Word Phonetic Analysis Model

1. Spell the word.

2. Define the number of phonemes, constituting the word and give their definition and orthographical representation.

3. Define the allophones by which the phonemes are realized in the phonetic structure of the word.

4. Divide the word into syllables. Define their types. Mark the stressed syllable.

5. Give the accentual pattern of the word and examples of words of the same accentual pattern.

Sentence Phonetic Analysis Model

1. Define the communicative type of the sentence.

2. Show the syntagmatic division of the sentence.

3. Lay all the necessary tonetic stress marks in the intonation groups. Define the communicative centres in the intonation groups according to the meaning and modality expressed in the sentence.

4. Transcribe the sentence. Define the cases of vowel reduction and assimilation.

5. Draw the tonogram of the sentence. Define the structure of each intonation group.

Preparatory Tests

Preparatory Test 1

1. Listen to the words and write them down in transcription. Lay stress-tone marks.

/™i:t/ /°SIp/ /™pli:z/

/°sIt/ /™si:t/ /™pIl/

/°peg/ /™lIk/ /°bel/

/™s{nwIdZ/ /°tSi:z/ /°m{n/

/°fIlm/ /™ben/ /™hIl/

/°Intr@stIN/ /°{ks/ /™si:mz/

/°IndI@nz/ /™s{d/ /°ten/

/mIsIz°smIT/ /™pi:l/ /°p{n/

/™p{sIndZ@/ /°tSIk/ /°bred/

2. Transcribe the following words. Lay stress-tone marks.

tongue larynx

alveolar ridge vocal cords

front vowel hard palate

back uvula

muscular rounded

3. Lay stress-tone marks, transcribe and give tonograms of the following:

Peter: Hello, Guy. How are you?

Mr. Hunt: I’m fine, thank you.

Peter: Very well, thank you. How are you, Sarah?

Mrs. Hunt: Fine, thank you.

4. Listen to the conversation, write the utterances down and lay stress-tone marks.

Tim: Last name?

Sheila: Morgan.

Tim: First name?

Sheila: Sheila.

Tim: Address?

Sheila: 34 Rue Temple, Geneva, Switzerland.

Preparatory test 2

1. Listen to the words and write them down in transcription. Lay stress-tone marks.

/°pIti/ /™jVN/ /°pUt/

/°eni/ /™pO:t/ /™su:n/

/™bi:n/ /°lUk/ /°g3:l/

/°bend/ /°su:n/ /°fO:k/

/°s{d/ /™bVn/ /°wUm@n/

/°dVl/ /™hVg/ /™tu:/

/°kVntri/ /°kA:t/ /™su:p/

/™pA:m/ /°bA:n/ /°f3:/

/°dQg/ /°kO:t/ /°n3:s/

2. Transcribe the following words. Lay stress-tone marks.

phoneme pronounce

speech sound monophthong

articulation diphthong

muscular tension diphthongoid

pronunciation narrow variant

3. Lay stress-tone marks, transcribe and give tonograms of the following:

Peter: Are you Swiss?

Sheila: No, I’m English.

Peter: Here’s a taxi. Taxi!

Where are Simon and Jane?

Mrs. Hunt: Here they are.

Peter: Good. The Beardsley Hotel, please.

Taxi driver: Yes, Sir.

4. Listen to the conversation, write the utterances down and lay stress-tone marks.

Tim: Date of birth?

Sheila: The second of May, 1950.

Tim: Place of birth?

Sheila: Exeter, Davon.

Tim: Sex?

Sheila: Female.

Tim: Nationality?

Sheila: British.

Preparatory Test 3

1. Listen to the words and write them down in transcription. Lay stress-tone marks.

/™D3:zdeI/ /°Vgli/ /°skO:/

/™h3:t/ /°kVmp@ni/ /°fO:w@d/

/°tO:n/ /°tr{v@lIN/ /™fUd/

/°pu:l/ /"{mst@%d{m/ /°bUk/

/°bu:t/ /%Vnd@"st{nd/ /°lQk/

/°bedrUm/ /™grA:s/ /"A:ft@%nu:n/

/™gUd/ /™grA:nd/ /°lO:n/

/°spO:ts/ /°smA:t/ /°fUl/

/™eni/ /™sQri/ /°fUtbO:l/

2. Transcribe the following words. Lay stress-tone marks.

vowel lateral

consonant obstruction

classification nasal cavity

occlusive sonorant

constrictive reduction

3. Lay stress-tone marks, transcribe and give tonograms of the following:

I’m Carol Fenton.

I’m Mrs. Hunt’s sister.

This evening my sister’s family is coming to celebrate my nephew’s birthday.

I’ve planned a small party but Simon doesn’t know about it yet.

It’s a surprise.

4. Listen to the conversation, write the utterances down and lay stress-tone marks.

Mrs. Fenton: Hello, Sheila.

Sheila: How do you do, Mrs. Fenton.

Mrs. Fenton: Please, call me Carol.

Now sit down everyone.

I’ve made some tea.

It’s in the kitchen.

Can Jane help me?

Mrs. Hunt: Of course, she can.

Preparatory test 4

1. Listen to the words and write them down in transcription. Lay stress-tone marks.

/°kVp/ /™OIl/ /°dZ3:n@lIst/

/™kQt/ /°kOIn/ /°pIktS@/

/°hA:t/ /°haU/ /°kO:t/

/°fu:l/ /°wQt/ /™naID@/

/™h3:d/ /™fI@/ /°heIt/

/°k{mr@/ /°tSe@/ /@°pOIntm@nt/

/°sVk/ /™bA:k/ /™v@Ukl/

/™kO:d/ /™hu:/ /°nI@rIst/

/™haIt/ /™w3:m/ /°kjU@/

2. Transcribe the following words. Lay stress-tone marks.

palatalisation spread

nucleus strong

falling weak

rising raise

pre-head element

3. Lay stress-tone marks, transcribe and give tonograms of the following:

My aunt and uncle are so kind. They remember my birthday every year. I’ve already received one present. Mum’s parents have sent me two pounds.

4. Listen to the conversation, write the utterances down and lay stress-tone marks.

Mrs. Hunt: Hello, Sheila.

Sheila: How are your sons?

Mrs. Fenton: Tim’s still living with us.

Mrs. Hunt: Has he finished university yet?

Mrs. Fenton: Yes, he has. He’s worked here in London for eighteen months.

Date: 2015-12-11; view: 2210