Positional length of [ɔı].
joy join joint [ɔ: - ɔı] all - oil
boy boys voice ball - boil
toy toys moist corn - coin
coy coin choice tore - toy
cloy soiled hoist jaw - joy
Roy boiled point bore - boy
II. Read the sentences. Follow the tonetic marks.
1. Boys will be boys. Мальчишки всегда мальчишки.
2. The noise is annoying. Этот шум несносен.
3. Join me in the voyage. Поедем вместе путешествовать.
4. It’s beyond the point. Это не по существу.
5. What’s the boiling point of oil? Какова температура кипения масла?
6. There’s no joy without alloy. Нет розы без шипов.
7. Joice is so hoity-toity. Джойс очень обидчив
и раздражителен.
8. Boys take enjoyment in spoiling toys. Мальчики любят ломать игрушки.
III. Observe the correct pronunciation of the rhythmic groups and the diphthong
[ɔı].
I was an`noyed. | I was an'noyed at the `boy. | I was an'noyed at the 'boy for 'spoiling the `toy. | I was an'noyed at the 'boy for 'spoiling the 'toy which be'longed to `Joy. ||
IV. Match the following English idioms, proverbs and sayings with their Russian equivalents. Make up situations to illustrate their usage.
1. Joys shared with others are more enjoyed. a. Цель оправдывает средства.
2. Choice of the end covers the choice of means. b. ложка дегтя в бочке меда
3. keep to the point c. работать по ночам
4. turn the midnight oil d. Разделенная радость
вдвойне приятна
5. a fly in the ointment e. говорить по существу
V. Practise the pronunciation of the following rhyme and learn it by heart.
Take me Back to Toyland
Song
Please take me back to Toyland,
Ev’ryone’s happy there.
It’s more than a girl and a boy land,
Where dreams, just like toys, can be shared.
If you believe in Toyland,
Believe in things that you cannot see;
All the world would become a Joyland.
What a wonderful world this would be!
VI. Pronounce the tongue twister in the quickest possible way. Observe the correct
articulation of [ɔı].
What kind of noise annoys an oyster?
A noisy noise annoys an oyster.
Section 3
I. Test. Tick the words you recognize in the sentences you hear:
| 1. a) corn; | b) coin |
| 2. a) bawling; | b) boiling |
| 3. a) all; | b) oil |
| 4. a) aw; | b) oi |
| 5. a) bore; | b) boy |
| 6. a) all; | b) oil |
II. Listen to the dialogue and learn it by heart.
Joyce’s Rolls Royce
(Joyce takes her Rolls Royce to the garage.)
Garage boy: What a terrible noise!
Joyce: Er?
Garage boy: (raising his voice) WHAT A TERRIBLE NOISE! This is the
noisiest Rolls Royce I’ve ever heard.
Joyce: (pointing) It’s out of oil.
Garage boy: Out of oil? And look! The water’s boiling. Madam, a Rolls Royce
isn’t a toy. Perhaps you’ve spoilt the motor or even destroyed it.
Joyce: How annoying! While you’re changing the oil, I’ll go and visit my
boyfriend, Roy.
Review questions and tasks.
1. What is speech rhythm?
2. What kinds of speech rhythm exist?
3. Enumerate the characteristic features of English rhythm.
4. Define a rhythmic group.
5. Divide the following sentences into rhythmic groups:
1) John’s away on business.
2) They went for a walk in the park.
3) I hope you won’t be late for your train.
4) The weather in England can change very quickly.
5) They couldn’t have chosen a better time for their holiday.
6. How does rhythm influence stress?
7. Explain rhythmical variations of double-stressed words in connected speech.
1) He has afternoon tea. – Nearly every afternoon.
2) He was an unknown poet. – He was quite unknown.
3) She is fifteen years old. – She is just fifteen.
8. Give your own examples using the following words:
sixteen, good-looking, look through, conversation
9. What recommendations may be given a learner to help him acquire a good English rhythm?
Unit 15
Section 1
Make a careful study of the text below and pick out the terms related to phonetics.
Types of Heads
The head in English is an extremely flexible segment of the intonation pattern. One and the same sentence may be pronounced with different scales
(= heads), which results in changing the emotional coloring of the utterance and the meaning implied.
According to their general pitch direction head patterns are classified into
3 main groups: I. descending, II. ascending and III. level.
I.In descending heads the voice moves down from a medium/high pitch level to the low one. The first stressed syllable is the highest.
e.g. He æ doesn’t 'want to 'go there on foot.
Phoneticians elicit 4 variations of the descending head:
a) stepping (when stressed syllable go down by steps and unstressed or partially stressed syllables are pronounced on the same level):
__________________________________
__________________________________
*Gradually descending stepping scales is a typical feature of English intonation.
b) falling(is similar to the stepping head but the unstressed or partially stressed syllables are uttered lower than the preceding stressed segments):
___________________________________
___________________________________
c) scandent (when unstressed or partially stressed syllables are pronounced higher than the stressed ones):
____________________________________
____________________________________
d) sliding (when the voice moves down by slides within stressed syllables):
____________________________________
____________________________________
Thus, one can draw a conclusion that the first three scales only differ in the pronunciation of their unstressed or partially stressed syllables.
Quite often gradually descending heads are broken by the so-called «accidental (special) rise». It is typical of emotionally coloured speech when the speaker wants to single out one particular word in a phrase.
e.g. I ægot ac'quainted with ↑lots of 'interesting people there.
____________________________________
____________________________________
II. In ascending heads the voice goes up, the first stressed syllable being low in the pitch.
e.g. He ädoesn’t 'want to 'go there on foot.
a) If the voice moves up by steps, the head is called rising:
____________________________________
____________________________________
b) If the voice moves up by slides, the head is called climbing:
_____________________________________
_____________________________________
III. In level heads all the syllables are pronounced on the same note. They only
differ in the level and, accordingly, fall into 3 variations:
A) High Level Head
e.g. He doesn’t 'want to 'go there on foot.
________________________________
_________________________________
B) Medium Level Head
e.g. He ® doesn’t 'want to 'go there on foot.
___________________________________
___________________________________
C) Low Level Head
e.g. He doesn’t 'want to 'go there on foot.
___________________________________
___________________________________
Section 2 [ au ]
( the nucleus is central, open (broad variant), unrounded )
I. Observe the position of the lips and the tongue for the sound [au]. Make the glide
very smooth. Pay attention to the positional length of the diphthong [au].
bow bowed bout [α:- au]car - cow
cow cowed count bar - bow
how hound house bra - brow
row round rout grass - grouse
plough ploughed doubt arch - ouch
now loud louse tarn - town
II. Read the sentences. Follow the tonetic marks.
1. Out of doubt. Несомненно.
2. How about an outing? Может быть, устроим пикник?
3. Count Brown out. На Брауна не рассчитывайте.
4. Fowler’s down and out. Фаулер разорен.
5. Miss Brown brought out the house.Мисс Браун вызвала бурю аплодисментов
6. Lowrie’s down in the mouth. Лаури в подавленном настроении.
7. Now, how would Brown work Ну, а как Браун решит эту проблему?
that problem out?
8. Out of the house to the grounds! Ну-ка, все на свежий воздух!
III. Observe the correct pronunciation of the rhythmic groups and the diphthong
[au].
`How? | 'How have you 'found `out? | 'How have you 'found out a`bout it? | 'How have you 'found out a'bout that `row? ||
IV. Match the following English idioms, proverbs and sayings with their Russian
equivalents. Make up situations to illustrate their usage.
1. From mouth to mouth. a. вне пределов
2. take the words out of smb’s mouth b. из уст в уста
3. be up and about c. предвосхитить чьи-то слова
4. out of bounds d. выздороветь
Section 2
I. Test. Tick the words you recognize in the sentences you hear:
1. a) car; b) cow
2. a) grass; b) grouse
3. a) bra; b) brow
4. a) ha; b) how
5. a) ah; b) ow!
6. a) tarn; b) town
II. Listen to the dialogue and learn it by heart.
A Mouse in the House
Mrs. Brown: (shouting loudly) I’VE FOUND A MOUSE!
Mr. Brown: Oh! You’re shouting too loudly. Sit down and don’t shout.
Mrs. Brown: (sitting down) I’ve found a mouse in the house.
Mr. Brown: A brown mouse?
Mrs. Brown: Yes. A little round mouse. It’s running around in the lounge.
Mr. Brown: On the ground?
Mrs. Brown: Yes. It’s under the couch now.
Mr. Brown: Well, get it out.
Mrs. Brown: How?
Mr. Brown: Turn the couch upside-down. Get it out somehow. We don’t want
a mouse in our house. Ours is the cleanest house in the town!