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Nasal – a sound at the production of which the air is allowed to go through the nasal cavity.

Nasal plosion – nasal escape of the air when a plosive consonant sound is followed by a nasal sound. Nasal plosion takes place at the junction of a stop consonant phoneme and the nasal sonorants [m, n]: e.g. garden, help me, bitten, get more.

Nucleus – the beginning of a diphthong; the starting-point. Open syllable – a syllable that ends in a vowel sound.

Open vowel – a vowel, at the production of which, the tongue is in its lowest position.

Oral – a sound at the production of which the air is forced to go only through the mouth.

Palate is a hard bony structure at the top of the roof of the mouth, just behind the alveolar ridge.

Palatalization is the articulation process which involves the raising of the front of the tongue towards the palate.

Parenthesis – is a word, a phrase or a sentence, which serves to show the speaker's attitude to the thought expressed in the sentence, to connect the given sentence with another one or to add some detail to the main idea.

Partial devoicing. The English sonorants [m, n, l, r, w, j] are partially devoiced after voiceless consonants (usually within a word): e.g. try, clean, sleep, prey, price, swim, floor, small;

Phoneme – a single significantly distinctive speech - sound. The phoneme of a language contrasts with one another.

Phonemic alphabet – an alphabet, which contains one and only one symbol for one phoneme.

Pitch component of intonation, or melody, is the changes in the pitch of the voice in connected speech.

Plosion – release of articulation organs with an explosive sound. It is true whenever the plosive sound /k,g,p,b,t.d/ occur in speech.

Plosive – a sound in which air-stream is entirely blocked for a short time, p,b,t,d,k,g

Puff – short, quick expel of air.

Quantitative reduction – when the length of the vowel is reduced without changing its quality.

Qualitative reduction – when the quality of the vowel is changed. Reduction – is the weakening of a sound in an unstressed position.

Rounded vowel – a vowel, which is pronounced with the lips rounded. In English only the back vowels are rounded; and the close, back vowel sounds are rounded more than the open, back vowels.

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RP – Received Pronunciation or SBS

SBS – Southern British Standard or Received Pronunciation

Syllabic consonants – sounds which are rather longer than usual and have syllable making function like vowels, examples: '-l' and '-n'

Rhythmic group – a word or a group of words that is said with a certain rhythm.

Semantic – concerned with the meaning of words.

Sense-group – is a shortest possible semantic and grammatical unit in a sen-

tence.

Sentence stress, or accent, is the greater prominence of one or more words among other words in the same sentence.

Speech timbre – is a special colouring of voice, which shows speakers emo-

tions.

Stop – contact of the articulation, organs, i.e. the beginning of a plosive sound which is followed by a plosion.

Stress position – that position which contains a stressed word. A stressed word in English is generally pronounced with greater intensity (loudness); and greater duration (length of time) on its most prominent syllable.

Syllable – speech sound or group of sounds containing one vowel pronounced as a unit and forming a word or part of a word.

Tempo – is the relative speed with which sentences and intonation groups are pronounced in connected speech.

Tense vowel – a vowel, which is pronounced with the muscles of the throat and tongue tense.

Tooth-ridge – a small ridge just behind top teeth.

Traditional orthography – the spelling system generally used for writing English.

Unrounded vowel – a vowel, which is pronounced with lips unrounded. Vertical position – a description, - in the production of vowels - of the posi-

tion of the higher part of the tongue as being near the top of the mouth, in the middle of the mouth, or near the bottom of the mouth.

Vocal cords – appendages in the throat for the production of sounds.

Voiced sound – a sound pronounced with the vocal cords tense and vibrating. In English all vowels, and most consonants and clusters are voiced.

Voiceless consonant – a consonant pronounced with the vocal cords not vibrating but with greater breathing.

Vowels of constantly full formation are unstressed vowels which are used in all styles of pronunciation and are rather close in timbre to the same vowels under

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stress. They are used in many words of foreign origin (Latin or Greek): e. g. extract

['ekstrækt], programme ['prәugræm].

Weak form – the form of a vowel which is used with form words (articles, prepositions, conjunctions, particles, modal verbs, auxiliary verbs) and some classes of pronouns in unstressed positions to differentiate them from strong forms with different phonemes.

Word stress is a greater prominence of one or more syllables within a word. Zero reduction – a process when the vowel in a reduced word is omitted.

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TESTS

Test 1

1. ... - минимальная единица языка, выполняющая функцию смыслоразличения.

a)звук

b)ударение

c)слог

d)фонема

2.Неделимый звук, первая часть которого "ядро" произносится четко, а вторая часть представляет собой скольжение в направлении звуков [i], [ә], называется

...

a)монофтонг

b)дифтонгоид

c)дифтонг

3.Звуки [i:], [u:] относятся к ...

a)к ненапряженным гласным относятся ...

b)монофтонги

c)дифтонгоиды

d)дифтонги

4.В потоке речи неударный [æ] редуцируется и произносится как

a)[а:]

b)[ʌ]

c)[i]

d)[ǝ]

5.К аффрикатам относятся ...

a)s,z

b)Ʒ,∫

c)ʧ, ʤ

6.Звуки, при произнесении которых музыкальный тон преобладает над шумом, называются...

a)взрывные

b)шумные

c)сонанты

7.Палатализация - это

a)смягчение согласных, возникающее в результате поднятия средней спинки языка к твердому небу

b)уподобление звуков друг другу в потоке речи

c)потеря взрыва смычных согласных

d)слитность произнесения смежных звуков

8.Для английских звуков не характерна

b)позиционная долгота ударных гласных

c)палатализация

d)редукция неударных гласных

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9.В словах tenθ, eitθ, did ðƏ, tel ðƏm наблюдается ...

b)взаимная ассимиляция

c)отсутствие ассимиляции

d)прогрессивная ассимиляция

e)регрессивная ассимиляция

10.К слогообразующим сонантом относятся

a)m,l

b)j,m,n

c)n,m,l

d)n,l

11.В словах pli:d, ni:dl, blæk имеет место ...

a)носовой взрыв

b)потеря взрыва

c)фрикативный взрыв

d)боковой взрыв

12.В словах mi:tn, mi:t mi наблюдается ...

a)боковой взрыв

b)потеря взрыва

c)фрикативный взрыв

d)носовой взрыв

13.Соотнесите слова по варианту сонанта [l] в зависимости от его позиции

14.Связующий [r] произносится в конце слова, если ...

a)следующее слово начинается с гласного

b)следующее слово начинается с гласного и между словами нет паузы

c)между словами есть пауза

15.Мy own [mair oun] является примером ...

a)linking r

b)intrusive r

c)редукции

Test 2

1. Сколько букв в английском алфавите?

a)24

b)26

c)28

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2. Сколько гласных звуков в английском языке?

a)20

b)24

c)26

3. Сколько согласных звуков в английском языке?

a)20

b)24

c)26

4.Голосовые связки, язык, губы, мягкое небо, маленький язычок относятся к a) активным органам речи

b) пассивным органам речи

5.Охарактеризуйте звук [æ]:

a)дифтонг, переднего ряда, низкого подъема, нелабиализованный, краткий

b)монофтонг, переднего ряда, низкого подъема, не лабиализованный, краткий

c)гласный переднего ряда, высокого подъема, нелабиализованный, краткий 6. На каком из рисунков показано положение органов речи при произнесении звука [æ]:

7. Охарактеризуйте звук [Ө]:

a)смычный, губно-зубной, звонкий согласный звук

b)щелевой, переднеязычный, глухой согласный звук

c)щелевой, губно-зубной, глухой согласный звук

8.На каком из рисунков показано положение органов речи при произнесении звука [Ө]:

9.Выберите правильную транскрипцию слова girl:

a)[girl]

b)[gәrl]

c)[gә:l]

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10. Сколько слогов в слове family?

a)один слог

b)два слога

c)три слога

11. Сколько слогов в слове little?

a)один слог

b)два слога

c)три слога

12. На какой слог падает ударение в словах: become, forget, mistake, decide?

a)на первый слог

b)на второй слог

c)на третий слог с конца

13. На какой слог падает ударение в словах: practical, property, different?

a)на первый слог

b)на второй слог

c)на третий слог с конца

14. К какому типу слога относятся: по, so, he, ту?

a)открытый слог

b)закрытый слог

15. К какому типу слога относятся: nut, man, fit, fog, sick, tell

a)открытый слог

b)закрытый слог

Test 3

Section A. Letters and sounds

A1 Circle the word with a different vowel sound.

Example hot hold gone swan

1.Black want mad hand

2.Case lake name care

3.Soap hope sold soup

4.What hot most salt

5.Foot look blood push

6.Rude luck run but

7.Leave beach bread clean

A2 Circle the word if one the consonant letters is not pronounced Example camp crisp climb cost

1.Lamb label cable cab

2.Recipe repeat receipt rope

3.Listen winter eaten after

4.Hour hate home hill

5.Old pile half help

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6.Cold calm colour film

7.Hurry hairy hungry here

A3 Add the consonant sound to the word to make another word. Example /g/+ eight= gate

1./k/+aim=………………

2./k/+ache=……………..

3./l/+eight=……………..

4./r/+owes=…………….

5./w/+eight=……………

6./s/+eyes=……………..

7./h/+eye=……………...

8./b/+air=………………

9./b/+earn=……………

A4 Listen and circle the word you hear.

1.Have you got a pan/ pin/ pen I could borrow?

2.We should clean the cut/ cat/ cot first.

3.You won’t be able to fill/ feel/ fail this.

4.I think that’s the west/ worst/ waist.

5.The cot/ coat/ court’s too small.

6.I don’t think it’s far/ fur/ fair, you know.

7.What time did the woman/ women arrive?

8.The officer’s/ office’s here.

9.I used to have a bet/ vet/ pet.

10.I got a good price/ prize for it.

11.They didn’t suit/ shoot him.

12.I think it’s in the code/ coat/ coach.

13.That’s a fine/ wine/ vine colour.

14.His back/ bag was broken.

15.You can smell it in the air/ hair.

16.You’ll have to watch/ wash the baby.

17.They’re singing/ sinking.

18.I’ll collect/ correct/ connect it tomorrow

Section B. Syllables, words and sentences

B1 Listen and circle the word you hear

1.The glass/ gas is green.

2.The tooth/ truth is out!

3.I can’t sell/ smell anything.

4.They need/ needed more time.

5.I think they want/ wanted to talk.

6.There are thirty/ thirteen people in my class.

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7.Alice is/ was here.

8.The book are/ were cheap.

9.I think there are some pears and/ or grapes.

10.What does/ did she say?

11.That smile/ that’s a mile.

12.We need more sport/ support.

13.It’s all in the past/ pasta now.

14.Our guests/ guest came late.

B2 Which word has a different number of syllables from the other? Circle it. Example snakes sheep foxes cats

1.Likes wants talks washes

2.Wanted walked saved brushed

3.Chicken chocolate afternoon different

4.About around asleep asked

5.Fourteen forty fortieth hundred

6.Builds rebuild builder building

7.Supermarket waterfall holiday hairdresser

8.School texts over sports

B3 All the words or expressions in each group have the same number of syllables. Circle the one with stress in a different place.

Example October November December January

1.Saturday holiday tomorrow yesterday

2.Morning fifty fifteen August

3.He told me. I like it. She finished. Close the door.

4.Go to bed! Don’t worry! What’s the time? Fish and chips.

5.Table tourist tunnel today

6.Mistake famous become remove

7. Playground shoe shop first class handbag

8.Economics economy education scientific

9.It isn’t true. I’ll see you soon. No, it isn’t. he’s not at home.

My score =____/9*2=___/18

B4 Listen. Are the two expressions pronounced exactly the same, or is there a difference? Write S for same or D for different.

Example some of each summer beach ___D___

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Section C. Conversation

C1 Listen. Which sentence do you hear? Tick ( ) a or b

Example

a.Was that the question he asked?

b.‘Was that the question?’ he asked.

1.

a.We walked carefully downstairs. It was dark.

b.We walked carefully. Downstairs it was dark.

2.

a.I saw her clearly. She was hungry.

b.I saw her. Clearly, she was hungry.

3.

a.The word he said was right.

b.The word he said was ‘right’.

4.

a.It was cold last night. The roads were icy.

b.It was cold. Last night, the roads were icy.

5.

a.‘Who?’ said Martin.

b.Who said ‘Martin’?

6.

a.What she said was good.

b.What she said was, ‘Good’.

7.

a.Let’s go home later. We can have a pizza.

b.Let’s go home. Later we can have a pizza.

C2 Listen. You will only hear the response. Which one is it? Tick ( ) a or b.

Example

a- The train leaves at eleven fifteen.

-No it doesn’t, it leaves at twelve fifteen. b - The train leaves at twelve fifty.

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