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Ïðàêòèêóì ïî ôîíåòèêå àíãëèéñêîãî ÿçûêà

×èòàéòå òàêæå:
  1. V2: Áîëåçíè ãóá, ÿçûêà, ïîëîñòè ðòà
  2. Àáñîëþòíàÿ ìîíàðõèÿ â Àíãëèè. Îñîáåííîñòè àíãëèéñêîãî àáñîëþòèçìà.
  3. Àäðåñíàÿ àðèôìåòèêà ÿçûêà Ñè
  4. Àëôàâèò è ñëóæåáíûå çíàêè ÿçûêà Áåéñèê.
  5. Áèáëèîòå÷íûé ïðàêòèêóì
  6.  ÌÅÒÎÄÈÊÅ ÏÐÅÏÎÄÀÂÀÍÈß ÐÓÑÑÊÎÃÎ ßÇÛÊÀ
  7.  ïîìîùü ó÷èòåëþ ðóññêîãî ÿçûêà: ïîëåçíûå ññûëêè
  8. Âàðèàòèâíîñòü íîâîãðå÷åñêîãî ÿçûêà.
  9. Âàðèàòèâíîñòü, ïðåäñòàâëåííàÿ íà ðàçíûõ óðîâíÿõ ÿçûêà
  10. Âåëèêàÿ õàðòèÿ âîëüíîñòåé (1215 ã.) è ñòàíîâëåíèå ñîñëîâíî-ïðåäñòàâèòåëüíîé ìîíàðõèè â Àíãëèè. Îáðàçîâàíèå àíãëèéñêîãî ïàðëàìåíòà

Òåìàòè÷åñêèé ïëàí ïðàêòè÷åñêèõ çàíÿòèé

¹   Modules Reading Writing Speaking Listening
  2 hours Module I The Production of Speech   1. The Organs of Speech   Literature¹ 1 (P. 8-11) Questionnaire What organs of speech are activated in the production of speech? Assignments 1. Read text ¹1 about organs of speech.   Literature¹ 1 (P. 14-18)   1. Write out unfamiliar words, transcribe and translate them.   Literature¹ 1 (Ð.21) Speak on the following: · Three different states of the vocal cords. · The position of the soft palate which influences the direction of the air stream. · The parts of the palate.   Literature¹ 3 P. 6 Ex. # 4 (a,b,c) Tape script 1.2 Pronunciation: Look at the sound pictures. How do you pronounce them?    
  2 hours   2. The Work of organs of speech. Literature¹ 5 (P. 10-11) 1. Study essential vocabulary, word combinations and phrases of the text.     Literature¹ 1 (P. 19-20) 1. Write and Learn the words, expressions and phrases which are used in the text.   Literature¹ 1 (P. 21) Speak on the following: · The parts of the tongue. · The position of the movable organs of the mouth, i.e. the shape of the lips and tongue. · The active and passive organs of speech and their role in the sound formation. Literature¹ 3 P. 10 Ex. # 5 Tape script 1.7   Write the words in correct column. How do you pronounce them?  
  2 hours   Module II Articulation of sound   1. Correct pronunciation Literature¹ 1 (P. 11-14) Questionnaire 1. What should be done to acquire correct pronunciation? Assignments 1. Read text ¹2 about breathing practice.     Literature¹ 1 (P. 338-339) 1.Write out unfamiliar words, transcribe and translate them. 2.Learn the words, expressions and phrases which are used in the text. 3.Do given exercises.   Literature¹ 1 (P. 335-336) 1. Speak on the text. Recommendations 1. Study essential vocabulary, word combinations and phrases of the text.     Literature¹ 3 P. 18 Ex. # 1 Tape script 1.5   Underline the stressed syllable.
  1 hours   2. The Sounds Of speech. Sounds and phonemes. Literature¹ 2 (P. 39-47) 1. Study essential vocabulary, word combinations and phrases of the unit. 1. Reread text three to make sure you can speak on the given items. 2. Read the text and answer the questions given above. Literature¹ 5 (P.39-41) Transcribe the words phrases which are used in the text. Literature¹ 1 (P. 22-23) Questionnaire 1.What is a phoneme? 2.What is an allophone? 3.What is principle allophone? 4.What is subsidiary allophone? Literature¹ 3 P. 5 Ex. # 6 Tape script 1.1   Use the sound pictures to help you. How do you pronounce the letters?
  1 hours Module III CONSONANTS PPRINCIPLES OF CLASSIFICATION 1. Sonorants Noise consonants Literature¹ 1 (P. 23-25) Assignments 1. Read the text about consonants. 2. Answer the questions and speak on the points given above. Literature¹ 5 (P. 46-52) 1.Write out new words, translate and transcribe them. Literature¹ 2 (P.60-67) Questionnaire 1.What is a consonant sound? 2.How do the consonants change on the articulatory level? 3.What are the two consonant classes according to the degree of noise? 4.What is the function of the vocal cords in the production of voiced and voiceless noise consonants? 5.How does the degree of noise vary because of the force of articulation? Literature¹ 3 P. 7 Ex. # 5 Tape script 1.5 Listen and repeat
  2 hours   2. Classification of English noise consonants according to the degree of noise   Literature¹ 2 (P. 71-78) Assignments 1.Read the text about consonants according to the degree of noise   Literature¹1 (P. 26-30) 1.Enumerate the consonant groups according to the place of articulation. Learn phonetic symbols of consonants, vowels. Literature¹ 5 (P. 52-55) Questionnaire · What is a sonorant? State the difference between sonorants and noise consonants. · How does the position of the soft palate determine the qual­ity of a sonorant? · Define every type of obstruction. Literature¹ 3 P. 8 Ex. # 2 Tape script 1.8 Put the words in the correct columns
  1 hours 3. The manner of articulation Literature¹ 2 (P. 90-100) Assignments Read the text: According to the manner of articulation consonants may be of four groups: 1. Occlusive. 2. Constrictive. 3. Occlusive-constrictive (affricates). 4. Rolled. Literature¹ 5 (P. 55-61) Do given exercises. Find out the consonant groups according to the place of articulation Literature¹ 2 (P. 350-354) Questionnaire · Define every type of obstruction. · What are the four groups of consonants- according to the manner of articulation? · What consonant sounds are called ‘occlusive’? · What consonant sounds are called ‘constrictive’? What is the difference between occlusives and constrictives? · How else are constrictive noise consonants called and why? · How do the fricatives vary in the work of the vocal cords and in the degree of force of articulation? · How are the constrictive sonorants made? Literature¹ 3 P. 10 Ex. # 7 Tape script 1.3 Underline the letter or word with a different sound
  2 hours 4. The place of articulation Literature¹ 5 (P. 22-28) Read the text about the place of articulation which is determined by the active organ of speech. Psychology.wikia.com\places_of_articulation Do given exercises. Write down The English fricatives and affricates Questionnaire · Speak about the place of obstruction forelingual consonants · Discuss with the partner the classification of English and Russian forelingual consonants according to the position of the tip of the tongue Literature¹ 3 P. 17 Ex. # 4 Tape script 4 Pronunciation.
  2 hours 5. Constrictive fricative consonants (FRICATIVES); Occlusive-constrictive consonants (AFFRICATES)   Literature¹ 2 (P.71-78) Read the text about Constrictive fricative consonants comprise four pairs [f, v; θ, ð, s, z, ∫, 3] and [h]. Literature¹ 1 (P. 42-54) Make the schedule of English Constrictive Fricative Consonants (Fricatives) and English Sonorants Literature¹ 5 (P. 66-74) Questionnaire What consonant sounds are called ‘fricatives’? What fricatives are bicentral? How are fricatives classified according to the place of articulation? What are the voiced counterparts of [f, θ, s, ∫]How are final fricatives pronounced? Literature¹ 3 P. 19 Ex. # 4 Tape script 2.5, 2.6. Listen to these words and underline the stressed syllable.
  1 hours Module IV ASSIMILATION 1. Direction of assimilation Literature¹ 1 (P. 68-76) 1. Reread text three to make sure you can speak on the given items. 2. Transcribe the words white, thorn, although, breadth, to underline the consonants affected by assimilation and to define its type. Literature¹ 1 (P. 74-76) 1. Transcribe and pronounce the words three, thread, thrill, throat, throw. Say what allophones of the phoneme [r] are used in them. 2. Transcribe and pronounce the words train, quarter, twilight and swallow and say what type of assimilation takes place in them. Literature¹ 5 (P. 76-79) Questionnaire 1. What is assimilation? 2. What features of the articulation of a consonant may be af­fected by assimilation? 3. Give three examples illustrating different degrees of assimila­tion. 4. What is the difference between progressive and regressive assimilations? 5. What kind of assimilation affects the alveolar articulation of the [t, d, n] and [1] when they are followed by [θ] or [ð]? Literature¹ 3 P. 6 Ex. # 3 Tape script 2.8. Look at the typical spelling to these sounds.
  2 hours 2. Modification of the place of obstruction and the active organ of speech. Literature¹ 1 (P. 76-79) 1.Read and transcribe the words train, trifle. 2.Say what conso­nant is assimilated in them and what degree of assimilation it is. Literature¹ 1 (P. 80-84) Write down the Assimilation within a word and also at word boundaries. The following three important cases should be noticed. Literature¹ 5 (P.80-82) Questionnaire 1.How would you help your fellow-student to pronounce [n] and [1] proceeded by [θ] or [ð] correctly? 2.What consonant in the sentence “Call the boy” is affected by regressive assimilation? 3.What allophone of the phoneme [r] is used within the word through? Explain the difference between this allophone and the principal one. 4.What allophone of the phoneme [d] is used within the words drop, drug? Explain the difference between this allophone and the principal one. Say what degree of assimilation it is. Literature¹ 3 P. 4 Ex. # 23 Tape script 2.12, 2.13.   Listen and repeat the sound words at the chart
  1 hours Module V VOWELS.PRINCIPLES OF CLASSIFICATION 1. Stability of articulation. Monophthongs Tongue positions. Lip position.   Literature¹ 1 (P. 85-89) 1. Discuss the items given above. 2. Read the text, write out new words and transcribe them Literature¹ 1 (P. 90-91) 1. Write the text and three to make sure you can speak on the given items. Literature¹ 5 (P.83-84) Questionnaire 1. According to the stability of articulation there are three groups of vowels. Do you think it is enough to distinguish only two groups: monophthongs and diphthongs? 2. Phoneticians speak of front vowels and back vowels. What characteristic do all the front vowels have in common that is different from the back vowels? 3. What is the difference between front and front-retracted vow- els? Literature¹ 3 P. 26 Ex. # 1 Tape script 2.1   Underline the word with the different sound
  2 hours   2. Vowel length. Literature¹ 1 (P. 92-95) Read about the Vowels which are capable of being continued during a longer or a sorter period. All English vowels (with the excep­tion of diphthongs) are generally divided into long and short. Long vowels are: [i:, a:, o:, u:, ç:]. Short vowels are: [i, e, d, υ, Λ, ә]. Literature¹ 1 (P. 95-97)   Do given exercises. Literature¹ 5 (P. 85-87) Questionnaire 1. How do different phonetic contexts modify vowel length in English? 2. Can the location of word stress and intonation influence vowel length? 3. Are there any historically long and short vowels in English? Literature¹ 3 P. 33 Ex. # 5, 6 Tape script 3.4,3.5   Listen and repeat the construction. Copy the rhythm.
  2 hours Module VI MODIFICATION OF VOWELS IN CONNECTED SPEECH. 1.Reduction   Literature¹ 1 (P. 98-99) Assignments 1. Name the sounds which are commonly found in the un­stressed syllables. 2. Give examples to illustrate the verb to do in the reduced and non-reduced forms. 3. Discuss the points given above. 4. Read the text, write out new words and transcribe them.   Literature¹ 5 (P. 88-89) Write and Mark sentence-stresses and underline all the content words in the sentence: 'I sent them a photo of the children.' What parts of speech are content words? Mark sentence-stresses and underline all the form-words in the sentence: 'They all went for a walk in the park.' What parts of speech are form-words? Transcribe the following sentence, mark the stresses and tunes. Read it, make it sound rhythmically correct: 'He told his son to wait for him.' Questionnaire 1. What phenomenon is called ‘reduction’? 2. In what kind of words do non-reduced vowels occur in un­stressed syllables? Give examples. 3. What degrees of reduction do you know? 4. Read the following sentence: 'I can read it alone.' What type of reduction is observed in the word can? 5. Transcribe and read the sentence: 'He is right.' What type of reduction is found in the word hå? Literature¹ 3 P. 40 Ex. # 2 Tape script 4.1   Vowel sounds.
  2 hours 2. Strong and weak forms Literature¹ 1 (P. 100-109) 1. When practising reading as well as speaking weaken un­ stressed form-words, personal and possessive pronouns, auxiliary and modal verbs whenever it is necessary. Personal and possessive pro­nouns, auxiliary and modal verbs are normally unstressed and are very weak in English speech. Literature¹ 5 (P. 90-101) 1.Reduced vowels should be made very weak. Sometimes they are even dropped in fluent speech, eg factory ['fæktri]. 2.Unknown words especially compound and borrowed should be looked up in a dictionary to check their pronunciation. Be sure not to reduce vowels of full value in the unstressed posi­tion, unless you are to do so. Questionnaire 1. Give examples of the word that as a demonstrative pronoun and as a conjunction. 2. Transcribe, mark the stresses and tunes and read the sen­tence: 'He isn't away, is he?' Give examples where link-verbs have their strong forms. 3. Transcribe, mark the stresses and tunes and read the sentences: 'We have an elder brother.' 'He has left for the Urals at present.' How have you transcribed the verb have in the first sentence, and has in the second? Literature¹ 3 P. 43 Ex. # 3 Tape script 4.5   Listen and repeat. Practice saying the sentences.
  1 hours Module VII SYLLABLE STRUCTURE. 1. SYLLABLE FORMATION   Literature¹ 1 (P. 110-111) Assignments 1. Read the text, write out new words and transcribe them. 2. Study essential vocabulary of the Unit. Literature¹ 5 (P. 101-109) 1. Be sure to make the final sonorants [1], [n], [m], with a preceding consonant syllabic, eg giggle ['gigl], dozen ['dΛzn]. 2. Write and Make vowels in stressed syllables checked by passing over to the articulation of the following consonant as quickly as possible. Questionnaire 1. What is a syllable? 2. What sounds can form the ‘peak’ of a syllable? 3. What sonorous sounds are syllabic? 4. What are the two possible ways to pronounce a word with a vowel-letter preceding a sonorant? 5. When does a sonorant lose its syllabic character? Literature¹ 3 P. 50 Ex. # 15 Tape script 1.3   Pronunciation. Practice saying the sentences.
  1 hours 2. SYLLABLE DIVISION Literature¹ 1 (P. 112-115) 1. Answer the questions and discuss the points given above. Literature¹ 5 (P. 110-112) 1.Write and Make vowels in stressed syllables checked by passing over to the articulation of the following consonant as quickly as possible. Questionnaire What is the peculiarity of the syllable boundary with an inter­vocalic consonant preceded by a vowel? How would you find the syllabic boundary in a word with intervocalic combinations of consonants? Give examples. What is the generalized formula of a syllable structure? What pronunciation habits of Russians can interfere with correct syllable division in English? Literature¹ 3 P. 55 Ex. # 6 Tape script 5.3   Listen and repeat the sound picture and the words
  2 hours Module VIII WORD STRESS. 1. THE DEGREES AND THE POSITION OF WORD STRESS   Literature¹ 1 (P. 115-116) Recommendations 1. Read the text to make sure you can speak on the given points. 2. Compare the accentual patterns of the words unusual and unshaven. What is the difference between them due to? 3. Illustrate the use of the accentual pattern with two primary stresses with a set of words. Give not less than five examples for each group. Transcribe and read them. Make up sentences with these words. Intone them. Show how the accentual pattern is modified under the influence of the rhythmic structure of the phrase, eg well-known: His books are well-known. Literature¹ 5 (P. 113-115) 1. Study vocabulary of the text given below. 2. Give a series of examples to illustrate the fact that the quali­tative modification of unstressed vowels is not obligatory in English. Define word stress of the words below in respect of its posi­tion: finish, together, malice, family,etc. Questionnaire 1. What factors create the effect of stress in the English words torment (n) ['to: ment] — torment (v) [to:'ment], concert (n) ['kdnsәt] — concert (v) [kәn's3:t] and in Russian words âî­äàâîäîâîç? 2. How is pitch component manifested in English word stress? 3. What is the main difference between English and Russian in respect of degrees of word stress? 4. What is the difference in the accentual patterns of compound nouns, adjectives, verbs? 5. What kind of accentual oppositions are capable of differenti­ating the meaning? Literature¹ 3 P. 62 Ex. # 1 Tape script 1.3   Underline the word with the different sound
  1 hours   2. INTONATION Literature¹ 1 (P. 117-120) Recommendations Assignments 1. Study vocabulary of the Unit. 2. Read the new words, translate and transcribe them. 3. Take any sentence, transcribe, show it on the staves mark tunes and stresses. Literature¹ 5 (P. 115-120) 1. Write sentences and represent their intonation on the staves. 2. Enumerate and define the pitch-and-stress sections of an into­nation pattern. 3. Describe each type of level heads. 4. Write on the blackboard the tone-and-stress marks used in the text for ascending heads. Illustrate them with your own examples.   Questionnaire 1. What pitch levels are generally distinguished? 2. What is a pitch range? What pitch ranges are called normal, wide, narrow? 3. What is the nucleus? What types of nuclear tones do you know? 4. What section of the intonation pattern is called 'the Head’? How are the heads grouped in English? 5. Why is it necessary to differentiate the four types of de­scending heads? Literature¹ 3 P. 65 Ex. 4 1 Tape script 6.2, 6.3   Listen and repeat the pairs of long and short vowels.
ÈÒÎÃÎ: 30 ÷àñîâ  

 




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