Material Seminar Lec

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1. PRACTICE the vowel sounds 1. Name some distinctive features of the English vowels. 2. Are deal and dill a minimal? Why? 3. Are deal and did a minimal pair? Why?/Why not? 4. Match the words in the first column with those in the second one so as to obtain minimal pairs: Column I Column II catch zip pip fought cheap lass sap Sam he mink caught cap lap Paul pal she say heap sink lay 5. Find as many minimal pairs as possible (in all basic position) for the following vowel phonemes: [i:] vs. [i]; [u:] vs. [u]; [] vs. [:]; [e] vs. [Q]; [;] vs. [a:]; [Q] vs. [a:]; [] vs. []. 6. Which are the vowel phonemes that can appear in front of [N]? 7. If one compares short vowels to long ones, which of them have a more restricted distribution? 8. Give the vowel phonemes that cannot appear in word-final position. 9. Specify the English phonemes that cannot appear in initial position. 10. Describe the simple front vowels in the following sentences and explain the difficulties encountered by Romanians in acquiring their correct pronunciation: a. Maggies bag is easy to carry. b. He felt extremely well after such a big meal. 11. Give the English sounds corresponding to the following descriptions: - central, mid-open, short, unrounded vowel; - back, mid-open, long, rounded vowel; - front (retracted), close, short, unrounded vowel; - back (advanced), close, short, unrounded vowel. 12. Write the symbols for the vowels in the following words: a. bread b. rough c. foot d. hymn e. full f. cough g. sat h. friend i. cool j. Oedipus k. ask l. further.

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13. Pronounce the following minimal pairs: mad [mQd] mud [md] put [put] pot [pt] bit [bit] bet [bet] men [men] man [ mQn] cut [kt] cot [kt] fin [fin] fan [fQn] 14. Short vowels contrasted. Pronounce the following words: [i] vs. [e] [e] vs. [Q] [Q] vs. [] bit bet hem ham lack luck tin ten set sat bad bud fill fell peck pack fan fun built belt send sand stamp stump lift left wreck rack flash flush [] vs. [] [] vs. [u] dug dog lock look cup cop cod could rub rob pot put stuck stock shock shook luck lock crock crook 15. Practice the pronunciation of the short vowels in longer contexts. [Q] BAD a bad cat MAT a bad cat on the mat PAT dont pat the bad cat on the mat THAT dont pat that bad cat on the mat.

[e] END in the end the men SAID in the end the men said MET in the end the men said theyd met FRIEND in the end the men said theyd met a friend.

[Q] and [e] contrasted BAD BED What a bad bed that is! PAT PET Children like patting their pets. MAN MEN He was the man who led the other men to battle. GAS GUESS I guess that smell must be gas. SAD SAID She said she felt very sad. HAD HEAD He had a good head for figures. LATTER LETTER Did you send a letter or an e-mail? The latter.


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[] HOBBY Whats your hobby? ON/LONG How long have you been working on your hobby? COST/LOT Does your hobby cost a lot of money? CONTRARY On the contrary. SHOPS There are lots of books on hobbies in the shops. [] DOES/MONEY It doesnt cost much money. OTHER Are there any other books on the upper shelf? STUFF Ive seen some of your stuff. BECOME Youll become an instructor.

[] and [] contrasted NOT NUT Thats not a chestnut, its a peanut. SNOB SNUB Snobs often snub people. HOBBY HUBBY Her hobby is looking after her hubby. LONG LUNG You need good lungs for long-distance running. WANDER WONDER She wandered about, wondering what to do. COLLAR COLOUR White shirts with different coloured collars. 16. Pronounce the following minimal pairs containing long vowels. Pay attention to the fact that a voiceless consonant shortens the preceding long vowel. heard [h:d] - hurt [h:t] hard [ha:d] hearth [ha:P] been [bi:n] beat [bi:t] cord [k:d] caught [k:t] rude [ru:d] root [ru:t] NOTE: The main difficulties encountered by Romanian learners in the pronunciation of English vowels is due to the fact that in English there are twice as many simple vowel sounds as there are in Romanian. Actually there are two independent English vowels corresponding to each Romanian vowel: R [i] E [i] R [e] E [e] R [a] E [a:] E [i:] E [Q] E [] R [o] E [] R [u] E [u] R [] E [] E [:] E [u:] E [:] The Romanian learners have to keep the two members of each pair of vowels distinctly apart, both with respect to their quality and to their length. The following exercises are meant to fulfil this goal. 17. Read aloud the following minimal pairs based on the contrast between [i:] and [i]: -feel - fill; bead - bid; read - rid; scheme - skim; -steel still; been bin; greed grid; leap lip;


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-feet fit; reap rip; seal sill; deep dip. -leave live; peel pill; reach rich; feast fist; -peach pitch; least list; deal dill; Gene/Jeangin. -eat it cheap chip cheek chick peak pick 18. Read aloud the following phrases and sentences in which [i:] occurs frequently; as free as a bee agree to flea steel heel eager to leave speech speed easy to believe cheesy meal see no evil receive three -Jean will receive her degree in three weeks. -Read these three recipes to me. - The guilty plea was part of the deal. - Thats easy for me to equal. -The three greeting cards were free. -She didnt hear you speak last evening. -He could see the reaping machines in the field. 19. Read aloud the following sentences in which [i] occurs frequently: -Bills sister is silly. -Give this bill to him. -Six big kids are still ill. -Its windy in his living-room. -No weather is ill if the wind be still (proverb). -Chicago is a big city in Illinois. -Is he too ill to pitch this spring? -Sitting in the rear seat, he cleaned the windows in minutes. -If a man sits down to think, he is immediately asked if he has a headache. 20. [i:] and [i] contrasted. Read aloud the following, trying to keep the distinction between the two vowels clear: a. When did Sir Walter Raleigh leave? b. When did Sir Walter Raleigh live? a. He was looking at the sheep. b. He was looking at the ship. a. She was leap-reading. b. She was lip-reading. 21. Practice the [u:] sound in longer contexts: -What kind of food is this soup? Do you have two bowls of soups a day? Yes, I do. And what about you? I sometimes, too, have two soups a day. -Luke has a loose tooth. -School rules must be obeyed.


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-He refused to move. -At noon we were in a mood to go to the swimming pool. 22. Practice the [u] sound in longer contexts: -He would make a good cook. -The woman took the bottle and shook it. -Mr. Hook whose cookbook you have brought is our butcher. -The bullet was fired by a good-looking man. 23. Read aloud the following minimal pairs based on the contrast between [u:] and [u]. pool pull He had to be pulled out of the pool. suit soot His suit was full of soot. Luke look Look at Luke! fool full The world is full of fools. wooed would She would like to be wooed by an Uzbek ruler. whod hood Whod wear a hood nowadays? Cooed could The pigeons cooed whenever they could. 24. Read aloud the following minimal pairs based on the contrast between [:] and []: cord cod awed odd dawn don stalk stock pawned pond port pot naught not sport spot gnawed nod cork cock forks fox sworn swan wars was court cot roared rod Morse moss corpse cops born Bonn (town in Germany) 25. Read aloud the following sentences containing the [:] sound: - She pawned her shawl and bought a ball. - A tall man was crawling in the hall. - They called the doctor when their daughter caught the flu. - The audience in the law-court saw Paul hitting John in his jaw. 26. Read the following sentences in which the sound [] occurs frequently. - John stopped all the clocks on the docks. - A watched pot never boils. - Theyd stock their shop with cots. - The yacht was rocking on the pond. - The doctor was in the corridor talking to Tom.


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27. Read aloud the following minimal pairs based on the contrast between [a:] and []: lark luck cud card dark duck last lust barks bucks carp cup March much barge budge cart cut barn bun psalm sum calm come 2. Practice the English diphthongs and triphthongs Theoretical problems 1. Diphthongs have been described as sequences of two vocalic sounds. List the vocalic sounds serving as diphthong nuclei and the vocalic sounds serving as glides? 2. Do diphthongs have a general distribution? 3. Is there any functional difference between a diphthong and a vowel in the following minimal pairs? beat bite; bee beer; mouse mice; mouth moth; cord code; fee fear; mouth myth; tea tear. 4. Does a shortening of a diphthongs take place before a voiceless or a voiced plosive? Consider the example: code coat cope. 5. State whether the following are true or false: - In distribution and function diphthongs are similar to vowels. - In English there are as many syllables in a word as there are syllabic vowels (and syllabic m, n, N, l, r). -The glides can be isolated as syllabic sounds. - The syllabic sound of an English diphthong is its first sound.. -The two elements of a diphthong can be divided into two syllables, or between two syllables. - Diphthongs are defined as a sequence of two vocalic sounds because, in spite of their distribution and function, they form only one syllabic peak. Practical exercises 6. Practice the following minimal pairs based on the contrast between [ai] and [ei]: white wait lied laid rice race rise raise like lake file fail 7. Read aloud the following minimal pairs based on the contrast between [i] and [E]:


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here hair beer bear steered stared ears airs really rarely weary wary 8. On the vowel diagram indicate the glides for the diphthongs in the following words: freight, hold, sphere, fair, bow, sky, toil. 9. Write the symbols for the diphthongs in the following words: tone way hair style beer out coil they 10. Practice the diphthong [ei] in the following sentences: - State your name. - Taste makes waist. - The rain in Spain stays mainly in the plane. - They may stay in hay in April and May. - They say they sleighed all day long. 11. Practice the diphthong [ai] in the following sentences: - My child likes to fly a kite. - I like Paris by night. - Ill try to arrive on Friday night around nine. - Never smile at the crocodile! - Id like to buy some nylon tights. 12. Practice the diphthong [i] in the following sentences: - Its a noisy noise that annoys an oyster. - Many slave boys toiled in Troy. - Loyd raised his voices to the naughty boys. - The boys made noise with their toys. - Bring the soy-beans oil to the boiling point. 13. Read the following words based on the contrast between the diphthongs [ei], [ai] and [i]: say sigh soy; pays pies poise cane kin(e) coin tray try Troy bays buys boys laid -lied -Loyd tale -tile -toil paint -pint -point.


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14. Practice the diphthong [U] in the following sentences: - Those are old notions. - The phone has no tone. - He wrote an ode to the rose. - The whole bowl was full of oat. - Dont go home alone. - His only goal was to go to the North Pole. 15. Practice the diphthong [au] in the following sentences: - Dont shout out so loud! - The Browns found a mouse in their house. - Now the cow bowed and found a flower. - It was very cloudy in the mountains. 16. Read the following minimal pairs based on the contrast between the diphthongs [u] and [au]: no - now hoe - how phoned - found known - noun load - loud oat - out 17. Practice the diphthong [E] - How dare you share my pear? - He rarely had money for the fare. - I saw her somewhere in the square. - Since Mary found her mare there, she had nothing to declare. - She bought a new pair of jeans to share with Mary. - They would rarely wear their golden jewelry. 18. Practice the diphthong [U] in the following sentences: - England was at war with both the Moors and the Boers. - The doctor was sure that he was past cure. - We went on a tour of the moors. - Henry Moores art is sure to endure the passage of time. - The jury convicted poor Muriel. 19. Practice the diphthong [i] in the following sentences: - He drew nearer and nearer to the feared pier. - Beer should not be feared to be dear. - There were tears in the eyes of the deer. - He couldnt hear, so he drew nearer. - Our theater staged Shakespeares King Lear last year. 20. Read aloud the following list of minimal pairs based on the contrast between [E] and [u]: pear poor; bare Boer; mare moor; tear (vb) tour; dare dour; share sure.


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21. Read and give the phonetic transcription of the poem Fire and Ice by Robert Frost. Pay attention to the diphthongs. Some say the world will end in fire, Some say in ice. From what Ive tasted of desire, I hold with those who favour fire. But if I had to perish twice, I think I know enough of hate To say that for destruction ice Is also great

And would suffice. 22. Read aloud the following words containing triphthongs. The [i] and [u] in the sequences [ai +] and [au +] should not be made too strong. [ai] [au] tyre coward trial tower quiet flower flyer ours buyer shower tired bower riot towel iron powerful 23. The less common triphthongs [ei], [U], [i] should be pronounced with the normal diphthong smoothly followed by []. The [i] and [u] need not be weakened at all. Try pronouncing the following words: greyer, grower, player, royal, followers, employer, thrower, betrayal, lawyers. 3. Practice the English consonants 1. Distinguish the manner of articulation of the English consonantal sounds and specify the classes of consonants thus produced. 2. Distinguish the basic points of articulation in English. 3. Give the articulators and the points of articulation for the following English sounds: [p], [k], [h], [z], [f]. 4. Give the English sounds corresponding to the following simplified descriptions: a. voiced, alveolar fricative; b. voiceless, velar plosive; c. voiceless, palato-alveolar fricative;


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d. voiced, alveolar plosive. e. voiced, labio-dental fricative; f. voiceless, interdental fricative; g. voiceless, glottal plosive. 5. Each of the following purports to be an articulatory description of English consonantal sound. Which of these descriptions are representations of actual English sounds, and which are impossible features? a. voiceless, labio-dental fricative; b. voiceless, apico-velar plosive; c. voiceless, glottal fricative: d. voiceless, bilabial fricative; e. voiced, apico-dental (interdental) fricative; f. voiceless, dorso-velar fricative. 6. Identify the words made up of the sounds corresponding to the following articulatory descriptions: a. voiceless, fortis, bilabial plosive; front, close, short, lax, unrounded vowel; voiceless, fortis, velar plosive. b. voiced, lenis, bilabial plosive; back, close, short, lax, rounded vowel; voiceless, fortis, velar plosive. c. alveolar, voiceless, fortis plosive; narrow, closing diphthong (glide to [i]); voiceless, alveolar fricative; alveolar, voiceless, fortis plosive. 7. Give the articulatory description of the sounds which make up the following words: front, nasal, velar. 8. Find minimal pairs (whenever possible in all basic positions - initial, medial and final-) for the following English phonemes: [s : z], [p : b], [tS : dZ], [l : r], [f : v], [T : D]. Example:- initial: [si:l] seal vs. [zi:l] zeal - medial: [:si:siN] ceasing vs. [:si:zing] seizing - final: [sins] since vs. [sinz] sins. 9. Transcribe the following words phonemically: a. fishes e. archives b. shaver f. others c. sixth g. measure d. these h. ahead 10. Features used to define individual sounds can also be used to describe sets of related sounds. For instance, the set consisting of [p t k b d g] would be described as sharing the feature [+stop] (plosive). We can also use the features of manner of articulation, point of articulation and voice to subdivide larger sets of sounds. [p t k]


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would be described by the features [+stop] and [- voice], [b, d, g] as [+stop] and [+voice], [p b] as [+stop] and [+bilabial], [t d k g] as [+stop], [-bilabial], etc. Describe the following classes or subclasses of sounds: [T D f v s z S Z], [D v z Z], [v z Z], [z Z], [s z] [p t], [f v s z], [m n] 11. How does voicing/voicelessness of a consonant affect the preceding vowel or diphthong? 12. Indicate with a & mark which of the following vowels and diphthongs are shortened as a result of a following voiceless, fortis consonant: a. tea [ti:] d. dark [da:k] g. egg [eg] b. meat [mi:t] e. card [ka:d] h.oak [uk] c. toad [tud] f. lip [lip] i. kite [kait] 13. Specify the variants (allophones) of the plosive consonants in the following words: peak, blame, ribbon, adore, climate. 14. Identify and describe the syllabic /m/, /n/, /N/ and /l/ in the following lines:

a. I have found some of the best reasons I ever had for remaining at the bottom simply by looking at the man at the top (Frank Moore Colby, Essays)

b. In the grave, dust and bones jostle not for the wall. (Proverb) c. What you say is nothing but a truism. d. A spasm of coughing made her stop laughing.

e. This is the spray the Bird clung to/Making it blossom with pleasure (R. Browning, Misconceptions)

15. Find possible cases of intrusive r and linking r in the pronunciation of the sentences below. Mark the place where the intrusive r occurs by a small cross, and the occurrences of linking r by a small circle.

a. Granada is famous for its monuments. But therere a lot of interesting places outside Granada itself.

b. The area of a room of 10 feet by 15 feet is 15o square feet. c. My grandpa is ill. d. Fancy Sarah asking Ada out! The idea of it makes me laugh.

e. When Freda attended her first speech class in her drama academy the tutor said she did not keep her jaw open.

f. Australia and New Zealand are two English speaking countries. g. New Zealand has other islands far out. 16. Read the following list of words which illustrate the various phonetic values of [p]:


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aspirated unaspirated unreleased laterally nasally released released peel speak adopt play open pet spend prompt uplift happen part span kept apple hypnotic Paul Spartan roped couple stop news powder spot keep track simple shrapnel 17. Read the following list of words which illustrate the various phonetic values of [b]: partially fully voiced plosionless laterally nasally devoiced released released bee lobby subdued blame ribbon boat above object cable submerge bartender Moby Dick grabbed bubble crabmeat Berlin nabob subpoena probable submarine beam obey web able obnoxious bend about snob emblem abnormal Boston abacus tube sublime urban 18. Read the following minimal pairs containing the [p] and [b] sounds: [p] and [b] in initial position peak [pHi:k] beak [bi:k] pit [pit] bit [bit] pack [pQk] back [bQk] park [pHa:k] bark [ba:k] port [pH:t] bought [b:t] pull [pul] bull [bul] pride [praid] bride [braid] plays [pleiz] blaze [bleiz] pat [pQt] bat [bQt] pie [pai] buy/by [bai] pen Ben [p] and [b] in mid-position repel [ri:pel] rebel [ri:bel] roped [rUpt] robed [rUbd] simple [simpl] symbol [simbl] staple [steipl] stable [steibl] rapid [rQpid] rabid [rQbid] [p] and [b] in final position rip [rip] rib [rib] rope [rUp] robe [rUb] cap [kQp] cab [kQb] tripe [traip] tribe [traib] tap [tQp] tab [tQb] wrap [rQp] grab [grQb] lap [lQp] lab [lQb] cap [kQp] cab [kQb]


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19. Practice the following phrases containing the [p] sound. stop sign slipping zipper grape pop repair shop superior straps responsive person sip of punch paddle in the pool slipper strap plastic wrapper explicit promise prune plums cryptic concept pleasant place proud priest accept applause slept at the opera hopelessly repressed 20. Read the following tongue twister and observe the aspiration of the initial [p] sound. 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, Wheres the peck of pickled peppers Peter Piper picked? 21. Practice the following phrases containing the [b] sound: bunch of bananas bean bag big hot tub bad back bind books hobby cabinet throbbing earlobe urban subway best rubies scrub the curb black umbrellas brand-new broom 22. The following sentences contain [p] and [b] in difficult blends and combinations; scan them silently before you read them out loud. - The purple bubble burst its bonds and popped up. - The bouncy baby bubbled and babbled happily after the bottle. - Do people prefer bright baubles or pretty peonies and poppies? - The blushing bride breathed happily after the priest blessed the bridal breakfast. - Peter Piper protested at being labeled a pepper pickler. 23. Practice the [t] sound in the following words which illustrate its various phonetic variants: aspirated unaspirated unreleased laterally nasally released released time stop hot dog cattle hot news tool stain night bar little mutton talk stool cost price at last cotton tar disturb night cap settle bottom torch astonish smart battle bitten tooth still lost parental kitten tale steak scout total certain 24. Practice the following phrases containing the sound [t]. top ten tea time cute note


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tick-tock toe tapping enter data telephone table great debate tested lettuce talented sister western forest smart students 25. Read the following phrased and sentences in which [t] occurs frequently: -Tit for tat. -That is a storm in a tea-pot. -Trust Tom for telling the truth. -Tell me when to take it to the right. -The teacher told Terry that Tim had to take the test next Tuesday at ten. -Sometimes the tongue is faster than the eye. -Which is the most expensive hotel in Tokyo? -I can attest to the quality of teaching. -Take the note from under the tea pot. -I put the tip of my toe in the center of the tub. 26. Challenge sentences for [t] -Twenty teachers of Latin trusted their students not to start cheating in the test. -The detective was tricked into betraying his secret to the beautiful temptress. -The dentist dropped his button into the fountain and instantaneously tried to take it out. -Tommy Turner taped his talk with his psychiatrist. 27. Read the following words paying attention to the sound [d]. Partially fully voiced plosionless laterally nasally devoiced released released double adore sad saddle sadness day ado changed riddle admission deal Teddy amazed cradle hardness deer lady under handle cadmium date cider made middle sudden duck soda code paddle hidden dust body wide dwindle redness damp odor aid poodle shouldnt 28. Practice the following phrases containing the sound [d] dirty dogs dangling in the wind double-decker decided to divorce dirty dancing dos and donts hidden address sudden advance deep depression dwindling red-light idle hands defect detection 29. Read the following minimal pairs based on the distinction between [t] and [d]: two do torn dawn ten den tie die


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ton don town down tune dune tan Dan tea Dee tip dip tie die tuck duck writer rider wetting wedding latter ladder water warder whitish widish putting pudding kitty kiddy knotted nodded matter madder rated raided bitter bidder shutter shudder bet bed heart hard late laid sight side set said brought broad feet feed hit hid cot cod shoot shooed 30. Read the following sentences containing [t] and [d]. - Lots of ladies left their hats on the table during the time they told stories. - Teachers are trusting of their students honesty during endterm testing times. - Picture yourself getting to stand at the end of an empty corridor. - Didnt I tell you times and times again to do your homework, Teddy? 31. Read the following list of words which illustrate the various phonetic values of [k]: aspirated unaspirated unreleased laterally nasally released released keep scale action clover reckon call scale contract climate bacon kite school electricity club acknowledge core scholastic locked freckle thicken cane ascribe chalk pickle cause escort smoke cluster key ski stick acclaim 32. Practice the following phrases containing the sound [k]. common cause back ache Cape Cod Coca Cola drink of milk Christmas carrols cute character canal crossing curious looking carrying cargo racoon catching drinking liquor 33. Practise the sound [g] in the following words, trying to pronounce correctly its variants:


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partially fully voiced plosionless laterally nasally devoiced released released go tiger rugby glory organ guide ago fig tree glimmer ignite game logo plug struggle dignity goose foggy tango wriggle rigmarole guess toga vogue igloo signature gown begin mug single fragment 34. Practice the following phrases containing the sound [g]. begin again dog days engagement gift big figtree gushing jug get a guide go get it gauze fragments elegant luggage good colleague gorgeous signature the longest monologue 35. Keep the [k] and [g] apart in the following minimal pairs: cave gave card guard curl girl could good cap gap coal goal class glass crow grow pick pig dock dog back bag lock log lack lag Dick dig 36. Read the sentences below containing [k] and [g]. - The regular caretaker took his gardening with a grain of salt. - Maggie begged the wicked frog king for a kiss and quickly became a frog queen. - The Grand Canyon is gorgeous, but if campers keep leaving garbage around, it

will become gruesome. - I begged her not to put all the eggs in one basket. - The angry captain let the bout go aground. - Your grades go down with vague guesses on exams. 37. Practise the following words, with long, strong friction for [f] and short, weak friction for [v]: [f] and [v] in initial position fast [fa:st] vast [va:st] few [fju:] view [vju:] feel [fi:l] veal [vi:l] fear [fi] veer [vi] foal [fUl] vole [vUl] file [fail] vile [vail] ferry [feri] very [veri] fat [fQt] vat [vQt] fan [fQn] van [vQn] fail [feil] veil [veil]


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[f] and [v] in mid-position proofing [:pru:fiN] prooving [:pru:viN] safer [:seif] savour [:seiv] defied [di:faid] divide [di:vaid] refuse [ri:fju;z] reviews [ri:vju:z] [f] and [v] in final position When [f] and [v] occur at the end of words, after a vowel, they influence the length of that vowel. The strong consonant [f] makes the vowel shorter, whereas the weak consonant [v] makes it longer. Practice this with the following list of words: leaf [li:f] leave [li:v] life [laif] live [laiv] half [ha:f] halve [ha:v] strife [straif] strive [straiv] calf [ka:f] carve [ka:v] waif [weif] wave [weiv] surf [s:f] serve [s:v] safe [seif] save [seiv] proof [pru:f] prove [pru:v] belief [bi:li:f] believe [bi:li:v] 38. Practice the following phrases containing the sound [f]. fine beef fine beef funny photo famous females face to face face the facts furnace fire deaf chef defend the fans foolish faults tough muffin enough affinity 39. Read the following sentences containing the sound [f]: - His face grew flushed when he won the raffle. - She left the snowflakes on the frosty shelf. - Florence fried fifty fat cauliflowers for five of her finest friends. - Frequent fliers often find fault with their favorite flights of fancy. - Half a loaf frequently fails to satisfy the food preferences of affluent folk. - Please inform Fanny if any funny references are made before breakfast is finished. (source: Hahner et al, 1997: 120-121) 40. Practice the sound [v] in all three basic positions: Victor Stephen Eve vain invent wave vitamin moving dive vote heaven native voice avoid dove void advance five Vernon paving jive 41. Practice the following phrases containing the sound [v]: heaven above give five very valuable vintage view velvet gloves Vivians vindictiveness voice vote have value oval shovel


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moving van weavers village Valentines Day fever 42. Sentences with [f] and [v]: -Valerie was a vivacious vixen, variously proving herself vindictive and benevolent. -Did you receive a Valentine from your lover? -They proved that the levels were even. -Olivias fianc believed that her sylphlike figure was effectively featured in her effervescent offering of flamenco. -Vivienne vacations at Valetta the first fourteen days of February. 43. Read aloud the following words, phrases and sentences in which the sound [T] occurs frequently: three method both theory author death thorough ethical wealth thick diphthong mouth throw lethal depth thrush healthy warmth throat atheist earth therapy toothpaste growth thistle lethargic south a thorough method thick thumb pathetic thug ethnic pathways thought nothing mammoth theft a thousand toothpicks youthful theme third Thursday three bathrobes fourth birthday thirsty throng -Thing worth thinking thoroughly about -Throw the thick thing at a greater depth. -The cathedral was at the end of the path. -He wrote a third theory about the toothache. -She lived on the fourth floor, in room thirteen. -On the fourth of the month he thought of Elisabeth. -Two fifths equals four tenths. -It was his third faithless love affair. -Thanks for thinking of both of us; it was thoroughly thoughtful of you. -Three threadbare travelers threaded their way through isothermal pathways to reach their zenith. -Without a thesaurus, authoring three growth phrases with the phoneme [T] is a thankless task. 44. Practise the following tongue twister: This is Theodore Thickthumb who thrust his thick thumb through a thorny thicket of thirty-three thousand thistles.


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45. Read the following text: The box of thimbles from the Thrifty Thimble Company arrived as ordered. However, instead of thirty-six thimbles the box contained only thirty-three thimbles, three thimbles fewer than the thirty-six we had ordered. We wrote to the company explaining that we had ordered thirty-six, not thirty-three thimbles, and asked them to send us the extra three thimbles. They replied that they were in error in sending only thirty-three thimbles rather than thirty-six and that they would ship us three additional thimbles immediately. 46. Read aloud the following words, phrases and sentences containing the sound [D]: there mother breathe though although with these together bathe the other loathe thus worthy clothe that leather soothe thereafter rhythm teethe theirs wither seethe themselves neither scathe those rhythms their mother father is there within and without gather together other feather thee and thou farther and farther either mother or father -Father and mother are rather tired. -This leather is as smooth as a feather. -They were gathering cotton before the hot weather. -Either brother may be bathing in the river. -He was breathing smoothly, although the weather was rather bad. -There was fine weather when father and mother went on the trip. -They were within the boundaries. -Their things were put together in a leather bag. -The baby is teething, dont tease him. - Therein lies the tale of Wuthering Heights. 47. Read the following text. Pay attention to the correct pronunciation of the [D] sound: Neither of them was there when their brother arrived. He had not bothered to get in touch with them and therefore neither of them expected him. When they came home their surprise at his sudden visit can thus be imagined. Their brother was rather at a loss for words and they themselves were almost speechless. They then estimated that it had been more than ten years since they had seen each other. It was indeed a happy gathering for all of them and although much had happened in the meantime they were together again at last.


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48. Read the following words containing the sound [s]: send assume pass small describe likes Sam ascend purse sweet essential dominance sorrow destitute fax sign cassette juice soar baseball kiss sound mist menace supper decent cactus ceiling proceed lettuce cycle classic verse certain deceive actress 49. Read the following sentences containing the sound [s]. Adjust your tongue to produce the clearest, strongest [s]: set aside silk suit sing song kiss Sarah purchase price pass the salt safe and sound Sweet Swan of Avon sexy Swiss hats sad sermon tasteless lettuce actress address solar system classic ceiling deceitful policy - They set sail to South America. - The sand made a mess on the seat - Its the tip of the iceberg. - Im going to sign the lease for the house. - Thats the worse lettuce Ive ever tasted. - Send me a press release. - My silly sister sold her new bicycle at a loss. - The actress had to rehearse the role of a nurse. - The screaming guests have been frightened by the snakes. - The instructor spoke respectfully to the students. - The mosquito is a pest that makes you scratch. - The Orient Express stops twice before leaving France. - The masters assistant will register your instrument or instruct you in its use. 50. Read the following words and phrases containing the [z] sound: zero present loves zealous observe booze zip prism rose zombie dosing blouse zone daisy cause zebra rosy falls zoo risen breeze


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zone music gaze zink easy wise zipper possess because buzzing bees zodiac zone busy Tuesday noisy music hazy days amazing design was it his amazing news Xerox disaster 51. Practice sentences for [z] - She was gazing at a fuzzy wool blazer. - The bruise was due to a fall from the trapeze. - He was awarded a prize for braving the freezing blizzard. - Does the amusement park close early on Tuesdays? - He heard the buzzing of bees in the daisies. - Xerox earns zillions of dollars by setting examples for other rising companies. - Suzie was busy as a bee while Ezra lazed around noisily. 52. Read the following words based on the contrast between [s] and [z]: sink zink looser loser place plays said zed lacy lazy niece knees Sue zoo buses buzzes price prize Seal zeal fussy fuzzy hearse hers. 53. Read the following minimal pairs based on the contrast [T, t, s] and [D, d, z]. thin tin sin seethe seed seize thank tank sank teethe teed tease theme team seem bathe bade baize thaw taw saw lithe lied lies faith fate face breathing breeding breezing 54. Read the following words, phrases and sentences in which [S] occurs frequently: ship nation bush sure fishmonger blush shallow intention splash shade machine ambush chaperone cushion fresh Chicago usher crush shed fashion mustache shower tissue Spanish chef ocean slash sugar tension foolish washing machine ocean ships spatial relations Polish nation short shower shrill shriek


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foolish charades fashion shoe wash the dish shabby chef fish dish shine a shoe -She shouldnt have mentioned her shameful mission in front of the bishop. -She washes her hair with fresh shampoo. -Its a sure sign of shock. -Shall I wear my new fashionable shawl? -She sells seashells by the seashore. -She relished the thought of looking for shells at the shore. -The usher was shut out of the show. -The chauffeur stopped at the barber shop for a shave. -The flashlight was crushed when the shelter collapsed. -Dont brush against the fresh varnish. 55. Read aloud the following words and phrases paying attention to the pronunciation of the [Z] sound: pleasure rouge measure beige allusion garage visual camouflage treasure prestige visual massage casual mirage leisure entourage measure for measure Asian vision precision explosion visual mirage casual decision beige garage 56. Keep [S] and [Z] apart in the following minimal pairs and sentences: dilution delusion glaciar glazier mesher measure fission vision Confucian confusion -Always shower after a pleasurable massage. -I was assured that the ocean would be azure in colour. -He shouldnt wear that brushed-denim leisure suit. -Shovelling sand can be pleasurable. -He shaved and showered before brushing his teeth but neglected to massage some polish into his shoes.


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57. Practice the sound [h] in the following words and sentences: hint behind hero abhor heart anyhow horse rehearse Halloween alcohol who behind heat coherent hinder inhabit humiliate foothold Helen behave harmless adhesive. -The hunters hotel behind the hill is huge and very hot. -Have you heard that Henry was in a hurry to build himself a house? -The hurricane destroyed the hurdles and hurt many human beings inhabiting some horrid huts. -They were happy but hungry after the rehearsal. -Who ate the other half of the hamburger? -Incoherent sentences are hard to handle. -Too huge a helping can be hazardous to her health. 58. Read the following words, phrases and sentences containing the sound [r]. reef grass rake narrow rag crowd write berry ring train wreck hurry right brand rock carrot rest bread roam worry riddle arrive raid terrific rheumatism curious robber hurry reverend surround wrong direct rare aggressive ride hurry research permanent rainwater circular Brooklyn Bridge his brothers bride Great Britain broken promises broad protection brain drain his brothers bride red herring marriage rite pouring rain hurry around write to Harry pride and prejudice red roses worry tomorrow very direct narrow corridor wreck the car -Strawberries, raspberries and red-currants, with real cream are really very refreshing. -This train and its trucks are trapped by a tree-trunk across the track. -Three hundred readers used the library reading room in the period from February to April, reports the librarian. -He roamed around the room to find the rake.


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-The carrier was on the rural route. -April gives us freedom from the trials of winter. -Its rare to find a real pearl. -The red ferry went in the wrong direction. -Ralph has the list of rules for the raffle. -The florist hurried across the road. -I roamed around the room to find the rake. -He worried that the tar would ruin the rug. -When you are angry, a frown spreads across your face. -The fragile crystal broke in the crate. -He broke the bottle of apricot brandy. -Friday afternoon traffic across the Brooklyn Bridge increases abruptly at approximately three-thirty. -Ferdinand the bull, terror of the ranch, grazed really greedily around the range while ignoring the surrounding herd. -Presenters of oral readings should pursue the ready references wherever they occur. -He brought red roses home for their anniversary. 59. Read the following minimal pairs based on the contrast between [r] and [l]: reap leap; pray play rid lid; proud ploughed rook look; grow glow; royal loyal; praise plays rare lair; breed bleed rear leer; heron Helen reef leaf; grass glass rot lot; bread bled rock lock; crock clock. 60. Say the following phrases making sure to add an intrusive [r]: law and order Alaska and Alabama I saw a man go to Africa on vacation vanilla ice cream Havana is the capital of Cuba. drama and speech Your idea is ok. 61. Read aloud the following words, phrases and sentences containing the [tS] sound: church teacher beach chair feature catch chain creature March chick picture such cheer furniture hatch chat kitchen peach China hatchet coach choose butcher watch chime enchant match


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cheap chalk chitchat chief coach kitchen match cheap china teach a child Chinese chocolate chips actual choice charming French woman grouchy bachelor church sculpture cheerful children -Charles is scratching his itching chin. -Charles is a cheerful chicken-farmer. A poacher is watching Charless chickens, choosing which to snatch. He chuckles at the chance of a choice chicken to chew for his lunch. But the chuckle reaches Charles, who chases the poacher and catches him. -The kitchen chair had a natural colour. -The matching China plates chipped easily. -I chuckle every time I watch them dance the cha-cha. -He gave the children the chance to enjoy chocolate chip cookies in a cheap French restaurant. 62. Read the following words, phrases and sentences containing the sound [dZ]: jelly aged orange gingerbread ajar large jam-jar fragile urge judge surgeon hedge juice object age gender digit cabbage journalism agile grudge gelatin major college joke suggest page a large gin jump for joy vintage cabbage aging major ginger jar strange village gentle judge large barge jab at the jaw -Jeremy Jacobson is an aged judge who tried to urge a jolly jury to be just but generous. -George journeys to Japan next June. -The genial surgeon Jones has an urgent job to carry out. -Jane enjoyed the wedge of fudge. -Jacks old job was jumping on baggage. -Jane was jealous of my beautiful geraniums. -Sausage and ginger dont mix. -Jill exaggerated with her large jeans. -John lost his gold chain and engagement ring. 63. Keep the [tS[ and [dZ] apart in the following words: [tS ] and [dZ] in initial position chin [tSin] gin [dZin] chain [tSein] Jane [dZein]


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cheer [tSi] jeer [dZi] chest [tSest] jest [dZest] choke [tSUk] joke [dZUk] chunk [tSN] junk [dZN] choice [tSis] Joyce [dZis] cheap [tSi:p] Jeep [dZi:p] [tS ] and [dZ ] in mid-position riches [:ritSiz] ridges [:ridZiz] catching [:kQtSiN] cadging [:kQdZiN] batches [bQtSiz] badges [bQdZiz] breeches [bri:tSiz] bridges [bridZiz] purchase [ptSis] purges [p:dZiz] [tS ] and [dZ] in final position rich ridge batch badge search surge catch cadge H [eitS] age [eidZ] 64. Read aloud the following words, phrases and sentences in which [m] appears frequently: maid amount same milkman summer autumn mice comfort comb Mark clumsy phlegm mastermind thimble rhyme mayday lemon rhythm mouse demand broom mistake camera synonym metal woman crumb amount of money summer time time bomb remember me team name tempt me -Mark and Mary have mumps. -Millie and Melody mustnt munch margarine and marmalade at the moment, says Mummy. -It was a mistake to wear a metal mask. -An immense mammoth in the museum at Memphis! -The museum has many memorable monuments to the memory of some remarkable members of the Moslem community. -The man was calm after he hit his thumb with a hammer. -Im going to school for one summer semester.


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65. Practice the [n] sound in the following words, phrases and sentences. need annoy earn native union burn Nigeria pension nun network undertake loan nostril concept fun knee antique happen a thin man nine nuns nineteen needles nobody knocked never naughty Nancys knitting wounded knee annoying granny a tin can -Naughty Nancy has bent the knitting needles and knotted Nannys knitting. -Henry hands his nephew Nigel a brand-new pound-note on Sundays. -Norman Brown signs his name again and again with a fine pen line. -Jane needed a can-opener for the ninety-nine cans. -She began knitting mittens in November. -We used satin-finish varnish on the furniture. 66. Practice the sound [N] in the following words, phrases and sentences: thing singer herring longing wrong hanger strong banking gang finger a strong young monk a ringed finger staying among racing and jogging strong hanger doing wrong buying rings asking the singer amazing things -Sing a song to me, Jennifer! -The young king tried the ring on his finger. -English rankers marching along, singing a rousing drinking-song. -I think that singing is good exercise for your tongue. -She is always asking the wrong questions. -Running and jumping conflict with eating and relaxing. 67. Pronounce the following minimal pairs, paying attention to the difference between [n] in the first column and [N] in the second one: [n] [N] [n] [N] thin thing sin sing win wing ban bang fan fang pan pang lawn long ton tongue


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stun stung run rung gone gong sun sung 68. Pronounce the following pairs of words. The first word in each pair ends in [Nk] and the second in [N]: [Nk] [N] [Nk] [N] clank clang rink ring think thing wink wing tank tang bank bang sunk sung sink sing rank rank bunk bung stink sting hank hang 69. Read aloud the following words, phrases and sentences containing the [l] sound: lemon place girl laughter flame simple lettuce yellow smuggle lame shilling purple lentil lollipop fool long life little Lucy lame lion yellow daffodil lonely lady late lunch cauliflower fields faulty link smell of garlic -A simple symbol of love is all she longs for. -This little girl called Lucy, left alone, loves her small doll. -A noble old lion and a lioness are lying asleep in their lair. -There were lilies around the blue lake. -Shes not likely to be lonely. -The lock was literally welded close. -There will be hail or sleet late tonight. -The colours blended together beautifully. -Lilly slowly ladled little Lettys lentil soup into the lemon-yellow bowl. -Lately, people have been complaining bitterly about untangling world problems. 70. Practice the semivowel [j] in the following words, phrases and sentences: yard yet beauty music youth yacht value tune university yesterday due rescue yellow universe new mutual Europe unique nephew humour use year cupid popular unit Utah onion communicate


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a new suit a yelping yapping terrier the musical youth European University yellow onion humorous nephew -Young Una is beautiful and alluring in her superb new yellow tunic. -Unas tutor, Hugo, is an amusing humorous musician. -Hugos tuneful duet for tube and euphonium is musically unique. -The problem of uranium disposal has become universal. -Some musicians use popular folk tunes to produce music which goes beyond the usual. -Onions grown in the yard usually produce yearnings for yeasty boullions. 71. Practice the semivowel [w] in the following words, phrases and sentences: window wine twenty twice once one always twinkle William waiter dwindle quality water Welsh quit square wave wishbone tweed dwarf windy weather weeping Wilma watered-down wine water waves twenty dwarves quiet waiter -William is always away. -A weeping willow is moving in the wind. -I would like some sweet white wine. -Wilma is worried about the woodworm in the woodwork of her wardrobe. -Why wouldnt Walter wash with water that wasnt warm? Walter works at a waxworks and wax wont wash off without warm water. -William always wears a warm woolen vest in winter. -Walter, however, will not wear woolen underwear even in the Wild West. 4. Practice- sounds in connected speech 1. Is the individual quality of sounds as pronounced in isolation preserved when they are used in connected speech? 2. What are the three stages distinguishable in the production of a given sound? 3. How are sounds joined together in connected speech? 4. Which are the most important phonetic phenomena (processes) that occur in connected speech? 5. Give examples of close and open juncture. 6. How is the transition from one sound to the other fulfilled?


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7. What is the direction of the adjustments of the articulatory movements? 8. What is the name of the process consisting of a change in at least one feature in the articulation of a sound in a word or at word boundaries, which is due to the tendency of the speakers of a language to achieve a certain degree of similarity in the pronunciation of contiguous sounds? 9. Describe and illustrate by examples the three types of assimilation: progressive, regressive and reciprocal. 10. Give the phonetic transcription of the following phrases and sentences. What kind of assimilation takes place in them? right place gone past that girl in case you need it those shoes plant carrots this year Has your mother told you that? hit you kid you I miss you Does your papa know? 11. Transcribe the following English joke and explain by what phonetic process it has become a source of humour? Mr. Smith: My wife has just left for the West Indies. Mr. Brown: Jamaica? Mr. Smith: No, of her own accord. 12. Listed below are several variants of one of the English prefixes meaning 'not'. Examine their distribution and explain the instances of assimilation: Variant Found in [im] immature, imperfect, impartial, implausible, imbalance, immortal, [in] inoperative, indecent, innocent, inedible, inaudible, interminable [iN] incomplete, incapable, incorrigible, inglorious, ingratitude [ir] irregular, irresponsible, irreversible, irresistible, irrespective [il] illegal, illegible, illogical, illiterate, illegitimate 13. Define elision and specify whether it affects: a) only vowels; b) only consonants; c) both vowels and consonants. 14. In what kind of syllables does the elision of vowels occur? 15. Identify the vowels which are usually elided in the pronunciation of the following words: family garden deliberate history generous pattern comfortable evil suppose 16. Find elision of consonants in the following words and phrases:


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-handbag, landscape, grandmother, castle, crumbs, best man, first night, left knee, kind nurse, skimmed milk. 17. How can juncture change the meaning of the following strings of sounds? [naishaus], [neiSn], [dZisli:ps], [greitQbi], [grikspai], [ai s: h:reis], [tikit]. 5. Practice the syllable 1. An English word may begin with a maximum of three consonants. List as many examples of different three-consonant clusters as you can, then answer the following questions: a. What must the first consonant be?

b. What two phonetic features must the second member of the cluster have? c. What phonetic features must the third member have? 2. Of the following list of consonant clusters, find the ones that can appear in word-initial position in English: bl; kl; dl; pl; tl; ml; nl; sl; Sl, Tl; kr; br; tr; dr; kr; gr, mr, nr, Dr, Zr, hr, dZr, tzr, st, pt, bt, ft, zt, St, ht, pk, rk, sgl, sk, spr. 3. From among the following, find the clusters that can appear in the final segment of the English syllables. fs, tk, pt, ps, kt, fT, sp, Ts, sl, ns, mz, lp, St, vz, pd, zd, kst, tSt, sts, lks, nzd, ndz, lvz, lpt, gTs. 4. What does the nucleus of the syllable correspond to? 5. Grammar mistakes are sometimes the result of not hearing the number of syllables. For example: a. Theyve rent(ed) a house. b. There are two dish(es). Which of the following words have one syllable and which have two syllables: painted rented added caused walked worked watched started landed closed folded laughed

What is the rule? causes dishes watches cakes rules files misses pieces mixes changes loves prices

What is the rule?


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6. Sometimes in natural spoken English vowel contractions cause syllables to disappear completely. Look at the following words. How many syllables would you expect in each word? How many do you actually pronounce? Write the numbers down. Expected number Actual number e.g.: medicine 3 2 chocolate vegetable comfortable interesting secretary library 6. Practice word-stress 1) Accent is a suprasegmental feature of language, which discharges a distinctive function, since, just like the segmental phonemes, it can signal differences in meaning. a) Over what length does accent (stress) extend? b) What does it consist of? 2) Syllable prominence is due to a variety of factors. What are they? 3) The varying factors contributing to the prominence of an accented syllable result in several distinguishable degrees of accent. What are they? 4) Accent discharges its function in English in two ways. What are they? 5) Analyze the following words from the accentual point of view. Show whether a change in their stress pattern brings about a change in their grammatical function: affix, increase, abstract, import, insult, contest, contrast, replay, survey. 6) The shift in accent from one syllable to another is sometimes marked by changes in the segmental phonemes of the words in question. Minimal pairs of the incense (n) vs. incense (v) type are very rare in English. There are, instead, numerous examples of shift of accent co-occurring with minor segmental changes, mainly the reduction of the vowels in unstressed syllables to []. Discuss the accentual patterns of the words below and indicate the syntactic function (and the meaning) corresponding to each of the two accentual patterns they possess: contract, convict, refuse, progress, rebel, project, minute, alternate, supplement, invalid. 7) A closer look at the words exhibiting this kind of change in accent, corresponding to a change in syntactic function, discloses the fact that when the primary accent falls


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on the prefix, the words perform a nominal function (i.e. they are either nouns or adjectives) while when the primary accent falls on the root, they function as verbs. State which of the following words display two accentual patterns associated with two different syntactic functions (sometimes unrelated semantically), and which preserve the accentual pattern while still discharging the two distinct syntactic functions. Point out those instances in which a shift in accent is accompanied by a change in the quality of the vowels in the unaccented syllables: abandon, absent, addict, address, amend, collect, combine, comfort, comment, compress, test, content, contest, correct, corrupt, decease, degrease, deject, demand, deposit, digest, discharge, discount, discourse, display, effect, escort, extract, exact, import, incline, insult, insert, object, perfume, permit, present, prefix, produce, progress, protest, rebound, record, refill, refund. 8) As far as meaning differences are concerned, accent serves to signal such differences especially in the case of compound words. Compare blckbrd (a compound word, meaning a special kind of bird, i.e. mierl) to blck brd (a free syntactic combination, meaning any bird which is black in colour). Give the accentual pattern of the following compounds: greenhouse, hot dog, briefcase, blackboard and then switch it with the accentual patterns of the free combinations corresponding to them. Analyse the resulting changes in meaning as well. 9) Identify the appropriate accentual patterns of the italicized words (simple or compound) or phrases, as revealed by their syntactic function: 1. a. He spoke with no trace of accent. b. The way you accent these words tells me you were not born in England. 2. a. Thats very abstract. b. One can abstract several general rules from the examination of these facts. 3. a. He was not on the missing list. b. He couldnt find the missing list; its been missing for several days. 4. a. You will need a permit to visit the place. c. This job does not permit of any delay. 10. Read the following words aloud, reading across the page. Place the primary stress on the appropriate syllable: major majority sacrifice sacrificial reference referee incident incidental continent continental simplify simplification occupy occupation product production


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beautify beautification converse conversational nominate nomination nominee photograph photography photographic object objective objectification subject subjective subjectification person personify personification 11. English speakers do not always agree as to which syllable in a word should be stressed: should contribute, for example, be pronounced CONtribute or conTRIBute? Here are some words which are stressed differently by different speakers. Which syllable do you stress in each case? Check the pronunciation in a dictionary. a. adversary b. applicable c. centrifugal d. cigarette e. comparable f. contribute g. controversy h. (an industrial) dispute i. distribute j. exquisite k. ice cream l. kilometre m. magazine n. pejorative o. primarily p subsistence (Source: Trask, R.L., 1994:28) 7. Practice intonation

Tune I 1. Statements. Read the following sentences, paying attention to the correct intonation. It was :quite $good. I :like it :very $much. I :wouldnt :mind :seeing it again. I :dont think I can. The :flowers were beautiful. They had :difficulty in :finding accommo dation. 2. Repeat the following phrases according to the pattern: Were late at night by heart I know by day at sight Just now hes gone of course Its mine at school in bed 3. Read the following statements with the correct intonation: I :heard him :play at the :Albert Hall.


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:Alice was be:ginning to get :very tired. Its the :early :bird that :catches the worm. :Too many :cooks :spoil the broth. She has a :very :small :private income. He :works :all :day in the city. :What a :pity he :couldnt come sooner. 4. Wh-questions. Read the following questions with appropriate falling intonation. :Why did you :change your mind? :Who on :earth was that? :Whats the time? :When can you come? :Whats the date? :Why dont you listen? :What have you done? :When do the :shops open? :Where do you :want to sit? :Which do you :like best? :How many :pennies are there in a shilling? :How :long have you been waiting? 5. Commands. Read the following imperative sentences, paying attention to the falling tone. :Dont be a :stupid idiot! :Take your :feet off the chair! :Come and have :dinner with us! :Have some chocolate, Eliza! :Bring me a chair! :Buy me a newspaper! :Lend me your penknife! :Find :page :twenty- nine! :Run and :fetch a hammer, :John! :See if you can! :Turn on the radio! 6. Exclamations. Read the following exclamations. :Good Heavens! :How extra ordinary! :What a :very :pretty dress!


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Thank you! :Thank you :very much! What a :cold day! :How lovely it all looks! :Welcome :home again! :What a question! :What a :terrible tragedy! :What a :glorious view! :Poor :old thing! 7. Question-tags (remark and tag both on falling intonation). This pattern is used in remarks where the statement is obviously true and the tag merely a polite phrase to invite the interest of the other person. It is also used where the speaker feels reasonably sure that his remark is correct and expects the listener to agree with him. Read the following sentences, paying attention to the intonation marks. -To:morrows Monday, isnt it? Youre :wondering who I am, arent you? Im :rather late, arent I? He :wasnt :very polite, was he? You :dont be \lieve me, do you? I could :try a gain, couldnt I? We shall :see each :other a gain, shant we? It :looks like rain, doesnt it? We :had no choice, had we? They :should have known, shouldnt they? That was :most un fair, wasnt it?

Tune II 8. Statements Tune II is used in its simple from for statements made as requests, remarks of concern, sorrow, apology and almost any emotion that makes an objective statement less definite. Read the following sentences, using the correct intonation: I :wish I could :speak :English like /that. I :shant be /long. :John will be :here /soon. I :wont drive too /fast(so dont worry) :Thats all /right. :Thats the :sort of :man he /is. :Thanks :very /much.


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If you / like. :Thats /funny. :Good /morning. Its :all the /same. 9. Yes/No questions :Are you :quite /sure? :Didnt they :promise to :do it at /once? :Have you been :staying here /long? :Do you su:ppose theres :any :chance of /meeting him? :Did :John :post :that /letter? :Can I /see it? :Did you go a:way for /Easter? :Would you :like it :painted /red? :Is it :possible to :get it /out? :Are you :sure it can be /done? :Can you :come to /lunch tomorrow? :Would you :like a:nother :slice of /bread? :Were you in :time for the /concert last night? Can :anybody :tell me the :name of the :young :man who was /speaking to me just now? 10. Requests This is the typically polite and encouraging intonation. It often denotes a somewhat formal politeness, i.e. casualness and indifference may be present as in the case of statements (with Tune II). It is, however, more polite than Tune I, but not so polite as Tune II with emphasis. A sentence which with Tune I is a command becomes a request if Tune II is used. Read the following requests with the appropriate intonation: :Let me :know how you get /on. :Dont go :back just /yet! :May I :fetch your / coat? :Come and :see me /soon! :Dont :trouble to /answer it! :Let me :know how you /get there! Ex:cuse me one /moment! :Mind what you are /doing! :Dont be /silly!


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:Dont :tease your :little /sister! :Lets :try /again! 11. Question-tags If the tag is spoken on the rising pattern of Tune II, we understand that the speaker is less certain of his remark; it is presented more as a true question. The speaker suggests: I believe that this is so, but please correct me if I am wrong. By using this rising tag he is asking the listeners opinion, and would not be very surprised if he were contradicted. Read the following sentences using Tune II for the tags. It :isnt sold, is it? You can :drive a car, cant you? You were :late this morning, werent you? We :last :met in March, didnt we? I :ought to :give it back, oughtnt I? Its a :long :way fromhere, isnt it? He was :top of his class, wasnt he? You :do smoke, dont you? We could :find :out tomorrow, couldnt we? 12. Shift the position of the nucleus in the following sentences and analyse the resulting modifications in the structure of their intonation patterns: -I dont think he knows (+2) -Im going home at six (+2) -George is a fraud (+2) -What can you see? (+2) -I dont think he ought to go (+3) -How do you know its wrong? (+1) -I dont want the money (+1). 13. Choose appropriate intonation patterns for the following sentences. Pay attention to the possibility of choosing several intonation patterns for each sentence and specify the change in meaning. Notice the deliberate omission of the comas. - I asked the captain Mr. Brown. - Janet my wife and John have left. - Would you like one or two lumps of sugar. - I thought it would rain. - I want more experienced people. - John my brother who lives in Oxford loves fishing. 14. Commands and requests are also distinguished by means of intonation. Transform the commands in the first column into requests in the second column:


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I II :Ring me :up at \twelve! Ring me up at twelve! :Will you :pass the \sugar, please? Will you pass the sugar, please? \Alter it! Alter it! Ex\cuse me one moment! Excuse me one moment! :Come \in! Come in! :Dont :trouble to \answer it! Dont trouble to answer it. 15. The following sentences are given with intonation marks. Sketch the pitch within the lines below, leaving a gap between each syllable. a) :Which was the cheap one did you say --------------------------------------------------- -------------------------------------------------- b) I :only :want to taste it -------------------------------------------------- ------------------------------------------------- c) She would have thought it was /\obvious ---------------------------------------------------- --------------------------------------------------- d) There :wasnt :even a :piece of bread in the house --------------------------------------------------------------- --------------------------------------------------------------- e) Now will you believe me ----------------------------------- ----------------------------------- 16) This exercise is similar, but here you are given polysyllabic words and a tone; you must draw an appropriate pitch movement between the lines: a) (rise) opportunity b) (fall-rise) actually c) (fall) confidently d) (rise-fall) magnificent e) (rise) relationship f) (fall-rise) afternoon


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17). In the following bits of conversation, you are supplied with an opening line and a response that you must imagine saying. You are given an indication in brackets of the feeling or attitude expressed, and you must mark on the text the intonation you think is appropriate (mark only the response). Punctuation has been left out, since it can cause confusion. a) It looks nice for a swim. Its rather cold (doubtful) b) Why not get a car? Because I cant afford it (impatient) c) Ive lost my ticket. You are silly then (Stating the obvious) d) You cant have an ice cream. Oh please (pleading) e) What time are the buses? Seven oclock seven thirty and eight (listing) f) She got eight A levels. Eight (impressed) g) How much work have you got to do? Ive got to do the shopping (and more

things after that) 18) The following sentences are given without punctuation. Underline the appropriate tonic syllable places and mark tone-unit boundaries where you think are appropriate. a) (he wrote the letter in a sad way) he wrote the letter sadly b) (its regrettable that he wrote the letter) he wrote the letter sadly c) four plus six divided by two equals five d) four plus six divided by two equals seven e) we broke one thing after another fell down f) we broke one thing after another that night. 19) The distance between two pitch levels is called range. Is the range between two pitch levels constant? 20) Can differences in pitch be due to individual characteristics of speakers and to the context in which speech takes place? 21) State whether true or false: -All sound stretches of an utterance are pronounced on the same level -No language is spoken on a monotone. -The distance between a high pitch level and a low one is relative. -Pitch range varies with every individual as well as with the context of speech. -When we refer to the intonation pattern of an utterance we have in mind not only the recurring changes in pitch level but also the movement and the pitch direction changes of the respective utterance. -A change either to a higher or to a lower level represents a ....... in pitch. -The point towards which the movement takes place is called........ 22) The fluctuation in pitch, that is in pitch level, pitch range, pitch movement and pitch direction are the component parts of the intonation pattern of an utterance. The intonation pattern of an utterance displays a given structure, depending on a variety of factors. What is the minimal number if syllables in such a pattern?


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23) Very often, utterances consist of several syllables (and words), resulting in a more complex structure from the point of view of its intonation. a) What are the component elements of a more complex intonation pattern? b) What are the pre- and post-nuclear components of an intonation pattern? 24) Give a schematic representation of the complete structure of an intonation pattern. 25) Divide the intonation patterns of the following sentences into their component parts: a) I met him on my way home. b) Theres nothing I can do about it. c) Its impossible for me to do it.


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Material Seminar Lec

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