UNIT 18. ИНТОНАЦИЯ ПРЕДЛОЖЕНИЙ С ПРЯМОЙ РЕЧЬЮ. INTONATION OF AUTHOR'S WORDS.
Предложение, вводящее прямую речь, выделяется в отдельную синтагму и произносится либо восходящим, либо нисходящим тоном, либо на среднем уровне (Midlevel). Например:
Слова автора после прямой речи обычно неударны или полуударны и продолжают интонацию предшествующего ударного слога. Например:
Если слова автора после прямой речи представляют собой распространенное предложение, они произносятся тем же тоном, что и предшествующая интонационная группа в прямой речи. Например:
В косвенной речи это предложение обычно не образует самостоятельной смысловой группы. Например:
Exercise I. Read the following sentences. Observe the intonation of the author's words.
1. "We're not late I hope," I asked. 2. "Pass the sugar, please," she said in a voice just as sweet. 3. "I don't mind," my mother said with a smile. 4. "Are you ready?" he asked in an impatient tone. 5. "Can you come?" he asked quietly. 6. "Please, take one," she said invitingly. 7, "Is this for me?" he asked with surprise. 8. "Do you think it's true?" they kept on asking. 9. Ann says to Nina, "I can give you my book." 10. Peter asks me, "Are there several departments at your faculty?" 11. The girls ask me, "What is the assistant dean responsible for?" 12. The girl asks me if I've got any photos of our Institute. 13. Helen says she is fond of music. 14. Mary says, "We have a big garden in front of our house." 15. Mary says they have a big garden in front of their house.
Exercise II. Listen to the following sentences. Mark the stresses and tunes. Read them.
1. "Right," he said slowly. 2. The teacher said, "Stand up." 3. He asked, "Is education in Russia free?" 4. She asked, "What do American journalists write about the Russian educational system?" 5. "We decided not to give the usual marks,» says Shalva Amonashvili. 6. "They are teaching the children well," said Shalva in conclusion. 7. "My teachers have to be good," said the director. 8. The guide says that there are thirty principal theatres in London. 9. The author says that peace movement in Europe is acquiring diverse forms. 10. The teacher asks who is absent from the lesson.
Exercise III. Read the text. Pick up sentences with direct speech, comment on them.
Three Men in a Boat
by J. K. Jerome
It was Mrs. Poppets that woke me up next morning. She said, "Do you know that it is nearly nine o'clock, Sir?" "Nine o'what?" I asked starting up. "Nine o'clock," she replied through the keyhole, "I thought, you were oversleeping yourselves."
I woke Harris and told him. He said, "I thought you wanted to get up at six." "So did I," I answered, "why didn't you wake me?" "How could I wake you, when you didn't wake me?" he retorted.
Exercise IV. Prepare the joke for test reading.
Every Cloud Has Its Silver Lining
The father was reading the school report which had just been handed to him by his hopeful son. His brow was wrathful as he read, "English — poor, French — weak, mathematics — poor," and he gave a glance of disgust at the son. "Well, dad," said the son, «It's not as good as it might be but have you seen that?" And he pointed to the next line which read "Health — excellent."
Exercise V. Read the jokes and reproduce them in indirect speech.
1. — Is that Nora? asked Willy.
— Yes, Nora is speaking, asnwered the girl.
— Marry me, Nora, and marry me quickly, he pleaded.
— Yes, I will, — was the reply, But who is speaking?
2. — Must I stick it on myself? asked a lady who had bought a . postage stamp.
— No, madam, replied the counter-clerk, "It's much better to stick it on the envelope."
3. An intelligent small boy was asked by a well-meaning fatuous passenger, "How old are you?" "I'm four," replied the child. "I wish I were four," observed the passenger gravely. The child replied with calm practicality, "But you were four once."
4. A schoolboy said to his father, "I can prove to you by arithmetic that those two chickens are three." "Oh!" said his father, "how
do you manage that?" "Well, this is one, and that is two: and one and two make three," answered the boy with a smile. "How clever!» exclaimed his father. Then your mother shall have the first, I'll eat the second and you can have the third."
UNIT 20. ИНТОНАЦИЯ ПРИЧАСТНОГО ОБОРОТА. INTONATION OF PARTICIPIAL CONSTRUCTION.
Если причастный оборот стоит в начале предложения, то он произносится с восходящим тоном. Например:
Если причастный оборот стоит в конце предложения, он может быть выделен в отдельную синтагму либо нет в зависимости от отношения говорящего и произносится с нисходящим тоном. Например:
Exercise I. Mark the stresses and tunes and read the following sentences.
1. Having picked up Mr. Dunn's papers from the library floor, she held them out to him.
2. Arriving back they found Ann in the sitting room reading magazines.
3. Closing the door gently she stole upstairs.
4. In the evening they caught some fish eating part of it and saving the rest for the breakfast.
5. A new road will soon be built joining the airport with the railway station.
6. Taking a book from the shelf, he sits down to read it.
7. Having been examined by the customs, the goods were let through.
8. She smiled remembering the joke.
9. Every now and then David raised his head from the book looking at the clock on the wall.
10. I hope you will write soon explaining your intentions.
11. The text being easy they didn't use the dictionary.
12. Having received his diploma he went to the Far East.
13. Having locked the door I saw that I had left my bag in the room.
14. Walking along the embankment I met an old friend of mine.
15. Our things having been packed we went to the station.
16. The story being funny I couldn't help laughing.
17. I felt very tired having worked the whole day in the sun.
18. The yacht lay well out in the middle of the river being carried down by the current.
19. When you enter the hall you will see a staircase leading to the basement.
20. Having slept two hours I felt refreshed and rested.
21. The play being a success, it was impossible to get tickets.
Exercise II. Complete the following sentences.
1. Having been wounded in the leg, he...
2. Having arrived in a big seaport, I...
3. Having been once found on the beach, the stone...
4. Judging by the colour of the sun, it...
5. Slamming the door on me, he...
6. Taking every thing into consideration, we...
7. Half-turning on his chair, he...
8. Being dissatisfied with the answer, she...
9. The night being too cold and dark, she...
10. The article being dull, she...
11. Waiting outside, we...
12. Striking a match, he...
13. Seeing her approach, John...
14. Having been seen by her, he...
Exercise III. Read the joke and retell it paying special attention to the intonation of Participial constructions.
Having seen an advertisement in a newspaper for a beautiful modern cheap bicycle, Tom went to the shop. Being busy with another customers the shopkeeper didn't come to Tom immediately. Waiting for the shopkeeper Tom attentively looked around the shop and saw one bicycle standing in the corner. The bicycle turned out to be exactly the one Tom had seen in the advertisement. But having examined it carefully he discovered that it lacked the lamp. Turning to the shopkeeper Tom angrily asked why there was no lamp. Being surprised by his anger the shopkeeper tried to explain that the lamp was not included in the price of the bicycle. Having heard this Tom said that the bicycle in the advertisement had the lamp. Having a good sense of humour the shopkeeper said calmly that there was also a girl on the bicycle in their advertisement but they didn't supply one of them with the bicycle either.
Unit 21. Pronunciation. American English. British English. Dialects.
Произносительная норма Орфоэпия. Американское и британское произношение. Диалекты.
Орфоэпия (от греч. orthos 'правильный' и epos 'речь'), правильное произношение (ср. орфография – правильное написание). Слово орфоэпия употребляется в двух значениях: 1) система единых норм произношения в литературном языке; и 2) наука (раздел фонетики), занимающаяся нормами произношения, их обоснованием и установлением. Орфоэпические нормы называют также литературными произносительными нормами, так как они обслуживают литературный язык, т.е. язык, на котором говорят и пишут культурные люди. Литературный язык объединяет всех говорящих по-русски, он нужен для преодоления языковых различий между ними. А это значит, что у него должны быть строгие нормы: не только лексические – нормы употребления слов, не только грамматические, но и нормы орфоэпические. Различия в произношении, как и другие языковые различия, мешают людям при общении, переключая их внимание с того, о чем говорится, на то, как говорится. Литературным языком называется исторически сложившаяся обработанная форма языка народности или национального языка. Его еще называют общенародным языком. Норма литературного языка опирается на языковой узус (т.е. на массовое и регулярное словоупотребление) и одобрение данного употребления со стороны образованной части общества. Полный стиль используется в публичной речи и вообще в официальной обстановке: он характеризуется более тщательным и четким выговариванием всех элементов слова. Разговорный стиль встречается в непринужденной беседе, когда нет необходимости выговаривать все от начала до конца, так как речь и без того понятна собеседнику. Диалектом называют языковую систему, которая служит средством общения небольшой территориально замкнутой группы людей, обычно жителей одного или нескольких населенных пунктов сельского типа. В этом значении термин «диалект» синонимичен русскому термину «говор» (последний более употребителен). Диалектом называют также совокупность говоров, объединенных общностью языковых черт. Англия.
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Кокни (Cockney) – термин для ряда исторических диалектов районов и ремесленных цехов Лондона
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Скауз – диалект жителей Ливерпуля
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Джорди – диалект жителей Нортумберленда, в частности Ньюкасла на Тайне
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West Country East Anglia (Восточная Англия)
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Birmingham (Brummy, Brummie) (Бирмингем)
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Cornwall (Корнуолл)
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Cumberland (Камберленд)
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Central Cumberland (Центральный Камберленд)
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Devonshire (Девоншир)
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East Devonshire (Восточный Девоншир)
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Dorset (Дорсет)
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Durham (Дарэм)
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Bolton Lancashire (Болтон в Лэнкэшир)
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North Lancashire
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Radcliffe Lancashire
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Northumberland (Нортумберленд)
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Norfolk (Норфолк)
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Tyneside Northumberland (Тайнсайд Нортумберлэнд)
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Somerset (Сомерсет)
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Sussex (Сассекс)
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Westmorland (Уэстморленд)
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North Wiltshire (Уилтшир)
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Craven Yorkshire (Йоркшир)
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North Yorkshire (Северный Йоркшир)
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Sheffield Yorkshire (Шеффилд)
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West Yorkshire (Западный Йоркшир)
Шотландия, Уэльс, Сев. Ирландия.
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Lowland Scottish (равнинная Шотландия) – также считается отдельным языком (Lowland Scots)
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Edinburgh (Эдинбург) – также считается диалектом языка Lowland Scots
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Belfast (Белфаст)
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South Wales (Южный Уэльс)
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Йола – мѐртвый язык, отделился от средневекового английского
Основные варианты английского языка – это британский английский (British English) и американский английский (American English). Канадский английский близок по произношению к американскому английскому, но часто использует британские нормы правописания. Британский вариант английского, используемый в англоязычных странах, таких как Австралия, Новая Зеландия, Южная Африка и Великобритания, носит название Commonwealth English – английский язык Британского Содружества Наций. Несмотря на различия, характерные для разных стран содружества, этот вариант английского четко отличается от американского и используется, например, как один из официальных языков Европейского Союза. В британском и американском вариантах английского достаточно различий (в произношении, лексике и грамматике), которые могут привести к недопониманию или полному непониманию. Бернард Шоу писал, что США и Великобритания – это «две страны, разделенные общим языком». Подобное высказывание приписывают также Уинстону Черчиллю. Усредненный вариант английского языка, используемый для международного общения, называется Mid-Atlantic English (Среднеатлантический английский). Кроме основных вариантов английского языка и креольских языков существует также большое количество сленгов, появившихся в результате использования английской лексики в других языках. Например, Franglais – это французско-английский сленг. Существует также Spanglish, Germish, Chinglish, и даже Runglish (русский английский). Словом Engrish обозначается японский вариант английского, образчики которого можно часто встретить в инструкциях к бытовой технике. На основе английского языка также созданы языки жестов и некоторые искусственные языки, например Europanto. В целях международного общения в специальных областях, в том числе в области науки и техники, используются упрощенные варианты английского языка, такие, как Special English, Basic English, а также Seaspeak, Airspeak и Policespeak. Произношение. Оcновные разновидности современного английского произношения – это Received Pronunciation в Великобритании и General American в США. Received Pronunciation (произношение «образованных людей») является стандартным произношением, полученным в учебном заведении, и также известно как «Queen's English» («королевский английский») или BBC English («дикторский английский»). Кроме стандартного английского существует множество локальных британских диалектов, самые знаменитые из которых – Geordie (Ньюкасл) и Cockney (Лондон). General American, также известный как Standard Midwestern – это диалект центральной и западной областей США, самый значительный по территории распространения. Кроме него выделяют 6 основных американских диалектов. General American является вариантом английского языка, используемым американскими телевизионными каналами. Этот вариант языка не считается стандартом произношения, но воспринимается большинством американцев как произношение «без акцента». Носителям стандартного американского английского иногда бывает сложно понимать другие диалекты английского языка, поскольку во всех других вариантах произношения менее четко выговариваются согласные и гласные в середине слов. Поскольку в славянских языках также делается упор на согласные, англоговорящие русские, хорошо владеющие английским, часто говорят с акцентом, напоминающим стандартный Midwestern (например, Владимир Познер).
РАЗДЕЛ II. ПРАКТИКУМ
Lesson 1.
Contrasted sounds:
[eɪ] and [e]
♫ Exercise 1. Distinguish between [eɪ]and [e].Listen, and practise the difference.
♫ Exercise 2. Listen to the words. Write the words you hear.
♫ Exercise 3 Listen to the sentences. For each one, write the word you hear.
♫ Exercise 4 a. Say [eɪ] and [e]. Listen, and practise these conversations at an airport information desk.
A: Excuse me, I’m waiting for someone from Spain. Which plane is it?
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C: Excuse me, I’m waiting for someone from Belgium. Which plane is it?
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B: Flight BA 287.
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B: Flight BA 280.
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A: When is it due?
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C: When is it due?
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B: 8.28.
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B: 8.10.
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A: Is it on time?
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C: Is it on time?
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B: No, I’m afraid it’s late.
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B: Yes, it is.
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Exercise 4 b. Make similar conversations, using information from the airport arrivals information board.
ARRIVALS
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FLIGHT NO
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FROM
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TIME DUE
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BА 280
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Belgium
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8.10
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on time
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BA 282
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Edinburgh
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8.17
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delayed
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BA 286
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Denmark
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8.25
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on time
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BА 287
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Spain
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8.28
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delayed
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BA 289
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Norway
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8.38
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delayed
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Lesson 2.
Contrasted sounds:
[əʊ] and [ɔ:]
♫ Exercise . Distinguish between [əʊ] and [ɔ:]. Listen, and practise the difference.
low
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law
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toe
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tore
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Joe
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jaw
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tone
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torn
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yoke, yolk
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York
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snow
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snore
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boat
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bought
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hole
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hall
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cold
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called
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sew, sow
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saw
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bowl
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ball
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show
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shore
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♫ Exercise .Listen to the words. Write the words you here.
♫ Exercise . Listen to the sentences. For each one, write the word you hear.
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The hole/hall is enormous.
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I think your bowl/ball is in the kitchen, •
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The coal/call was delayed.
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We’re going to the show/shore next week.
♫ Exercise . Say [əʊ]. Listen to this airline pilot, and practise what he says.
Hello, this is Captain Oates speaking. Below us is the coast of Italy. We are very close to Rome - the road below us goes from Rome to the coast. We shall fly over the city before landing. Please obey the NO SMOKING notices.
Lesson 3.
Consonants in comparison:
[m], [n] - [ŋ]
♫ Exercise 1. Distinguish between [n] and [ŋ]. Listen, and practise the difference.
sin
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sing
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sinner
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singer
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ran
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rang
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win
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wing
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ton
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tongue
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thin
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thing
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son, sun
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sung
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ban
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bang
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♫ Exercise 2. Listen to the words. Write the words you here.
♫ Exercise 3. Listen to the sentences. For each one, write the word you hear.
1. Stop sinning/singing.
2. He ran/rang home.
3. I think they will ban/bang it.
4. She’s a terrible sinner/singer.
♫ Exercise 4. Say [m]. Listen, and practise this conversation.
A: We must make sure the front bedroom is warm.
B: Why?
A: Don’t you remember? My mother and father are coming tomorrow.
B: What time?
A: I’m going to meet them at the airport at four. Can you come?
B: No, I won’t be home from work in time. But I’ll be home in time to say ‘Welcome’.
♫ Exercise 5. Say [ŋ]. Listen, and practise this conversation.
A: Good evening. My guest tonight is the young singer, Kay King.
B: Good evening.
A: Kay, what were you doing earlier today?
В: I was recording a song called ‘Bells are Ringing’.
A: Did the recording go well?
B: Yes. Sometimes everything goes wrong, but today nothing went wrong. I think ‘Bells are Ringing’ is going to be the top song, this spring.
♪ Exercise 6. Say [n] and [ŋ]. Listen, and practise this television announcement.
Britain has won the European Golden Song Contest, for the ninth time. The winning song is ‘Bells are Ringing’, sung by Kay King. Last year’s winners, Sweden, came second. Their new song is called ‘Bing Bang Bong’. Runners-up were Denmark, with the song ‘It’s Spring Again, I’m Young Again’.
Lesson 4.
Consonants in comparison:
[l] and [r]
♫ Exercise 1. Distinguish between [l] and [r]. Listen, and practise the difference.
lip
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rip
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list
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wrist
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lap
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rap, wrap
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belly
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berry
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light
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right
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collect
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correct
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law
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raw
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alive
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arrive
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lead
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read
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long
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wrong
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♫ Exercise 2. Listen to the words. Write the words you here.
♫ Exercise 3. Listen to the sentences. For each one, write the word you hear.
1. The water goes through a lead/red pipe.
2. Let go out of my list/wrist.
3. She weighed the packet, and found the weight was light/right.
4. The examiner is collecting/correcting the exam papers today.
5. He dialed a long/wrong number.
6. Mr Lyon/Ryan is here.
♫ Exercise 4. Say [l]. Listen, and practise this comentary on a guided tour.
Ladies and gentlemen, on your left you will see Lumley Castle. This belongs to Lord and Lady Lumley, who live here with their family. All the land on the left of the road belongs to the Lumleys. They have a famous collection of wild animals, including lions, so please do not leave the coach until we are safely inside the car park. We are lucky; Lord Lumley is allowing us to leave the grounds and go inside this beautiful stately home. Most people can only look at the castle from outside. The time now is quarter to eleven. Please return to the coach by quarter past twelve. Don’t be late, or we’ll miss lunch.
♫ Exercise 5. Say [r]. Listen, and practise this conversation at a hotel reception desk.
A: Good evening. My name is Bridget Rees. I’ve got a room reserved.
B: Oh Ms Rees. We thought you were coming tomorrow. We have reserved a room for you tomorrow night.
A: Tomorrow night? But I wrote to you. I made the arrangements by phone. Then I wrote and confirmed the reservation.
B: Don’t worry. I’m sure there is a room free tonight… Yes, Room 3 is free. Would you sign the register, and I’ll ring for the porter. He’ll carry your cases to your room.
A: Could you go and post this letter, please?
В: I can’t go out. It's snowing, and I've got a cold.
A: Blow your nose, and put your coat on. You’ll be OK.
В: I’ll get frozen.
A: Only if you go slowly. Walk quickly.
B: I can’t walk quickly. The ground is frozen. It’s like the South Pole.
A: Oh, stop moaning. I’ll go.
Lesson 5.
Contrasted sounds:
[aɪ], [ɔɪ] and [aʊ]
♫ Exercise 1 a. Say [aɪ]. Listen, and say these words. Notice which words contain [aɪ].
List A:
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white
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kitchen
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pint
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ripe
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apple
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ice
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sharp
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fried
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List B:
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pie
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glass
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knife
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cream
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table
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wine
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rice
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fruit
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Exercise 1 b. Put a word from List A with a word from List В to make a phrase connected with cooking, eating or drinking.
e.g. white wine
♫ Exercise 2 a. Listen, and say these sums:
5 × 5 = 25 Five times five makes twenty-five.
9 ÷ 3 = 3 Nine divided by three makes three.
90 - 5 = 85 Ninety minus five makes eighty-five.
Exercise 2 b . Say these sums, with the answers!
5 × 9 =
|
99 ÷ 9 =
|
35 ÷ 5 =
|
19 – 5 =
|
19 - 10 =
|
9 × 10 =
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♫ Exercise 3. Say [ɔɪ]. Listen, and practise this conversation:
A: Could I make an appointment with Doctor Boyle?
B: I’m afraid all Dr Boyle’s appointments are taken today.
A: How annoying! I like Dr Boyle.
B: Sorry to disappoint you. Now, you’ve got a choice. You could make an appointment to see Dr Boyle tomorrow, or see Dr Lloyd today.
A: My employer has given me time off to go to the doctor. I’d better see Dr Lloyd today.
♪ Exercise 4. Say [аʊ]. Listen, and read out three extracts from hotel brochures.
South Beach Hotel is right on the seafront close to the Lighthouse. It has its own paddling pool and children's playground There it a discount for children sharing their parent's room.
◊
Just outside the town, to the south, is Landwater House. This beautiful old house has been the home of the Townsend family for four hundred years. Now John and Mary Townsend have turned it into an outstanding Country House Hotel.
◊
Fountains Hotel is opposite the Town Hall. It takes its name from the fountains in front of the Town Hail. It has a beautiful flower garden, and an underground car park. There is a telephone in every room with direct dialling facilities.
Lesson 6.
Contrasted vowels:
[eə] - [ɪə]
♫ Exercise 1. Distinguish between [eə] and [ɪə]. Listen, and practise the difference.
hair
|
here, hear
|
dare
|
dear, deer
|
bear
|
beer
|
chair
|
cheer
|
air
|
car
|
Clare
|
clear
|
fair, fare
|
fear
|
stare
|
steer
|
rare
|
rear
|
spare
|
spear
|
pear
|
pier
|
rarely
|
really
|
♫ Exercise 2. Listen to the words. Write the words you here.
♫ Exercise 3. Listen to the sentences. For each one, write the word you hear.
1. They gave her three chairs/cheers.
2. The bear/beer was awful.
3. The pear/pier is rotten.
4. He is rarely/really unhappy.
5. The driver of that car is staring/steering at us.
♫ Exercise 4. Say [eə]. Listen, and practise the conversation. Listen carefully to the intonation.
A: Excuse me, I’m looking for Miss O’Dare. Do you know where she is?
B: She's gone to Trafalgar Square.
A: Do you know where, exactly?
B: To the Headquarters of the Dairy Council.
A: Why has she gone there?
B: She has got a dairy. It's called Mary’s Dairy.
A: I thought she was a hairdresser.
B: Oh you mean Clare O’Dare. She's upstairs. It’s her sister Mary who's gone to Trafalgar Square.
♫ Exercise 5 a. Say [ɪə]. Listen and read out this letter.
LEARY BEER COMPANY
‘Brewers of real beer for 70 years’
21 Clearwater Avenue,
Веrе Regis
Mr. A. J. Pierce,
Pierce’s Detective Agency,
14 Steerforth Street,
Bere Regis
Dear Mr. Pierce,
We have a serious problem here at Leary’s. Barrels of beer keep disappearing from the cellar. I fear we have a thief here. It is clear to me that your experience would be valuable in solving these mysterious disappearances.
Yours sincerely,
P.G. Leary
Exercise 5 b. Use information from the letter in 3a to complete the conversation below. Practise the conversation.
MR PIERCE: Pierce’s Detective Agency. Can I help you?
MR LEARY: Good morning. My name is ____________________,
from the ____________________ Company. I fear we have a ____________________ problem.
MR PIERCE: Oh dear. What appears to be happening?
MR LEARY: Barrels of ____________________ are ____________________ from the cellar.
MR pierce: Has beer ever disappeared before?
MR leary: No. The Leary Beer Company has been brewing ____________________ for ____________________ and no beer has ever ____________________ before this ____________________. It appears that we have a thief ____________________. It is clear that we need someone with your ____________________ to solve these ____________________.
Lesson 7.
Consonants in comparison:
[θ] and [s]
♫ Exercise 1. Distinguish between [θ] and [s]. Listen, and practise the difference.
-
thick
|
sick
|
path
|
pass
|
think
|
sink
|
mouth
|
mouse
|
theme
|
seem
|
moth
|
moss
|
thumb
|
sum
|
worth
|
worse
|
thing
|
sing
|
tenth
|
tense
|
♫ Exercise 2. Listen to the words. Write the words you here.
♫ Exercise 3. Listen to the sentences. For each one, write the word you hear.
1. Be careful! He’s thinking/sinking.
2. What’s the matter? Your thumb/sum doesn’t look right.
3. There’s a path/pass high up in the mountains.
4. Every mouth/mouse is different.
5. That moth/moss was shown in a television programme.
♫Exercise . Say [θ] and [s]. Listen, and practise this conversation.
A: I think there’s something wrong with me.
B: What’s the matter?
A: I’ve got a sore throat.
B: That doesn’t sound very serious.
A: My throat has been sore for three days. And I’m thirsty.
B: Well the weather is hot. I expect that’s why you feel thirsty.
A: You’re not very sympathetic. I’m thinking of going to the Health Centre. If there’s anything seriously wrong with my throat, Doctor Thorne will see to me.
B: I don’t think it’s worth it. Doctor Thorne will be less sympathetic than me.
Lesson 8.
Consonants in comparison:
[ð] and [z]
♫ Exercise 1. Distinguish between [ð] and [z]. Listen, and practise the difference.
-
breathe
|
breeze
|
then
|
Zen
|
teething
|
teasing
|
though
|
zone
|
clothing
|
closing
|
this
|
zip
|
bathe
|
bays
|
these
|
zero
|
♫ Exercise 2. Listen to the words. Write the words you here.
♫Exercise 3 a. Say [ð] and [z]. There are some photographs of Susan and Jonathan's wedding. Some of their friends are talking about the photographs. Listen, and repeat what they say.
That's his father.
|
His brother is very handsome.
|
It was nice weather.
|
His mother's carrying roses.
|
That's her brother.
|
She always wears beautiful clothes.
|
She's got two brothers.
|
They seem to be enjoying themselves.
|
That's the other brother over there.
|
|
♫Exercise 3 b. Listen and repeat the sentences below. The speaker is certain of what she says. She expects the others to agree with her. Her voice falls on the question tag.
His brother is very handsome, isn't he?
Lesson 9.
Consonants in comparison:
[θ] - [t]
♫ Exercise 1. Distinguish between [θ] and [s]. Listen, and practise the difference.
-
thin
|
tin
|
heath
|
heat
|
thank
|
tank
|
sheath
|
sheet
|
thick
|
tick
|
fourth
|
fort
|
three
|
tree
|
path
|
part
|
theme
|
team
|
north
|
nought
|
♫ Exercise 2. Listen to the words. Write the words you here.
♫ Exercise 3. Listen to the sentences. For each one, write the word you hear.
1. I never knew what she thought/taught.
2. The theme/team was very popular.
3. We kept it in a thin/tin box.
4. Which path/part are you going to take?
5. I don’t like the heath/heat.
♫Exercise . Say [θ] and [t]. Listen, and practise this conversation.
A: YOU forgot Theo’s birthday on Tuesday!
B: Oh no! I knew his birthday was this month, but I thought it was the tenth.
A: No, it’s the fourth.
B: Did he have a birthday party?
A: Yes, he had thirteen friends to tea.
B: Goodness! I didn’t think three-year-olds had as many as thirteen friends.
Lesson 10.
Consonants in comparison:
[ð] and [d]
♫ Exercise 1. Distinguish between [ð] and [d]. Listen, and practise the difference.
-
there
|
dare
|
breathe
|
breed
|
then
|
den
|
worthy
|
wordy
|
than
|
Dan
|
lather
|
ladder
|
though
|
dough
|
|
|
♫ Exercise 2. Listen to the words. Write the words you here.
♫Exercise 3 a. Say [ð] and [d]. Listen to someone talking about their childhood. In the text below, circle the words with [] and underline the words with []. The first three are done for you. Then practise the text.
One day, when I was in the third class, we had to write a story. I told a true story about my father. He wanted to clean the windows. He borrowed a ladder. He tried to put it against the wall, but the end of the ladder went through the window. My teacher said it was a very good story. I had to read it aloud to the other students.
Three years later, my brother was in that class. he wrote the same story, about my father and the ladder. He had to read it aloud, too.
♫Exercise 3 b. Listen to these sentences. Notice how the voice rises at the end of the non-final phrases.
One ˏday, when I was in the ˏthird class, we had to write a story.
Three years ˏlater, my brother was in that class.
Lesson 11.
Consonants in comparison:
[θ] and [f]
♫ Exercise 1. Distinguish between [θ] and [f]. Listen, and practise the difference.
-
three
|
free
|
hearth
|
half
|
thirst
|
first
|
Ruth
|
roof
|
thread
|
Fred
|
death
|
deaf
|
thrill
|
frill
|
thaw
|
four
|
♫ Exercise 2. Listen to the words. Write the words you here.
♫ Exercise 3. Listen to the sentences. For each one, write the word you hear.
1. Did you say "thin"/"fin"?
2. They had problems with the thaw/four.
3. We thought/fought about that for a long time.
4. There are three/free gifts for you.
♫Exercise . Say [θ] and [f]. Listen, and read out this extract from a holiday brochure.
Use the information in the brochure above to identify the places marked 1 to 6 on the map below.
♫Exercise . Say [ð] and [v]. Listen, and practise this conversation.
A: Which vase would you like?
B: That one over there, please.
A: This one?
B: No, that very small one, over there in the corner.
Exercise b. Make similar conversations using the phrases below.
Lesson 12.
Consonants in comparison:
[θ] and [ð]
♫ Exercise 1. Say [θ] and [ð]. Listen, and practise.
THЕ BLYTHE FAMILY
J![](115642_html_329e3b63.jpg) ohn Blythe is thirteen. His brother Timothy is fifteen. Their sister Heather is eleven. Their mother and father come from Northern Ireland, but the children were all born in London. Their mother is called Thelma and she is 38. Their father’s name is Matthew, and he is 39.
♫ Exercise 2 a. Listen to Judith Smith. Look at her family tree, below. Write in the names and ages of the people in her family.
T![](115642_html_m6f6dff93.jpg) HE SMITH FAMILY
2 b. Make true sentences about Judith and her family.
Lesson 13.
Consonant clusters 1- beginning of words
♫ Exercise 1 a. Say clusters with / p, b, t, d, k, g/ followed by /w, r, l, j/. Listen, and practise this conversation.
A: Excuse me, is this the Bladon train?
B: No, I'm afraid you've just missed the Bladon train. It went at 12.03.
A: But it's only twelve o'clock now. Look at the clock.
B: No, that clock's three minutes slow.
Exercise 1 b. Make similar conversations about the trains shown in the table below.
-
Destination
|
Platform
|
Time
|
BRADFORD
|
6
|
12:15
|
PRESTON
|
4
|
12:20
|
GLASGOW
|
2
|
12:25
|
GRANTHAM
|
3
|
12:50
|
♫ Exercise 3. Listen, and practise these conversations.
A: I've got a job with the BBC.
B: The British Broadcasting Corporation?
A: No, the Brighton Brush Company.
◊
A: I didn't sleep very well last night.
B: Was your brain full of brilliant ideas?
A: No, there were breadcrumbs in the blankets.
♫ Exercise 4. Listen, and practise this conversation.
A: Splendid cricket match!
B: Who won?
A: We did! Shropshire needed three runs to win. Shrimpton hit the ball. Fletcher tried to catch it, but it slipped through his fingers.
B: Oh, no! So Shrimpton got his three runs, I suppose.
A: No, Thrush was just behind Fletcher. He flung himself forward ...
B: And he caught the ball?
A: No, but he picked up, and threw it, and Shrimpton was out!
B: What a thrilling ending!
Lesson 14.
Consonant clusters 2- end and middle of words
♫ Exercise 1. Say past tenses. Listen, and repeat these verbs.
-
1
|
dragged
|
escaped
|
grabbed
|
locked
|
opened
|
robbed
|
|
rushed
|
unlocked
|
|
|
|
|
2
|
cracked
|
dropped
|
helped
|
jumped
|
knocked
|
smashed
|
|
wiped
|
|
|
|
|
|
♫ Exercise 2. Use the verbs to fill the gaps in the stories below. Practise them. Listen and check.
1 Three masked men ____________ the City Bank yesterday. When the doors were____________, they ____________ in. They ____________ the manager, and ____________ him into the strongroom. They ____________ the safe with his keys. Then they ____________ the manager in, and ____________ with ₤30,000.
2 When I ____________ at the door, he ____________, and ____________ three eggs on the floor. Of course, they ____________. I ____________ him as he ____________ up the mess. His glasses fell on the floor. The glass ____________.
♫ Exercise 3 a. Say [t] or [d] followed by [n]. Listen, and practise this conversation in a department store. Notice the intonation of A’s polite phrases.
A: Excise me, I’m looking for some sewing cotton.
B: Pardon?
A: I’m looking for some sewing cotton. Can you tell me which department I need?
B: I’m not certain.
A: Well, is it Fashion or Haberdashery?
B: I don’t know. You’d better ask an assistant.
A: I beg your pardon. I thought you were an assistant.
Exercise 3 b. Make similar conversations, using the Store Directory below. Ask for these things.
curtains wooden bowls garden furniture buttons
|
|
|
|
|
|
|
Ground floor
|
|
|
Basement
|
|
|
Fashion
|
|
|
Kitchenware
|
|
|
Haberdashery
|
|
|
Furniture
|
|
|
Soft Furnishing
|
|
|
Garden Equipment
|
|
♫ Exercise 4 a. Say [t] or [d] followed by [l]. Listen and read out this notice.
RAFFLE - prizes to be won - big and little!
an electric kettle, a bottle of wine, an atlas, a Victorian medal,
a pair of headlights, a packet of needles,
a jar of dried rose petals, a model of the Channel Tunnel
Exercise 4 b . Which things would you like to win? Which would you not like? List them in order of preference. Read out your list.
♫ Exercise 5. Say longer clusters of consonants. Listen, and practise.
Lesson 15.
Word junctures in connected speech. Speech junctures of the type: consonant plus vowel (C+V)
♫ Exercise 1. Link [p, b ,t, d, k, g] to a following vowel smoothly.
My neck͜ aches.
Wrap̮ it͜ in a scarf.
Drink͜ a cup͜ of tea.
Take͜ an aspirin,
Don’t think͜ about it.
Rub͜ it.
I’ve got͜ a big͜ emerald ring.
Put͜ it͜ on.
Keep͜ it safe.
Lock͜ it up.
Take͜ it to the bank.
Put͜ it͜ in a big͜ envelope, and hide͜ it under the bed.
I’ve got͜ a week͜ off. What shall I do?
Make͜ a dress.
Knit͜ a jumper.
Read͜ a book.
Paint͜ a picture.
Sit͜ and relax.
What would͜ Anne like for Christmas?
a big͜ umbrella
a bag͜ and some 'gloves
a book͜ on music
a red͜ and white scarf
♫ Exercise 2. Link [f, v, ʃ, ʧ, ʤ, s, z, θ] to a following vowel. Listen, and practise this conversation.
A: What do you want to do when you leave School?
B: I ‘want to move͜ into a flat with some friends.
A: It’s less͜ expensive to live͜ at home.
В: I’m going to give͜ a party.
A: Don’t damage͜ anything!
В: I’d like to buy myself͜ a sports car.
A: Don’t crash͜ into anything!
B: I want to catch͜ a plane to South America.
A: Arrange͜ a cheap flight!
B: What do you 'want to do, when you leave school?
A: I want to get a job in a large͜ organisation, and save͜ all my money.
♫ Exercise 3 a. Link [r] to a following vowel. Listen to this conversation in a hospital waiting room.
A: We’ve been waiting for͜ an hour and a half.
B: Say your͜ aunt is very ill. A doctor͜ ought to see her at once.
A: There isn’t a doctor͜ available. They’re͜ all busy.
B: Ask the receptionist to hurry͜ up.
A: I’ve asked her͜ over͜ and over͜ again. The more͜ I ask, the longer͜ I wait.
Exercise 3 b. Now practise the conversation. Make sure to link [r] to a following vowel.
Unit 16.
Word junctures in connected speech. Junctures of the type: vowel plus vowel (V+V)
♪ Exercise . Listen and repeat, linking the vowels [i, ɔ, ei] to the following vowel in the next word.
Make sure you pronounce the word junctures smoothly. Notice the appearance of a transitional weak sound ([j] or [w]) at the juncture which helps to make the linking smooth.
very interesting
the story is very interesting
The end of the story is very interesting
a lovely ice cream
enjoy a lovely ice cream
I always enjoy a lovely ice cream
a day or two
stay at home for a day or two
I ought to stay at home for a day or two
♫ Exercise . Listen and repeat these sentences which were all overheard at a party. Link vowels [u:, əu, ei, ai] to a following vowel.
I couldn’t do anything about it.
Let’s go into the next room.
Do you know everyone here?
I’ve moved to a hew office - next to Oxford Circus station.
I knew I would be late.
Are you in the same place?
You always say that.
It was so exciting.
I don’t know all the students, but I know all the teachers.
How old is she?
There was snow and ice everywhere
We travelled trough Africa.
I don’t know anything about him.
♫ Exercise . Listen to this conversation which contains all types of junctures practised in this laboratory work, followed by a vowel.
Recognise and reproduce the links between words. Look for an example of each type of link and mark the link.
A: Anne’s just phoned. She and Diana are both on their way. Is dinner nearly ready? Can I help with anything?
B: Yes. Can you get out two eggs from the fridge?
A: Which eggs? The large ones or the small ones?
B: The large eggs. Small eggs are no good.
A: OK. Anything else?
B: Yes. Squeeze another orange, and put the fresh orange juice in a jug, please.
A: Right. What next?
B: There's a pie in the oven. Take it out, and slide it under the grill. Then finish laying the table for me. Each person needs a knife and fork, and a cup and saucer. And then, could you scrub all these potatoes.
A: Come on, Ann and Diana!
♫ Exercise . Now practise the conversation, linking the words smoothly.
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