UNIT NINETask 1. Listen to the recorded words. Write them in the alphabetical order. Transcribe them. Practise their pronunciation. Crèche kindergarten nursery comprehensive private independent comprehension schooling education tertiary docent swat slave loathe qualifications experience eligible diploma miserable inquiries doctorate professor diligently assiduously behaviour inaugural requirements sapless applicant fidgety discipline reluctantly briefly restore inconsistent staff awkwardly versatile varied awkwardly pedagogics psychology tutorial emphasis expel priority cheat lenient flustered courage enroll primarily exhausted skiver truant assess insomnia conquer linger participate knowledgeable research acquire nervously colours competitive Task 2. Listen to the words in Task 1. Put them in the right column according to the number of syllables they contain.
Task 3. Listen to the words in Task 1. Group them according to the type of a stressed syllable. Note:a) theIst syllable type is called open (see, Pete, tune, etc.); b) the 2nd syllable type is known as closed (set, sys tem, syn tagm, sup per, etc.); c) the IIId syllable type is represented by a vowel followed by the letter “r” (verb, short, partly, dirty, etc.); in case the vowel is followed by the doubled “rr” it is read according to the 2nd syllable type (marry, sorry, Harry); d) the IVth syllable type contains a stressed vowel followed by the combination of letters “r” and “e” as in prep are, sph ere, sec ure, expl ore, t ire d, l yre (exceptions: a + re = /A:/ as in are; e + re = /E@/, /3:/ as in there, where, were; u+re = /P@/ as in sure).
Task 4. Listen to the words in Task 1. Put them in the right column according to the part of speech they belong to.
Task 5.Compare the sets of English and Ukrainian consonants. Describe the differences in their pronunciation. Enumerate the consonants which are foreign to the Ukrainian consonantal system. Explain the differences in the pronunciation of consonants in the following pairs of English and Ukrainian words. Do it in writing.
Стіл — steel Бруд — brood Франт — front Леза — leather Цент — cent Брід — breathe Сам — some Сто — store Кат — cut Гей — hay Син — thin Рід — read Тент — tent Task 6. Listen to the following dialogues carefully, sentence by sentence. Write them down. Lay stresses and tone marks. Concentrate on the intonation of replies, give their tonograms. Define the speaker’s attitude. Establish the intonation patterns of the words and expressions that make the listener more comfortable, less worried. Practise reading the dialogues using the proper intonation to reassure the listener. Give graphical presentation of intonation of the utterances conveying reassurance. Thompson P.19-21. 1) Alan: Sorry to keep you waiting, Sarah. Sarah: |That’s all /right. Alan: I couldn’t get any real orange juice – only synthetic stuff. Sarah: \Well, | that’s |better than /nothing. Alan: The trouble is – the shops are shut tomorrow. Sarah: |Never /mind. [Thompson:19] Now Harriet wants to tell you a secret. She is anxious. Try to put her mind at rest. 2) Harriet: There’s something I’d like to tell you, Jo, only I’m afraid someone’s listening. Jo: |No one’s /listening. Harriet: Are you sure? The other thing is – I’m afraid you’ll tell someone. Jo: I |won’t /tell . anyone. Harriet: Or you might laugh at me. Jo: I |won’t /laugh at you. Harriet: Well, in that case I’ll tell you. You see, the other day I was at a party... [Thompson:20] Task 7. Read the text given below. Make sure you understand what it is about. Divide each sentence into syntagms, lay stresses and tone marks, practise your reading technique. While reading the text, make use of the note below. Record your reading. Note: a) the term elision means the omission of both consonants and vowels in connected speech, e.g. boys ’n’ girls, cup ‘o’ tea, camera /"k{mr@/, twelfths /"twelTs/ or /"twelfs/; b) slip-shod means careless, not exact, e.g. the slip-shod pronunciation.
Style to Samuel Wesley was “the dress of thought”; to Jonathan Swift it was “proper words in proper places”; to W.B. Yeats, it was “high breeding in words and in argument”. And so we could continue through several hundred definitions and characterisations. It means that we do not always speak in the same manner. Sometimes, especially among friends, we speak rather fast and carelessly; at other times, especially if we wish to be solemn or severe we adopt a much slower and more deliberate way of speaking. Paul Christophersen distinguishes several styles of pronunciation: 1) Formal Style with fewer assimilations and elisions and more strong forms than in ordinary conversation; 2) Slower Colloquial style, an intermediate style which may safely be used for most purposes; 3) Familiar (or Rapid Colloquial) style characterised by more assimilations, elisions and weak forms than the other styles. The style described below is viewed by P.Christophersen as Conversational or Slower Colloquial; it contains many assimilations, elisions and weak forms; but it is not careless as the Familiar Style. It will do for any kind of conversation, whether with superior or an equal; it will serve even formal occasions. Naturally we are not all alike; some of us are more formal in our personality than others. While some educated people seldom use the somewhat slip-shod Familiar Style, others never use the formal Style. But the Slower Colloquial is widely used by all educated people. This, therefore, is the style that a learner should imitate.
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