Учебное пособие по развитию произносительных навыков английских звуков

Basic Phonetics

Part I

English consonants

Учебное пособие по развитию произносительных навыков английских звуков

Для студентов 1 курса

Специальность 050303 «Английский язык»

 

 

Канск

 

Печатается по разрешению научно-методического совета Канского педагогического колледжа.

 

 

Автор – составитель: Л.Л.Торгашина

 

Basic Phonetics Part I English consonants: Учебное пособие, Канск: Канский педагогический колледж, 2007. – ХХХХХХХ стр.

 

 

Настоящее пособие предназначено для студентов I курса педагогических колледжей изучающих английский язык в работе над постановкой, а так же для исправления произношения. Пособие может быть использовано для самостоятельной работы.

Пособие содержит описательно-теоретическую часть, в которой содержится описание английских согласных фонем, наиболее распространенные и устойчивые модификации в произношении английского языка, характерные фонетические явления в разговорной речи.

Практическая часть содержит стихотворения английских и американских авторов. В методической литературе вопрос о роли поэзии не нашел освещения; но стихи являются универсальной базой для отработки и создания произносительных навыков. Фонетические упражнения для закрепления первичных установок и развития артикуляционной техники представлены позиционно каждой фонеме. Рифмовки, поговорки, дриллы, диалоги, направленные на отработку произношения и правильную речь, помогут студентам успешному овладению английским языком.

 

© Автор – составитель:

Л.Л.Торгашина

© КГОУ СПО «Канский

педагогический колледж»

 

 

 

Chapter 1. Phonetics. Phonetics is a science of phoneme. Phoneme. Sound. Phonetic transcription. Allophone.

Speech is a complicated process and to study it requires a whole scientific subject – THE SCIENCE OF PHONETICS.
The science of phonetic laws of a language reflects its phonetic structure system of phonemes.
PHONETICS refers to the study of speech sounds.
THE PHONEME is the smallest unit of a language, which helps to differentiate vowels from consonants, one word from another, and one grammatical form from another of the same word.
E.g.: bead-бусина bid-велеть bed-постель bad-плохой bud-бутон
[bi:d] [bid] [bed] [bæd] [bΛd ]
The English words are differentiated one from another by the vowel sounds.
E.g.: man – человек men - люди
[mæn] - singal [men] - plural
In this case, the vowel sounds differentiate two grammatical forms: singular and plural.
E.g.: Advi s e – советовать advi c e – совет
[z] [s]
The consonants [z] [s] differentiate noun and verb.
E.g.: Asks – Present asked – Past
Here we see [s] [t] differentiate the grammatical forms: Past and Present Tenses.
Pronunciating «bed» instead of «bad» or vice versa, we may the hearer to be confused.
Now, we may conclude that all these different vowel sounds represent different phonemes.
SOUND is the minimum segment of the pronunciation of a word.
״this ״ has tree sounds [θ] [i] [s]
The method of representing each phoneme by one symbol is called PHONEMIC TRANSCRIPTION.
“Show” – the first sound is represented by the phonemic symbol [∫]. Each phoneme may be represented by different sounds in different positions, so the different [t]-sounds in tea and two both represent the [t] phoneme, and the three [h]-sounds in he, hat, who all represent the single [h] phoneme.
Phonemes can have several different physical forms or ALLOPHONES. Other word, the variant of a phoneme is allophone.
Allophones do not differentiate words or the grammatical forms of a word.
Eight – восемь eighth - восьмой
[eit] [eitθ]
Consonants [t] are similar but slightly different.
[t] in eight is pronounced with the tip of the tongue pressed against the alveoli- it is an alveolar consonant.
[t] in eighth is pronounced with the blade of the tongue pressed against the upper teeth. It is a dental consonant.
There are the other components of the phonetic structure-syllable formation and syllable-stress and intonation.

Chapter 3. Classification of speech-sounds.

Speech-sounds are divided into vowels and consonants.
A vowel is a voiced sound produced in the mouth with no obstruction to the air stream.
The air stream is weak. The tongue and the vocal cords are tense.
A monophthong is a pure vowel sound. There are 10 of them:[i],[e],[æ],[a],[υ],[Λ],[ə],[a:],[Ɔ:],[ʒ:].
A diththong is a complex sound consisting of two vowel elements but pronounced as a single syllable.
In the pronunciation of a diphthong the organs of speech start in the position of one vowel and glide in the direction to the another vowel
The first element of an English diphthong is called the nucleus. It is strong, clear and distinct.
The second element is rather weak. It is called the glide.
There are 8 diphthongs – three with a glide [i] – [ei] [ai] [oi]
two with a glide [u] -[au] [ou]
three with a glide [ə] -[iə] [εə] [uə]
There are two vowels [i:],[u:] which may have a diphthongal pronunciation but very slightly.
You know that the consonants are divided into voiced and voiceless according to the work of the vocal cords.

 

Degree of aspiration

You remember, the English voiceless plosive consonants [p],[t],[k] are pronounced with aspiration in the position before a stressed vowel. The degree of their aspiration may vary.
A) It’s strongest when [p],[t],[k] are in the position before a long vowel or a diphthong,
E.g.: pass [pά:s] tall [tɔ:l] cause [kɔ:z].
B) Aspiration becomes weaker when [p],[t],[k] are followed by short vowel,
E.g.: pull [pύ:l] took [tύ:k] cut [kΛt]
C) When [p],[t],[k] are preceded by the consonant [s] they are pronounced with no aspiration(stop aspiration):
E.g.: park - spark tie - sty cool – school.
And the same occasion is when [p][,t],[k] are followed by an unstressed vowel.
Compare [p],[t],[k] in the stressed and unstressed syllable of the following words:
paper [´peipə] tighter [´taitə] cocoa [´coucou].

Coarticulation.

Most consonants are pronounced with a single obstruction. But some consonants are pronounced with two obstructions, the second obstruction being called Coarticulation. It may be:
front (front of the tongue raised), e.g.: “girl”
back (with the back of the tongue raised), e.g.: “dark “
See the table.1.
5.2. The two English affricative consonants [t∫], [dʒ] are pronounced as follows.
[t∫], [dʒ] - production of articulation.
The English affricative consonants [t∫], [dʒ] are articulated with the tip and blade of the tongue raised to touch the back part of the alveolar ridge. The contact is made as to block the air-passage for a short time. Then the front of the tongue is raised in the direction of the hard palate and the tip of the tongue is slowly removed from the alveolar ridge forming a flat narrowing through which the air passes with the friction.
[t∫] - the vocal cords do not vibrate,
[dʒ] - the vocal cords vibrate.
[t∫] is voiceless-fortis, [dʒ] is voiced-lenis.
[t∫], [dʒ] may be define as occlusive noise affricative with tongue-front coarticulation fore and mediolingual apical palato-alveolar consonants.
5.3. The three English occlusive nasal sonorants ([m],[n],[ŋ]) are produced as follows.
[n], [m], [ŋ] - production of articulation.
The consonant [m] is articulated with the lips slightly pressed together, forming a complete obstruction to the air flow through the mouth cavity. The soft palate is lowered and the air passes out through the nasal cavity.
The vocal cords are drawn near together and vibrate.
[m] may be defined as an occlusive nasal bilabial sonorant.
The consonant [n] is articulated with the tongue tip touching the alveolar ridge (apical articulation), forming a complete obstruction to the air flow through the mouth cavity. The soft palate is lowered. The air passes out through the nasal cavity.
The vocal cords are drawn and vibrate.
[n] may be concerned as occlusive nasal forelingual apical alveolar sonorant.
The consonant [ŋ] is articulated with the back of the tongue raised and touching the soft palate, forming a complete obstruction to the air flow through the mouth cavity. The soft palate is lowered and the air passes out through the nasal cavity. The vocal cords are drawn tear together and vibrate.
[ ŋ ] may be define as an occlusive nasal backlingual velar sonorant. There is no similar sound [ŋ] in Russian.
5.4. The nine English constrictive noise (fricatives) consonants ([f],[v],[θ],[ð],[s],[z],[∫],[ʒ],[h]) are pronounced as follows.
[f], [v] - production of articulation.
The consonants [f], [v] are articulated with the lower lip raised to the edge of the upper teeth, forming a flat narrowing (плоская щель) The air passes through it with friction.
[f] - the vocal cords do not vibrate,
[v] - the vocal cords are drawn and vibrate.
[f] is voiceless-fortis, [v] is voiced-lenis
[f],[v] may be defined as constrictive noise fricative labio-dental consonants pronounced with the flat narrowing.
[θ], [ð] - production of articulation.
The EC [θ], [ð] are articulated with the tip of the tongue slightly projected out between the upper and lower teeth. The tip of the tongue is placed against the edge of the upper teeth to form a flat narrowing with friction.
[θ] - the vocal cords do not vibrate,
[ð] - the vocal cords vibrate.
[θ] is voiceless-fortis, [ð] is voiced-lenis.
[ θ ], [ð] may be defined as constrictive noise fricative forelingual apical dental consonants pronounced with a flat narrowing
In Russian there are no consonants similar to the English [θ], [ð].
The Russian students replaced [θ] by the sounds [f], [s], [t], [ts];
[ð] - by the sounds[v], [z], [d], [dz].
To prevent this mistake we should keep the tongue tip between the teeth.
[s], [z] – the production of articulation.
The consonants [s], [z] are articulated with the tip and blade of the tongue held close to the alveolar ridge. The sides of the blade of the tongue are raised forming narrow channel through which the air passes with friction.
[s] - the vocal cords do not vibrate,
[z] - the vocal cords vibrate.
[s] is voiceless-fortis, [z] is voiced-lenis.
The [s],[z] may be defined as constrictive noise fricative forelingual apical alveolar consonants pronounced with a round narrowing.
[∫], [ʒ] – the production of articulation.
The consonants [∫], [ʒ] are articulated with the tip and blade of the tongue and the front of the tongue simultaneously raised. A flat narrowing is formed by the tip and blade of the tongue held close to the back of the alveolar ridge and by the front of the tongue raised in the direction of the hard palate for tongue-front Coarticulation which slightly palatalizes the consonants. The air passes through the narrowing with friction. The lips are rounded and slightly protruded.
[∫] - the vocal cords do not vibrate,
[ʒ] - the vocal cords vibrate.
[∫] is voiceless-fortis, [ʒ] is voiced-lenis.
[∫], [ʒ] may be defined as constrictive noise fricative with tongue-front Coarticulation forelingual apical palato-alveolar consonants with a flat narrowing.
[h] - production of articulation.
The consonant [h] is articulated with the strong air stream passing through the open glottis. The bulk of the tongue and the lips are held in the position necessary for the production of the following vowel.
[h] may be defined as a constrictive noise fricative glottal voiceless consonant pronounced with a flat narrowing.
In Russian there is no consonant similar to the English [h].
Compare words like the following:
[х]- хилый, хата, хутор
[h] – hill -[hil] hut -[hΛt] hooter- [hu:tə]
5.5. The four English constrictive sonorants ([w], [r], [j], [l]) fall into two groups: median [w], [r], [j] and lateral [l].
[r] - production of articulation.
The consonant [r] is articulated with the tongue tip raised towards the back part of the alveolar ridge forming a rather wide air passage. The sides of the tongue are raised and the air passes along the median line of the tongue without any audible friction. As a result tone prevails over the noise. The vocal cords are drawn near together and vibrate.
[r] may be defined as a constrictive median forelingual cacuminal post-alveolar sonorant.
[l] - production of articulation.
The consonant [l] has two variants in English.
One is called the “clear” [l]. It’s used before vowels and [j].
E.g lesson [lesn], live [liv], value [vælju:]
The second is called the “dark” [ł]. It’s used before consonants and in word-final position. E.g: children [tşiłdrən], bell [beł].
In pronunciation both variants of the consonant [l] the tongue tip is slightly pressed against the alveolar ridge while the sides of the tongue are lowered forming rather wide passages. The air passes along these channels without audible friction. As a result, in the articulation of the [l] tone prevails over noise.
In the articulation of the clear variant of the phoneme [l] the front of the tongue is raised in the direction of the hard palate (tongue-front Coarticulation). This slightly palatalizes the sound.
In the articulation of the dark variant the back of the tongue is raised in the direction of the soft palate (tongue-back Coarticulation). This gives a dark coloring to the sound.
In the articulation of the both variants of [l] the vocal cords are brought close together, drawn tight and vibrate.
[l] - may be defined as a constrictive lateral forelingual apical alveolar sonorant pronounced with tongue-front coarticulation in the ‘clear’ variant and tongue-back coarticulation in the dark variant.
[w] - production of articulation.
The consonant [w] is articulated with the lips forming a round narrowing. The back of the tongue is raised towards the soft palate. The sides of the tongue are raised and the air-passage is open along the median line of the tongue. The air passes through the round narrowing between the lips without any audible friction.
The vocal cords are drawn near and vibrate. The sound is very short and weak. The tongue and the lips immediately glide from the position for [w] to that of the following vowel.
[w] - may be defined as constrictive median with tongue-back coarticulation bilabial sonorant pronounced with a round narrowing.
In Russian there is no phoneme similar to the English [w].
[j] - production of articulation.
The consonant [j] is articulated with the front of the tongue held against the hard palate at approximately at the same position as in pronouncing the vowel [i]. The sides of the tongue are raised leaving the air-passage open along the median line of the tongue.
The vocal cords are drawn near together and vibrate.
The sound is very short and weak.
[j] - may be defined as a constrictive median mediolingual palatal sonorant.

Rhymes and tongue twisters.

1. A thatcher of Thatchwood went to thatchet a-thatching;
   Did a thatcher of Thatchwood go to thatchet a-thatching?
   If a thatcher of Thatchwood went to thatchet a-thatching,
   Where's the thatching the thatcher of Thatchwood has thatched?
2. I can think of six thin things, six thin things, can you?
   Yes, 1 can think of six thin things and of six thick things, too.
3. Whether the weather be fine
   Whether the weather be not
   Whether the weather be cold
   Whether the weather be hot
   We'll weather the weather
   Whatever the weather
   Whether we like it or not.
4. This" is used for one thing near.
   "That" means one thing over there,
   "These" and "those" mean two or more,
   "Those" are far and "these" are near.
5. Mother, father, sister, brother,
   Hand in hand with one another.
6. Set a thief to catch a thief.

Dialogue: Gossips
Judith: Edith Smith is only thirty.
Ethel: Is she? 1 thought she was thirty-three.
Judith: Edith's birthday was last Thursday.
Ethel: Was it? I thought it was last month.
Judith: The Smiths' house is worth thirty thousand pounds.
Ethel: Is it? I thought it was worth three thousand.
Judith: Mr. Smith is the author of a book about moths.
Ethel: Is he? I thought he was a mathematician,
Judith: I'm so thirsty.
Ethel: Are you? I thought you drank something at the Smiths
Judith: No. Edith gave me nothing to drink.
Ethel: Shall I buy you a drink?
Judith: Thank you.

Practise these conversations.
a: Everything went wrong on Thursday.
B: What happened?
a: I woke up with toothache. I rang the dentist three times, but there was no reply. The fourth time, I got through. He gave me an appointment at three thirty. I thought it would be soothing to have a bath. But I tripped getting; out of the bath. I hit my mouth on the tap, and broke three teeth.
B: Did that cure your toothache?
a: No, I had three broken teeth andtoothache.

a: Did you have good weather on holiday?
B: The weather was OK, but everything else was awful.
a: What was the matter?
B: My younger brother was ill. My mother stayed in all the time, to look after him. My father wouldn't leave my mother. So neither my mother nor my father went out at all. I went out with my elder brother, but we got tired of being together all the time.
A: Is your younger brother all right now?
B: Yes, my brother is all right, but my mother is very tired.

9.2. Rhymes.

Rhyme 1
What are you going to be? What
are you going to be? I shall be a
soldier
That's the life for me
Note: Mind that the speaker is very proud of his decision to be a soldier. Define Intonation Patterns of each utterance.

Rhyme 2
One, two, three, four,
Come in, please, and shut the door.
Five, six, seven, eight,
It's time for school. You're very late.
Nine, ten, nine, ten,
Don't be late for school again.
Note: To understand this rhyme better you are to take into con­sideration that a teacher is speaking to a little kid. The teacher tries not to frighten the kid, but to show that it won't do to be late for classes. Be calm and considered.

Rhyme 3
One, two, three, four, five,
Once I caught a fish alive, Six,
seven, eight, nine, ten, Then I let it
go again. Why did you let it go?
Because it bit my finger so.
Which finger did it bite?
The little finger on the right.
Note: The speaker of this rhyme is excited, proud of what once happened to him that's why in some cases the pitch range is wider than usual and high-fall is used more than once.

Rhyme 4
Flying Man
Flying man, Flying man,
Up in the sky,
Where are you going to Flying so high?
Over the mountains
And over the sea,
Flying man, Flying man, Won't you take me?
Note: You are to grasp the romantic mood of the speaker. He is absorbed by his dreams, by the beauty of the view before him.

Rhyme 5
I'm a Brave, Brave Mouse
I'm a brave, brave mouse.
1 go marching through the house,
And I'm not afraid of anything.
For danger I'm prepared,
And I'm never, never scared.
No, I'm not afraid of anything.
What about a cat?
What — a cat?
Yes a cat!
Big and fat.
Well, except for a cat —
I'm not afraid of anything.
I'm a brave, brave mouse.
I go marching through the house,
And I'm not afraid of anything.
For danger I'm prepared,
And I'm never, never scared.
No, I'm not afraid of anything.
What about a trap?
What — a trap?
Yes a trap!
That goes snap..
Well, except for a trap —
I'm not afraid of anything.
I'm a brave, brave mouse.
I go marching through the house,
And I'm not afraid of anything.
For danger I'm prepared,
And I'm never, never scared.
No, I'm not afraid of anything.
What about an owl?
What — an owl?
Yes an owl —
On the prowl.
Well, except for an owl —
I'm not afraid of anything.
Note: Again the character-sketch of the mouse will help you to be more expressive. The mouse tries to show how brave and independent he is, nothing can frighten or embarrass him, but his bravado bit by bit subsides and uncertainty creeps in. The voice is trembling and he actually speaks in a very low voice.

Rhyme 6
This Is the Key of theKingdom
This is the key of the kingdom,
In that kingdom there is a city,
In that city there is a town,
In that town there is a street,
In that street there is a lane,
In that lane there is a yard,
In that yard there is a house,
In that house there is a room,
In that room there is a bed,
On that bed there is a basket,
In that basket there are some flowers.
Flowers in the basket,
Basket on the bed,
Bed in the room,
Room in the house,
House in the yard,
Yard in the lane,
Lane in the street,
Street in the town,
Town in the city,
City in the kingdom.
Of that kingdom this is the key.
Take care of the pence and the pounds will take care of
themselves.

9.3. Proverbs, sayings

1. To tell tales out of school.
2. To carry coals to Newcastle.
3. A good dog serves a good bone.
4. To beat about the bush.
5. To give the devil his due.
6. Far from eye, far from heart.
7. Fortune favours the brave.
8. Give every man the ear, but very few thy voice
9. Near and dear.
10. By hook or by crook.
11. New lords - new lows.
12. A hungry man is an angry man.
13. A little pot is soon hot.

9.4. Tasks.

Section 1
Read the dialogue:
- Somebody came to see you when you were out.
- Someone I know?
- Oh, yes, definitely.
- Who was it? Was it a man or a woman?
- A woman with big blue eyes.

- It wasn't Kate, was it?
- No, it wasn't. Someone with eyes even bigger than hers.
Somebody tall and slim.
- But I don't know anybody tall and slim with big blue eyes, except Kate.
- Oh, yes, you do. Try and guess.
- Oh, I've enough of this game. Come on, tell me. Who it
was?
- Your dear aunt Elizabeth...
The tasks:

1. Compare the sequence of tones in alternative and disjunctive questions.
2. Read the dialogue very expressively.
3. Give the examples on glottal stop and explain what it
   means.
4. Characterize the consonant [w].

Section 2 Read the words:
tram	true	prince
tree	train	principal
training	tremble	principle
electricity	actress	practice
triumph	rapid	practice
try	pride	prairie
trick	Prague	praise
trousers	pretty	precaution
three	break	crime
throw	broke	criminal
through	broken	cry
thread	bride	crowd
teeth-ridge	breath	Christ

Linking [r].
The tasks:

1. When is linking [r] inserted between the words?
2. In what cases is it not used?
3. Drill the following:

Bird Talk
"Think..." said the Robin,
"Think..." said the Jay,
sitting in the garden,
talking one day.
"Think about people –
the way they grow:
they don't have feathers at all you know.
They don't eat beetles,
they don't grow wings,
they don't like sitting on wires and things."
'Think..." said the Robin.
"Think..." said the Jay.
"Aren't people funny to be that way?"
(by Alleen Fisher)

The tasks:

1. Find the words with occlusive, nasal, backlingual, consonant in the verse.
2. Describe its articulation.
3. Read the verse expressively.
4. Read the following word-combinations and sentences many times:

sitting and writing
singing and crying
swimming and diving
sing a song!
being tired
seeing is believing
Saying and doing are different things. The spring brings many charming things. They ran and rang the bell. I think this thing is impossible.

Section 3
Read the dialogue:
John: — Hello,
Mick: — Hello,
John: — Yes, Mick.
Mick: — Hi. Fancy coming out for a drink?
John: — I can't really. We are having dinner in a few minutes.
How about a bit later?
Mick: — All right. Would about 9 o'clock be OK?
John: — Fine by nine. Do you want to come round or shall I
see you in the pub?
Mick: — In the pub.
John: — OK, see you then about 9.
Mick: — Right you are. See you.
The tasks:

1. Put the stresses and tunes.
2. Indicate the dialogue on the staves.

Read the verse:
Dreams
(Langston Hughes)

Hold fast to dreams,
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field,
Frozen with snow.

The task:
Give examples on assimilation.

Underline the sound that changes, and write what it changes to.
k
a) whi te gloves
white coffee
white paper
white magic
white bread
b) red gold
red carpet
red pepper
red medicine
red-brick
c) green grass
green card
green pepper
Green movement
green belt

Say the words fast, with assimilation.

Underline the sound that charge and write. What if changes to read the rhymes with assimilation
1. (a)She sells sea-shells on the sea-shore;
The shells she sells are sea-shells, I'm sure.
So if she sells sea-shells on the sea-shore,
Then I'm sure she sells sea-shore shells.
(b)Swan swam over the sea —
Swim, swan, swim;
Swan swam back again —
Well swum swan.

2. To market, to market, to buy a fat pig,
Home again, home again, jiggety jig;
To market, to market, to buy a fat hog,
Home again, home again, jiggety jog.
To market, to market, to buy a plum bun,
Home again, home again, market is done.

3. Look to left and look to right,
Note what traffic is in sight.
Note, too, which light can be seen:
The Red, the Amber, or the Green.
Children, keep from dangerous play
And THINK before you cross today.

4. Transcribe the words used to imitate the sound by different animals.
Bow-wow, says the dog;
Mew, mew, says the cat;
Grunt, grunt, goes the hog;
And squeak, goes the rat.
Tu-whu, says the owl;
Caw, caw, says the crow;
Quack, quack, says the duck;
And moo, says the cow.

The tasks:

1. What is this sound: constrictive, lateral, forelingual, apical, alveolar, sonorant?
2. Read the words:

less	till	pill
least	kill	lip
lab	still	sail
labial	fillet	football
labor	feel	loaf
Lucy	file	lean
lake	ill	hill
by	local	couple
lunch	total	candle
lantern	will	pull
lit	well	pulling
let	tell	call
little	sell	sold

1. Point out the "dark" and 'light" variants of the sound.
   What's the difference?
2. Read the sentences and drill the pronunciation of:

Little Lilly is ludicrous.
Roll my log and I will roll yours.
Look before leap.
Likes and dislikes.
A little pill may cure a great ill.
Let Lucy light a candle and we'll all look for the missing ball.
Tell Will to fill the pail with milk.
He lost his wife in the struggle for liberty.
The tasks:

1. Characterize the consonant [w]
2. What phonetic peculiarities are the given words on? Explain it.

a)Read the following:
a weeping willow
a wide window
a white wolf
to wear a watch
to wash with water
to wind a watch

b) Which word would one want if one wanted a word?
It was a pleasure to watch the wonderful way in which they worked.

“What", "why", "when" and "where" are the words we require quite often when we want to ask questions.

9.5. Poems, limericks, crooks

A) Read the poems with intonation. Those Evening Bells (By Thomas Moore) Those evening bells! Those evening bells! How many a tale their music tells, Of youth and home, and that sweet time When last I heard their soothing chime. Those joyous hours are passed away, And many a heart that then was gay, Within the tomb now darkly dwells And hears no more those evening bells. And so t'will be, when I'm gone, That tuneful peal will still ring on, While other bards shall walk those dells, And sing your praise, sweet evening bells!   No Enemies (By Mackay) You have no, enemies, you say? Alas! my, friend, the boast is poor; He who has mingled in the fray Of, duty, that the brave endure, Must have made foes! If you have, none Small is the work that you have done. You've hit no traitor on the hip, You've dashed no cup from perjured lip, You've never turned the wrong to right, You've been a coward in the fight. There's a Hole in My Bucket There's a hole in my bucket, Dear Liza, dear Liza, There's a hole in my bucket, Oh, what shall I do? Why, mend it, dear Henry, Dear Henry, dear Henry, Why, mend it, dear Henry, Dear Henry, mend it. With what shall I mend it? Dear Liza, dear Liza, With what shall I mend it? Oh, what shall I do? With sticky, dear Henry, Dear Henry, dear Henry, With sticky, dear Henry, Dear Henry, with sticky. But there isn't any sticky, Dear Liza, dear Liza, But there isn't any sticky, Oh, what shall I do? Well, make some, dear Henry, Dear Henry, dear Henry, Well, make some, dear Henry, Dear Henry, make some. With what shall I make it? Dear Liza, dear Liza, With what shall I make it? Oh, what shall I do? With powder and water, Dear Henry, dear Henry, With powder and water, Both mixed together. But there isn't any water, Dear Liza, dear Liza, But there isn't any water, Oh, what shall I do? Well, fetch some, dear Henry, Dear Henry, dear Henry, Well, fetch some, dear Henry, Dear Henry, fetch some. In what shall I fetch it? Dear Liza, dear Liza, In what shall I fetch it? Oh, what shall I do?   How often (by Ben King) They stood on the bridge at midnight, In a park not far from the town; They stood on the bridge at midnight, Because they didn't sit down. The moon rose o'er the city, Behind the dark church spire; The moon rose o'er the city And kept on rising higher. How often, oh, how often! They whispered words so soft; How often, oh, how often, How often, oh, how oft!   The Arrow and the Song (by Henry Longfellow) I shot an arrow into the air, It fell to earth, I knew not where. For, so swiftly it flew, the sight Could not follow it in its flight. I breathed a song into the air, It fell to earth, I knew not where; For who has sight so keen and strong, That it can follow the flight of a song? Long, long afterward, in an oak I found the arrow, still unbroken; And the song from beginning to end, I found again in the heart of a friend.   Next Year (by Eleanor Fargeon) She counted her cherries and wept a salt tear. Three-hundred-and-sixty-five days in a year! Time is a snail and the clock goes so slow — How can I wait a whole year for my beau? How can I tarry so long for my dear? Three-hundred-and-sixty-five clays in a year! She counted her cherries and laughed long and light. Twenty-four hours in a day and a night! This, if my calendar does not deceive, Is the last of December, oh, this is the Eve! Tomorrow is Next Year, Next Year is in sigh! Twenty-four hours in a day and a night!

Song (By Langston Hughes) I sat there singing her Songs in the dark. She said, I do not understand The words. I said, There are No words.   Asking Questions (by Eve Merriam) Grown-ups seldom listen When they ask, "How old are you?' All they want to do is say, "Why, it seems like yesterday That you were only two!" The next one who asks me, I'll tell, "I'm ninety-three." *********** "What's your name?" "Puddintame! Ask me again and I'll tell you the same!" U N К N О W N   The Robbin (by Thomas Hardy) When up aloft I fly and fly, I see in pools The shining sky, And a happy bird am I, am I When I descend Towards their brink, I stand, and look, And stoop, and drink, And bathe my wings, And chink and prink. When winter frost Makes earth as steel, I search and search But find No meal, And most unhappy Then I feel. But when it lasts, And snows still fall, I get to feel No grief at all, For 1 turn to a cold stiff Feathery ball!   Kittens (By Eve Merriam) Kittens are furry. Kittens are puny. They lap at milk in a shallow dish. They lick their whiskers and dream of fish. My Pet (by Rosemary Carland) Someone asked me yesterday: "Have you got a pet?" I sadly had to answer them: "No, I haven't yet!" But now I've found a butterfly, And we are great friends, he and I.   Quiet Girl (By Langston Hughes) I would liken you To a night without stars Were it not for2 your eyes. I would liken you To a sleep without dreams Were it not for your songs.   Poem (unknown) I loved my friend. He went away from me. There's nothing more to say. The poem ends, Soft as it began — I loved my friend. Lover to Mistress (By Thomas Hardy) Beckon to me to come With handkerchief or hand, Or finger mere or thumb; Let forecasts be but rough, Parents more bleak than bland, 'Twill be enough, Maid mine, Twill be enough! Two fields, a wood, a tree, Nothing now more malign Lies between you and me; But were they bysm, Or snarling sea, one sign Would be enough, Maid mine, Would be enough!   Sally in Our Alley (Henry Carey) Of all the girls that are so smart, There's none like pretty Sally; She is the darling of my heart, And she lives in our alley. There's ne'er2 a lady in the land, That's half as sweet as Sally; She is the darling of my heart, And she lives in our alley. Of all the days that's in the week, I dearly love but one day, And that's the day that comes betwixt A Saturday and Monday; For then I'm drest in all my best, To walk abroad with Sally; She is the darling of my heart, And she lives in our alley.

 

B) Read the crooks. Last thing first Solutions to problems are easy to find: The problem's a great contribution. That is truly an art is to wring from your mind a problem to fit a solution."	Начиная с конца. В решении задачи, по общему мнению, - вся соль. Но я полагаю иначе: Искусство втом, чтобы, зная решенье,найти подходящую задачу.
Who is Learned? (A definition) One who, consuming midnight oil in studies diligent and slow teaches himself, with painful toil, the things that other people know.	Кто такой учёный (определение) Тот, кто ночами, забыв про кровать усердно роется, а книжной груде, чтобы ещё кое-что узнать из того, что знают другие люди.
Problems Problems worthy of attack prove their worth by hitting back..	О задачах Лишь те задачи достойны схватки, которых НИКТО. не клал на лопатки. (Перевод Варденга)
When you feel how depressingly Slow you climb, it's well to remember that Things Take Time	И если к вершине долгий путь стал непосильным бременем вспомни, прежде чем повернуть: Всё Требует Времени.
Mankind. Men said the Devil, are good to their brothers: they don't want to mend their own ways, but each other's.	Человеческая доброта. Молвил дьявол: "Люди как я погляжу. Всех добрее среди всего живого, Забыв про бревно в своём глазу, Соломинку ищут в глазу другого."

 

 

Basic Phonetics

Part I

English consonants

Учебное пособие по развитию произносительных навыков английских звуков

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