and the air goes to the mouth.

3. The back part of the tongue is raised towards the soft palate forming the secondary focus.

4. The sides of the tongue are raised and the air goes along the central part of the tongue.

5. The vocal cords vibrate.

Tongue Twister: Swan swam over the sea. Swim, swan, swim! Swan swam back again. Well swum, swan!

My sister Wendy was twenty - one on Wednesday.

Will you, William? Will you, William? Will you, William? Can't you, don't you, won't you, William?

Definition [j] is constrictive, medial, mediolingual, palatal.

Articulation

1. The front part of the tongue is raised to the hard palate.

2. The sides of the tongue are raised and the air goes along the central part of it.

3. The lips are generally neutral or spread.

4. The soft palate is raised and the air escapes through the mouth.

5. The vocal cords are kept together and vibrate.

Definition [r] is constrictive, medial, forelingual, cacuminal, post-alveolar.

Articulation

1. The tip of the tongue is held in a position near to, but not touching the back of the alveolar ridge, the front part of the tongue is low and the back is rather high so that the tongue has a curved shape (cacuminal articulation).

2. The position of the lips is determined by that of the following vowel.

3. The soft palate is raised and the air flows quietly between the tip of the tongue and the palate.

4. The vocal cords vibrate.

Tongue Twister: Three grey rabbits in the grass grow roses for us.

Завдання до теми

Read the tongue-twisters:

1. Jack the jailbird jacked a jeep.

2. John, where Molly had had «had», had had «had had». «Had had» had had the teachers approval

3. Judicial system.

4. June sheep sleep soundly.

5. Just think, that sphinx has a sphincter that stinks!

6. In Hertford, Hereford and Hampshire hurricanes hardly ever happen.

7. Inchworms itching.

8. Is a pleasant peasant’s pheasant present?

9. Is this your sister’s sixth zither, sir?

10.  It’s not the cough that carries you off, it’s the coffin they carry you off in!

Контрольні питання

1. What is the main feature of sonorous consonants? Enumerate the English sonorants.

2. What advice regarding the position of the soft palate would you give to a fellow-student who pronounces sing as [siŋg] instead of [siŋ]?

3. What do sonorants have in common with and what differs them from other consonants?

4. What is the subdivision of the sonorous consonants according to the direction of the air stream in the mouth cavity?

5. Speak about the voicing of sonorants. Does a student of English make a phonetic or a phonological mistake if he does not observe partial devoicing of the sonorants in some positions?

6. Speak about the length of sonorants. Keeping in mind what you know about the positional length of the English sonorants what would you advise your fellow-student if he doesn't observe it?

7. What advice regarding the palatalization of the sonorous consonants would you give to a fellow-student who makes such errors in his pronunciation? Suppose a student pronounces lip as [лip] instead of [lip]. How would you correct the error regarding palatalization?

8. Speak about each sonorous consonant in detail.

9. What kind of mistake do Russian students of English make if they pronounce [n] instead of [ŋ] eg sing [sin] instead of [siŋ]?

10. Suppose your fellow-student pronounces the word sing as [siŋ]. Is the mistake phonetic or phonological? Keeping in mind what you know about the articulation of [ŋ] tell him or her what to do with the tongue and the soft palate to eliminate this error.

11. What is common in the articulation of the sonorants [r,j,w]?

12. What articulatory features of the consonants [n] and [1] differentiate the meaning of the words net and let?

13. What advice would you give your fellow-student who pronounces the Russian [j] instead of the English [j]?

14. How would your fellow-student probably pronounce the sonorant [w]? In what way can Russian pronunciation habits interfere?

15. How would a Russian learner of English probably pronounce the English [r]? Can you expect a phonological mistake?

Література: [4, c. 54-66].

Практичне заняття  № 15

Тема. Г олосні

     Vowels

Мета: to find out about articulatory peculiarities of vowels

Завдання до теми

Read the tongue-twisters:

1. I am a mother pheasant plucker, I pluck mother pheasants. I am the best mother pheasant plucker, that ever plucked a mother pheasant!

2. I am not a pheasant plucker, I’m a pheasant plucker’s son but I’ll be plucking pheasants When the pheasant plucker’s gone.

3. I bought a bit of baking powder and baked a batch of biscuits. I brought a big basket of biscuits back to the bakery and baked a basket of big biscuits. Then I took the big basket of biscuits and the basket of big biscuits and mixed the big biscuits with the basket of biscuits that was next to the big basket and put a bunch of biscuits from the basket into a biscuit mixer and brought the basket of biscuits and the box of mixed biscuits and the biscuit mixer to the bakery and opened a tin of sardines.

4. I bought a box of biscuits, a box of mixed biscuits, and a biscuit mixer.

5. I can think of six thin things and of six thick things too.

6. I cannot bear to see a bear Bear down upon a hare. When bare of hair he strips the hare, Right there I cry, «Forbear!»

7. I correctly recollect Rebecca MacGregor’s reckoning.

8. I know a boy named Tate who dined with his girl at eight eight. I’m unable to state what Tate ate at eight eight or what Tate’s tte tte ate at eight eight.

9. I miss my Swiss Miss. My Swiss Miss misses me.

10. I need not your needles, they’re needless to me; For kneading of noodles, ’twere needless, you see; But did my neat knickers but need to be kneed, I then should have need of your needles indeed. Flee from fog to fight flu fast!

Контрольні питання

1. What is the quality of a vowel determined by?

2. What criteria are used for the classification of vowels?

3. What are English vowels subdivided into?

4. Define diphthongs.

5. From what aspects is the position of the tongue in the mouth cavity

characterized?

6. What groups of vowels are distinguished in English?

7. What are the traditional lip positions in English pronunciation?

8. What does the checkness of English vowel sounds depend on?

9. What is duration of a vowel modified by and what does it depend on?

10. Define tenseness.

Література: [4, c. 85-109; 2, с. 35-42].

Практичне заняття  № 16

Завдання до теми

Read the tongue-twisters:

1. Wally Winkle wriggles his white, wrinkled wig.

2. Wayne went to Wales to watch walruses.

3. We surely shall see the sun shine soon.

4. We will learn why her lowly lone, worn yarn loom will rarely earn immoral money.

5. We won, we won, we won, we won

6. We’re real rear wheels.

7. Wetter weather never weathered wetter weather better.

8. What a shame such a shapely sash should such shabby stitches show.

9. What a terrible tongue twister, what a terrible tongue twister, what a terrible tongue twister…

10. What to do to die today at a minute or two to two. A terribly difficult thing to say and a harder thing to do. A dragon will come and beat his drum Ra-ta-ta-ta-ta-ta-ta-ta-too at a minute or two to two today. At a minute or two to two.

Контрольні питання

1. What is the quality of a vowel determined by?

2. What criteria are used for the classification of vowels?

3. What are English vowels subdivided into?

4. Define diphthongs.

5. From what aspects is the position of the tongue in the mouth cavity

characterized?

6. What groups of vowels are distinguished in English?

7. What are the traditional lip positions in English pronunciation?

8. What does the checkness of English vowel sounds depend on?

9. What is duration of a vowel modified by and what does it depend on?

10. Define tenseness.

Література: [4, c. 24-44; 2, с. 105-120 ].

Практичне заняття  № 17

Тема. Дифтонгоїди. Дифтонги

D iphthongoids. Diphthongs

Мета: to find out about the articulatory description ofdiphthongoids and diphthongs

Завдання до теми

Read the tongue-twisters:

1. Hassock hassock, black spotted hassock. Black spot on a black back of a black spotted hassock.

2. He threw three free throws.

3. Her whole right hand really hurts.

4. Hiccup teacup!

5. Higgledy-Piggedly!

6. Hi-Tech Traveling Tractor Trailor Truck Tracker

7. How can a clam cram in a clean cream can?

8. How many berries could a bare berry carry, if a bare berry could carry berries? Well they can’t carry berries (which could make you very wary) but a bare berry carried is more scary!

9. How many boards Could the Mongols hoard If the Mongol hoards got bored?

10. How many cans can a canner can if a canner can can cans? A canner can can as many cans as a canner can if a canner can can cans.

Контрольні питання

1. How would your fellow-student probably pronounce the English diphthong [ei]?

2. Suppose that a fellow-student pronounces the Russian sound combination [aj] instead of the English diphthong [ei]. Is it a phonological mistake? Keeping in mind what you know about the articulation of [ei] tell him what to do in order to make the diphthong correct.

3. Is the diphthong longer in laid or in late?

4. Suppose your fellow-student pronounces the Russian sound combination [aj] instead of the English diphthong [ai]. What would you tell him to do in order to correct the sound?

5. Give examples to illustrate that [ai] is not equally long in different phonetic contexts.

6. What articulation exercises would you recommend for the diphthong [ai]?

7. Suppose your fellow-student pronounces the Russian sound combination [oj] instead of the English diphthong [ɔi]. Is the mistake phonetic or phonological? What would you recommend to correct the mistake?

8. Give examples where [ di ] is the longest.

9. If the diphthong [di] is too long and too close in the word voice the mistake is called phonetic. Can you explain why?

10. Suppose your fellow-student pronounces the Russian sound combination [oy] instead of the English [зи]. Is it a phonetic or phonological mistake? What would you tell him to do in order to change [oy] to [зи]?

11. What articulation exercises would you recommend for the diphthong [зи]?

12. What articulation features of the vowel sounds differentiate the meaning of the words: bet — bought — boat; got — goat.

13. What advice would you give your fellow-student who makes the glide of the diphthong [au] too strong and close in the words about, shout?

14. Suppose your fellow-student pronounces the Russian vowel [и] instead of the nucleus of the English diphthong [is]. Keeping in mind what you know about the articulation of the English diphthong [ia] tell him what to do to change [из] to [is].

15. What articulatory features of the vowel sounds differentiate the meaning of the words pierce — peace?

16. How would you help your fellow-student if he says beer instead of bear? Is this mistake phonetic or phonological?

17. What articulatory features of the vowel sounds differentiate the meaning of the words here and hair?

18. Is the diphthong [еэ] longer in pear or in pears?

19. Suppose your fellow-student pronounces the Russian [y] instead of the nucleus of the English diphthong [иэ]. What would you tell him to do in order to change [уэ] to [иэ]?

20. What articulatory features of the vowel sounds differentiate the meaning of the words shoe — sure?

21. Give examples to illustrate that the diphthongs [ia, еэ, иэ], are not equally long in different phonetic contexts.

22. What articulation exercises would you recommend for the English centring diphthongs [1э,еэ,иэ]?

Література: [ 2, с. 119 - 125].

Практичне заняття  № 18

Завдання до теми

Read the tongue-twisters:

1. Gail’s maid mailed jade.

2. Gale’s great glass globe glows green.

3. Gertie’s great-grandma grew aghast at Gertie’s grammar.

4. Gig whip, gig whip, gig whip, …

5. Girl gargoyle, guy gargoyle.

6. Give me the gift of a griptop sock: a drip-drape, ship-shape, tip-top sock.

7. Give Mr. Snipe’s wife’s knife a swipe.

8. Give papa a cup of proper coffee in a copper coffee cup.

9. Gobbling gorgoyles gobbled gobbling goblins.

10. Good blood, bad blood, good blood, bad blood, good blood, bad blood.

11. Great glass globes gleam green.

Контрольні питання

1. According to what can English consonants be modified?

2. What is connected speech and what is its significance?

3. What does the ability to produce English with an English-like pattern of stress and rhythm involve?

4. What are coarticulatory / adjustment phenomena? Give examples.

5. What syllables are typically articulated precisely and what are weakened, shortened, or dropped in connected speech?

6. Speak on the typology of sound adjustments in connected speech.

7. What are the directions of modifications of vowels?

Література: [4, c. 122 – 125; 6, c. 66-68].

Практичне заняття  № 19

Тема. Редукція

      Reduction

Мета: to study the phenomenon of reduction

Завдання до теми

Read the tongue-twisters:

1. False Frank fled Flo Friday.

2. Federal Express is now called FedEx. When I retire I’ll be a FedEx ex. But if I’m an officer when I retire, I’ll be an ex Fedex Exec. Then after a divorce, my ex-wife will be an ex FedEx exec’s ex. If I rejoin FedEx in time, I’d be an ex ex FedEx exec. When we remarry, my wife will be an ex ex FedEx exec’s ex.

3. Few free fruit flies fly from flames.

4. Five frantic frogs fled from fifty fierce fishes.

5. Five fuzzy French frogs Frolicked through the fields in France.

6. Flee from fog to fight flu fast!

7. Flies fly but a fly flies.

8. Four free-flow pipes flow freely.

9. Four furious friends fought for the phone.

10. Fran feeds fish fresh fish food.

Контрольні питання

1. What phenomenon is called ‘reduction’?

2. Name the sounds which are commonly found in the unstressed syllables.

3. In what kind of words do non-reduced vowels occur in unstressed syllables? Give examples.

4. What degrees of reduction do you know?

5. Read the following sentence: «I can read it alone». What type of reduction is observed in the word can?

6. Transcribe and read the sentence: «He is right». What type of reduction is found in the word he?

7. Give examples to illustrate the verb to do in the reduced and non-reduced forms.

8. Within what segments of speech is the reduction realized?

9. Suppose your fellow-student says: «Com'bine is a noun». What is his mistake? What will you tell him to do to correct the mistake? What kind of mistake is it, phonetic or phonological?

10. Your fellow-student may probably say satisfaction as [satis'faekfn], Is his mistake phonetic or phonological? What will you advise him to do to correct his mistake?

Література [6, c. 74-75; 122-123].

Практичне заняття № 20

Тема. Типи редукції

      Types of reduction

Мета: to find out about vowel and consonant reduction.

Vowel reduction

The realization of reduction as well as assimilation and accommodation is connected with the style of speech. In rapid colloquial speech reduction may result in vowel elision, the complete omission of the unstressed vowel, which is also known as zero reduction.

Zero reduction is likely to occur in a sequence of unstressed syllables, e.g. history, factory, literature, territory. It often occurs in initial unstressed syllables preceding thestressed one, e.g. correct, believe, suppose, perhaps.

The example below illustrates a stage-by-stage reduction (including zero reduction) of a phrase. Has he done it? [hæz hi·,dΛn it] [həz hI,dΛn it] [əz i,dΛn it] [z i,dΛn it].

Consonants reduction

The reduction of some consonants was established long ago:

1. the initial [w, k, g ] may be dropped e.g. write, know, gnat

2. the medial [t] or [d] are dropped in clusters of three consonants: e.g. listen, soften, Wednesday.

3. the final [b] is dropped in the cluster [mb]: lamb [læm], dumb[dΛm]

In the others cases of recent formation the elided forms are typical only for rapid colloquial speech.

- [h] may be dropped in the following monosyllables when non-initial and unstressed have, has, had; he, him, his, her, who tell him he is wanted.

Завдання до теми

Read the tongue-twisters:

1. Each Easter Eddie eats eighty Easter eggs.

2. East Fife Four, Forfar Five

3. Ed had edited it.

4. Ed Nott was shot and Sam Shott was not. So it is better to be Shott than Nott. Some say Nott was not shot. But Shott says he shot Nott. Either the shot Shott shot at Nott was not shot, or Nott was shot. If the shot Shott shot shot Nott, Nott was shot. But if the shot Shott shot shot Shott, the shot was Shott, not Nott. However, the shot Shott shot shot not Shott — but Nott. So, Ed Nott was shot and that’s hot! Is it not?

5. Eddie edited it.

6. Eleven benevolent elephants

7. Elizabeth has eleven elves in her elm tree.

8. Elizabeth’s birthday is on the third Thursday of this month.

9. Ere her ear hears her err, here ears err here.

10. Esau Wood sawed wood. All the wood Esau Wood saw, Esau Wood would saw. All the wood Wood saw, Esau sought to saw. One day Esau Wood’s wood-saw would saw no wood. So Esau Wood sought a new wood-saw. The new wood-saw would saw wood. Oh, the wood Esau Wood would saw. Esau sought a saw that would saw wood as no other wood-saw would saw. And Esau found a saw that would saw as no other wood-saw would saw. And Esau Wood sawed wood.

Контрольні питання

1. Mark sentence-stresses and underline all the content words in the sentence: «Isent them a photo of the children». What parts of speech are content words?

2. Mark sentence-stresses and underline all the form-words in the sentence: «They all went for a walk in the park». What parts of speech are form-words?

3. Are the personal and possessive pronouns generally stressed in connected speech?

4. Transcribe the following sentence, mark the stresses and tunes. Read it, make it sound rhythmically correct: «He told his son to wait for him».

5. Are the auxiliary and modal verbs generally stressed in connected speech?

6. Try to remember in what positions the auxiliary and modal verbs are generally stressed in a sentence.

7. Transcribe the following sentence, mark the stresses and tunes. Read it: ‘What do you generally do in the evening?’ Mind that the verb to do is used here first as an auxiliary, then as a content verb.

8. Pronounce the correct forms of the verb can in the phrase: «I can do it as well». And now in: «Can you write it yourself?» Give other examples where auxiliary and modal verbs have their strong forms.

9. In what positions are prepositions generally stressed in a sentence?

10. Transcribe, mark the stresses and tunes and read the sentence: «Who are you waiting for?» Which form of the preposition for have you used? Give other examples where prepositions have their strong forms.

11. Which form-words have no weak forms?

12. Give examples of the word that as a demonstrative pronoun and as a conjunction.

13. Transcribe, mark the stresses and tunes and read the sentence: «He isn't away, is he?» Give examples where link verbs have their strong forms.

14. Transcribe, mark the stresses and tunes and read the sentences: «We have an elder brother». «He has left for the Urals at present». How have you transcribed the verb have in the first sentence, and has in the second?

Література [6, c. 74-75; 122-123].

Практичне заняття  № 21

Завдання до теми

Read the tongue-twisters

1. Denise sees the fleece, Denise sees the fleas. At least Denise could sneeze and feed and freeze the fleas.

2. Diligence dismisses despondency.

3. Do drop in at the Dewdrop Inn.

4. Do thick tinkers think?

5. Does this shop sport short socks with spots?

6. Don’t pamper damp scamp tramps that camp under ramp lamps.

7. Don’t spring on the inner-spring this spring or there will be an offspring next spring.

8. Double bubble gum, bubbles double.

9. Dr. Johnson and Mr. Johnson, after great consideration, came to the conclusion that the Indian nation beyond the Indian Ocean is back in education because the chief occupation is cultivation.

10.  Draw drowsy ducks and drakes.

Контрольні питання

1. What is assimilation?

2. What features of the articulation of a consonant may be affected by assimilation?

3. Give three examples illustrating different degrees of assimilation.

4. What is the difference between progressive and regressive assimilations?

5. What kind of assimilation affects the alveolar articulation of the [t, d, n] and [1] when they are followed by [ð] or [θ]?

6. What allophone of the phoneme