J J J J J

J J J J J

r

I

JJ

J

J/J

r
D

j j

A PRACTICAL COURSE
OF ENGLISH PHONETICS


of

O lga Yerko

,

^

^

”!S

Гг &
' / / /'
c7crisis

S

Я й а ^ ь С

Д.

1
I
837n J

Д Practical Course
of English Phonetics
Рекомендовано М іністерством освіти і науки України
як навчальний посібник для студентів
вищих навчальних закладів
(Лист МОН України від 29.12.2004 за N9 14/18.2-2871)

ТОВ “ ВП Логос”
Київ
2005



УДК 811.111*342
Б Б К 81.2 АНГЛ-1
Є71
Рекомендовано Міністерством освіти і науки України
як навчальний посібник для студентів
вищих навчальних закладів
(Лист МОН України від 29.12.2004 за № 14/18.2-2871)

Рецензенти:

Л.Ф.Омельченко, доктор філологічних наук,
професор Київського національного лінгвістичного університету.
H. І. Панасенко, доктор філологічних наук,
професор Черкаського національного університету
ім. Б.Хмельницького
I.В.Ткаченко, кандидат філологічних наук,
доцент кафедри прикладної лінгвістики
Черкаського державного технологічного університету

Є71

Єрко О. К.
A Practical Course of English Phonetics = Практична фонетика англійської мови:
Навч. посібник. - К.: ТО В “ В П Логос” , 2005. - 272 с.: іл. - Англ., укр.
IS B N 966-509-070-4
Навчальний посібник є курсом практичної фонетики англійської мови для студентів лінгвіс­
тичних спеціальностей. Його метою є формування та засвоєння стійких навичок правильної англійської
вимови.
Посібник складається з чотирьох розділів (“ Звуки” ; “ Інтонація” ; “ Поезія” , “ Фонетичні ігри” ) та
має додаток (2 аудіокасети).


Автор висловлює щиру вдячність Дженет С. Ас тон (коледж Пенрин,
м. Фальмут, Англія) таДжею С. Муру (коледж Хілкрест, м.Гастінгс, Англія)
за допомогу у створенні даного посібника.
УДК
ББК

IS B N 966-509-070-4

811.111*342
81.2 АНГЛ-1

© Єрко О. К., 2005
© ТО В “ В П Логос” , 2005
© Художнє оформлення ТО В “ В П Логос” , 2005


CONTENTS

FftO NUNCIATION ACHIEVEM ENT FACTORS

5

S E Z 'IO N 1. SOUNDS
IN T R O D U C IN G T H E SO U N D (Elementary level)

Co-sonants:

Monophthongs:
Unit 25: Say I'd .............. ..............57

Unit 26: Say I I I ................ ..............58
Unit 27: Say /е/ ............... ..............61
Unit 28: Say /ае/.............. ................... 64
Unit 29: Say /a:/............... .............. 6 6
Unit 30: Say /и/ ............... .............. 6 8
Unit 31: Say /0:/ .................... ................... 70
Unit 32: Say /и/ ............... ..............72
Unit 33: Say /u:/............... ..............74
Unit 34: Say /л/ ............... ..............76
Unit 35: Say /з:/............... ..............78
Unit 36: Say /з/ ............... ..............80
Review ................................... ..............81

I nit 1: Say /р/............... ............... 7
L nit 2: Say /Ь/ ................. ............... 9
Unit 3: Say Ш ................... .............. 11
Unit 4: Say /d/................ ..............13
Unit 5: Say /к/ ................. ..............15
1 nit 6 : Say /g/ ................. ..............17
Unit 7: Say /m/................. ................... 19
Unit 8 : Sav /п/..................... ................... 21
Unit 9: Say /г)/................. ..............24
Unit 10: Say /f/................. ..............26
Unit 11: Say /v/................. ..............28
Unit 12: Say Is/................ ..............30
Unit 13: Say /z/ ............... ..............33
Unit 14: Say /0/............... ..............35
Unit 15: Say /6/ .............. ..............37
Unit 16: Say /J7................ ..............39
Unit 17: Say /3/................ ..............41

Unit 18: Say /h/.............. ..............42
Unit 19: Say /г/.................... ................... 43
Unit 20: S a y /1/.................... ................... 46
Unit 21: Say /w/.............. ..............48
Unit 22: Say /j7.................... ................... 50
Unit 23: Say / t / / .................. ................... 51
Unit 24: Say /(±5/.................. ..............53

Diphthongs:
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit

3

37:
38:
39:
40:
41:

Say
Say
Say
Say

Say
42: Say
43: Say
44: Say

/еі/............... ..............82
/зи/ ............. ..............84
/аі/................... ................... 8 6
/аи/ ................. .............. 8 8
/01/................... ..............91
/ге/............... ..............93
/ез/.................... ................... 94
/из/ ............. ................... 95


A R O U N D T H E SO U N D (Intermediate level)

Consonants:
Unit 1: Say /р/ ................... ...............96
Unit 2: Say /Ь/ ................ ...............98
Unit 3: Say t\J..................... ............. 101
Unit 4: Say / d / ................... ............. 103
Unit 5: Say /k/ ................ .............104
Unit 6: Say /g/ ............... .............106
Unit 7: Say /m/............... .............109
Unit 8: Say /п/ ............... ............. 1 10
Unit 9: Say /r)/ ............... ............. 1 1 2
Unit 10: Say /f/.............. ............. 113
Unit 11: Say N ! ............... ............. 115
Unit 12: S ay /s/ ............. ..............116

Unit 13: Say /z/............... ............. 119
Unit 14: Say /0/............. ............. 1 2 2
Unit 15: Say /3/ ............. ............. 124
Unit 16: Say ///................ ............. 125
Unit 17: Say /3/................ ............. 128
Unit 18: Say /h/.............. ............. 128
Unit 19: Say /г/................ ............. 131
Unit 20: Say /1/............... ............. 133
Unit 21: Say /w/............. .............135
Unit 22: Say 1)1............... .............137
Unit 23: Say / t f / ............... .............138
Unit 24: Say /ф/............. .............140

Monophthongs:
Unit 25:
Unit 26:
Unit 27:
Unit 28:
Unit 29:
Unit 30:
Unit 31:
Unit 32:
Unit 33:
Unit 34:
Unit 35:
Unit 36:

Say
Say
Say

Say
Say
Say
Say
Say
Say
Say
Say
Say

/і:/ ................ ............ 143
I I I ............... ............ 145
/е/ .............. ............ 147
/ае/............. ............ 149
/a:/............. ............ 152
/о/ .............. ............ 154
lo J ............. ............ 155
/и/ .............. ............ 157
/u:/............. ............. 159
/л/ .............. ............. 160
/з:/.............. ............. 162

Say
Say
Say
Say
Say
Say
Say
Say


/еі/..............
/зи/ ............
/аі/..............
/аи/ ............
/01/..............
/із/..............
/ез/..............
/ш/ ............

/з/ .............. .............. 164

Review
Diphthongs:
Unit 37:
Unit 38:
Unit 39:
Unit 40:
Unit 41:
Unit 42:
Unit 43:
Unit 44:

............. 165
.............167
.............169
.............172
............. 173
............. 175
............. 177

............. 178

SECTION 2. INTONATION
IN T O N A T IO N P A T T E R N S IN D IA L O G U E S (Elementary le ve l) ................................ 179
A S T O R Y IN D IA L O G U E S (Intermediate level) ...........................................................188

SECTION 3. POETRY
N U R S E R Y R H Y M E S (Elementary level) ......................................................................206
P O E M S (Intermediate le v e l) ...........................................................................................223

SECTION 4. PRONUNCIATION GAM ES ..........................................................

226

K E Y S .......................................................................................................................................25S

REFEREN CE L IT E R A T U R E .......................................................................................266
4


=-50NUNCIATI0N ACHIEVEMENT FACTORS

Wt _

that it is difficult for adults to learn accurate pronunciation in a foreign language,

ic :

.hat some people achieve better results than others. What are the factors that might
- _~_dents w ill achieve better pronunciation? If we knew the factors helping pronunci-


--

Id improve our own learning.

; _llt —’ Su:er. a language researcher from California University decided to test the relative
;: r^-.ors that might predict which students would achieve the most accurate pronunci-

m ir tz :o find out if there were any factors a student could change in order to improve per■ - _ R. Suter did was to make a list of all the factors that might possibly predeter:= r-_: . _
н

results in pronunciation study. Then he compared these factors with the pronun-

:c - grc _r o f foreign students. Here is a list of six of the factors that Suter studied.
L

3 : females learn better than males?
і.',- — - ;:ague. Is it easier to learn a language close to one’s own?

L -

i.:r- Do out-going people learn pronunciation better than shy people?

-~

;e -: vard pronunciation. Does it make a difference if the student believes that pro-

■ тп - L : л is a very important part of language?

5l Ifc r ~il ability. How important is the ability to mimic, or to imitate? Most people assume

—

-^r_rai ability is the most important factor in learning pronunciation.
г г я і . оп

with natives. Does the amount of conversation in English, with native speak-

': Engl:sh make a significant difference?
■> Tfc'ic- ' :: compared the students’ pronunciation accuracy scores with these six variables,
Ї М

-r: _/_i .-.ere surprising. He found that two o f the factors did not have any relation to the
7 ;
a:

-

in predicting who

rim ing pronunciation. These two factors were:

t

L k

-.ciation. That is, these two factors were not at all significant

7 r~ i.e s were not better than males.

g-Z z z.->:


r

,E

- _ded from these results that the factors o f sex and personality were not signif-

;- ; -

Out-going people were not better at pronunciation than shy people.

:: pronunciation accuracy. On the other hand, he found that four variables did
:ir.: difference. They w ill be given to you in order o f importance.


PRONUNCIATION ACHIEVEMENT FACTORS
\-----------------------------------------------1. Mother tongue. This was the most significant factor in predicting achievement. I f the stu­
dent’s own language was closer to English, the achievement was likely to be greater.
2. Attitude toward pronunciation. This was the second most important factor in predicting
achievement. In fact, a belief in the importance of pronunciation was far more important
than any o f the remaining factors. After the mother tongue factor, this factor of attitude was
the single most significant variable in predicting good pronunciation learning.
3. Conversation with natives. The third most important variable was the amount of time the
students spent in conversation with native speakers of English.
4. Natural ability. This was the least important variable. The ability to imitate helped, but it
was not nearly as significant as most people think. It was far less significant than the first
three.
The conclusions o f this research are encouraging. O f course, we can’t change factor /, our
mother tongue. But we do have control over factors 2 and 3, which are next most important variables
in learning accurate pronunciation. First, we can decide that pronunciation is important, and second,

we can choose to make the effort to speak the new language with natives. You might say that our
own choice is the most significant factor in achievement in the new language.

6


SECTION 1. SOUNDS

INTRODUCING THE SOUND
(Elementary level)

CONSONANTS
UNIT 1
Say /р/
Task 1.
Read the following words with the phoneme /р/ in different positions:

initial:

paper
party
people
Pet

picture
Pig
place
pony

pull

put
pack
pad

palm
peak
pin
pine

pole
pool
pot
puff

Final:

chop
clap
help
hop

keep
jump
sleep
steep

stop
up
cap
cape


deep
ripe
rope
ship

shop
shape
stoop
wipe

Medial:

apple
apron
rapid
report

open
paper
people
typical

surprise
upon
keeper
oppose

pepper
carpet

happy
separate

stopped
stupid
superior
suppose

And now test your reading of the following words:
present
practice
postcard
pocket

passport
passenger
stupid
stamp

sloppy
airport
impatient
happen

sport
speak
spell
spoon
7


policeman
shopman
newspaper
envelope


Section 1. INTRO DUCING TH E S P U N # Consonants

Task 2.
Read the following words with blendings:

plump
plaster
plenty
plow
play

/pl-/
please
pliable
plot
plum
place

prim
prattle
prayer
precede
presto


/РГ-/
predict
price
prodigy
programme
proud

/-ІР/
whelp
kelp
Alp
scalp
palp
SulP ______

yelp
pulp
scalp
help

Task 3.
Mind that sound /р/ is very quiet in these words and expressions:
empty
helpful
upstairs
dropped
stopped

M r Trupman
perhaps

help me
cheap book
top branch

stop please
stop pulling
stop shouting
stop talking
stop looking

Task 4.
Distinguish between the phonemes Ibl and /p/:
beak - peak
beet - peat
beer - peer
bees - peas
bath - path
bomb - palm
bop - pop
bar - par

rib - rip
nib - nip
jib - g yp
tab - tap
cab - cap
gab gap
lab - lap
nab - nap


rabid - rapid
nabbing - napping
tabbing - tapping
ribbing - ripping
robing - roping
cabby - Cappy
lobbing - lopping
mobbing - mopping

Task 5.
Mind the phoneme /р/ in the following word combinations:
Paul and Polly
pen and pencil
pepper pot
plastic plate
an apple, please
a piece of pork pie
put it in the pocket

a plastic cup
a pretty surprise
a stamp on the envelope
an impatient person
push him into the pool
pick up a piece of paper
Paula ate apple pie


Section 1. IN TR O D U C IN G T H E SO UN D. Consonants


M Task 6.
Read the following sentences with the sound /p/:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

She madela cap out o f paper.
Keep the apple but give me the pear.
Please, draw a picture bn this piece of paper.
Polly/played a piece at the party.
The pig stopped in surprise/and pounced on the apple.
Do you suppose that Paul appreciates (painting and sculpture?
After the party^there was paper all over the carpet.
Plan a speech improvement programme/and keep practicing.
Pretty poor peace prospects.
Pass the pink peas, please.

UNIT 2
Say/b/
Task 1.
=aad the following words with the phoneme /Ь/ in different positions:
- tial:


Final:

Medial:

be
bare
because
bed

back
ball
barn
basket

been
before
begin
big

book
both
box
boy

bird
black
blue
boat

rib

rob
sob
tab

tub
web
bob
bribe

cab
daub
jab
jib

crib
cub
grab
knob

job
robe
scrub
tube

about
above
anybody
baby

cupboard

fable
number
rabbit

ribbon
table
bribery
dubious

labial
liberty
nobility
robber

sober
trouble
marble
bubble-gum

And now test your reading of the following words:
Barbara
birthday
beautiful
butterfly

bring
bread
bride
bright


remember
somebody
table
hobby
9

hobnob
cabman
sobbed
rub down

terribly
brown
brother
hairbrush


Section I. INTRODUCING THE SOUND. Consonants

Task 2.
Read the following words with blendings:
/bl-/

/br-/

/- (r)b/

break
brown
breathe

bright
brim

blame
blunt
blot
black
bloom

absorb
barb
orb
garb
rhubarb

Task 3.
Distinguish between the phonemes /р/and /b/:
pea - bee
par - bar
pay - bay
pan - ban
pin - bin

pie - buy
peer - beer
pair - bear
Pete - beat
pen - Ben

pray - bray

prim - brim
pride - bride
pace - base
pup - pub

pet - bet
prude - brood
peach - beach
cup - cub
pig-big

upper - rubber
sloppy - lobby
rope - robe
nip - nib
cap - cab

fe ] Listen to the sentences on the cassette. For each one, write the word you hear:
O
©
©
©
0

There are pears - bears in the garden.
Could you tell me where the path - bath is?
She threw away her old pills - bills.
I took a yellow cap - cab.
Put the rope - robe in the closet.


Task 4.
Mind the phoneme /Ь/ in the following word combinations:
baby birds
Barbara's birthday
a beautiful blouse
big black buttons

Bob bought a bike
a brown-and-blue butterfly
to buy a big bottle of beer
to borrow a book

HU Task 5.
Read the following sentences with the sound /b/:
1. A bad job.
2. Bob bought/a blue blazer.
3. A big black, bat/flew past.
10


Section 1. INTRODUCING THE SOUND. Consonants
- The blado is bad.
5 3 ’iL'has a billboard.
- Barbara is a beautiful blond/with bright blue eyes.
The baby bunny^s in the blue crib.
S The black rabbit,is ip the big cupboard.
- Л ill you buy me^a'brown rabbit?
ITie ball bounced into the tub.

UNIT 3

Say /t/
Task 1.
==ad the following words with the phoneme Д/ in different positions:

initial:

to
tip
ten
tell

teeth
tight
tone
time

tidy
took
take
taught

table
tale
take
teacher

tool
town
train
tree


Ftnal:

at
get
eat
cut

cat
but
boat
coat

great
left
light
liked

about
asked
basket
just

feet
first
fast
last

kledial:


after
better
kitten
letter

wanted
water
butter
detail

mister
party
pretty
sister

later
lattice
metal
motto

pitied
putting
rotate
total

-nd now test your reading of the following words:
Tennis
telephone
water
butter

writer

vote
part
wait
shoot
shut

twin
twice
twelve
twenty
twig

button
little
bottle
cattle
cotton
11

fourteen
fifteen
between
upstairs
restaurant


Section I INTRODUCING THE SOUND. Consonants


Task 2.
Read the following words with blendings:
/ tr- /
train
trinket
tram
trunk
truce
try
trout
treat

/-kt/
backed
tucked
tracked
hooked
locked
pecked
talked
racket

/-Pt/
slept
crypt
slipped
slapped
flopped
doped
wiped

draped

/ - It/
melt
salt
wilt
felt
pelt
halt
fault
colt

/-St/
past
crossed
just
moist
haste
boost
best
fist

Task 3.
Distinguish between the phonemes /d / and /t/:
deem - team
dean - teen
dear - tear
din - tin
dame - tame
dale —tale

dare - tare
dime - time

bad - bat
cad - cat
gad - gat
mad - mat
node - note
showed —shoat
booed - boot
cooed - coot

medal - metal
riding - writing
pedal - petal
biding - biting
herding - hurting
wading - waiting
madder - matter
kiddy - kitty

HH Task 4.
Mind that sound / t / is quieter in these word combinations:
at the
at least
at most
let go
hot toast

fat man

hot meal
first floor
locked door
knocked down

put three
not this
brought them
want some
that time

lg] Task 5.
Read the following sentences with the sound /t/:
1. What time is the party?
2. Ted laughed and laughed at the kitten.
3. There is'water in the bottom of your boat.
12

best girl
light bulbs
eight pounds
most likely
fruit juice


Section I. INTRODUCING THE SOUND. Consonants
- I ne kitten tried to play with the cat’s tail.
5 Let's put the nuts into the basket,
t ! :ust wrote a letter to my sister.
it's better to talk too little than to talk too much.

; The teacher taught him to touch his teeth withthe tip of his tongue.
Betty’s little sistej/wanted to go to the party.
Mudents sometimes use this term.

UNIT 4
Say Id/
Task 1.
the following words with the phoneme /d/ in different positions:
day
dear
did
do

draw
dress
dab
dawn

dog
doll
door
down

dig
dine
ditch
doom

daze
death

deem
deep

Final:

and
bed
bread
could

did
find
good
hand

had
head
heard
hide

kind
land
made
need

old
read
red
ride


Hedial:

body
building
candy
children

garden
hidden
ready
today

under
window
audible
edible

louder
medial
modify
muddier

radical
radio
shady
sudden

A-vd now test your reading of the following words:
cr.vn
_on’t


said
ready
cradle
bad
leader
fiddle
paid
ladder
meddle
сзіе
road
pudding
paddle
: ng______________ cold______________rider______________ dwindle
13

window
Monday
robbed
rubbed
afraid


Section I INTRODUCING THE SOUND. Consonants

Task 2.
Read the following words with blendings:
/ d r- /
dream

dram
dress
draw
drink
drove
dray
dry
drop

/-bd/
sobbed
robbed
ribbed
bobbed
bribed
cribbed
lobbed
grabbed
dabbed

/ - Id /

/-gd/
bogged
begged
hugged
rigged
tugged
lugged
lagged

sagged
fogged

rolled
filed
failed
toiled
weld
tilled
scald
mild
wailed

/- vd /
saved
lived
loved
moved
roved
raved
dived
believed
shoved

/ -zd/
aized
prized
seized
crazed
buzzed

posed
teased
pleased
nosed

Task 3.
Distinguish between the phonemes /t/and /d/:
team - deem
teen - dean
tear - dear
tin - din
two - do
bat - bad
cat - cad

true - drew
try - dry
train - drain
trunk - drunk
bet -bed
set - said
bait - bade

tale - dale
time - dime
tart - dart
tame - dame
tare - dare
got
© - god

O
read - dread

height - hide
mat —mad
note - node
shoat - showed
boot - booed
coot - cooed
debt - dead

[Ш Listen to the sentences on the cassette. For each one, write the word you hear:
О I want to try - dry this shirt.
© Do you have the time - dime?
© That’s a good cart - card.
© She writes - rides very well.
© We sent - send all the packages airmail.

Task 4.
Pronounce the ending of the verb correctly:
ed = / id /
painted
crowded
rented
added
faded

wanted
waited
situated

landed
completed

ed = / 1 /
washed
walked
worked
developed
laughed
brushed
watched
laughed
mixed
danced
14

ed = / d /
caused
filled
closed
smiled
happened

proposed
described
played
cleaned
studied



%

Section I. INTRODUCING THE SOUND. Consonants

=ead the following word combinations, mind the verb in the past:
cried a lot
cleaned it
whispered it
closed door
walked away

danced all night
played cards
rained all day
emptied his glass
watched the TV

~ask 5.
V "d the phonemes /d/ and /t/ in the following word combinations:
rad dog
bad cold
; _ climate
sood girl
:: aid think
• :-Id thaw

should wish
would want
could wait
could write

did wrong
cold rain

paid the bill
read the text
laid the table
told the truth
add two
said Dan

had a date
adopted daughter
decided to drive
it rained all day
listened to the radio
what did you do?

= Task 6.
=ead the following sentences with the sound /d/:
I Toda^ is Don’s birthday
I. Dave reads to the children'every day.
3. Did you weed the garden yesterday?
4.
5.
6.
7.
S.
9.
'


I found some candy/ in the drawer.
Dick opened the window^and listened to the bird.
It is hidden in the garden/under the window.
Dennis won’t do it any better than you'do.
Yesterday night/Dirk decided not to drink.
I don’t think.Doris w ill do that.
0 . It’s the second time^I’ve told you.

UNIT 5
Say/k/

Task 1.

Read the following words with the phoneme /к/ in different positions:

іпШзІ:

cake
cool
call
can

could
count
couch
cow

car
cat
catch

come
15

cried
cut
keep
keg

kick
kind
kitten
copy


Seaton I. INTRODUCING THE SOUND. Consonants
Final:

back
black
cook
cake

look
make
milk
take

thank
think
brick

cook

hawk
like
luck
neck

seek
took
walk
work

M edial:

accident
basket
because
biscuit

breakfast
cocoa
making
o’clock

picnic
picture
cookery
decorate

likeable

local
occur
second

wicked
walking
working
speaking

And now test your reading of the following words:
castle
clock
cream
clever
question

locker
liquor
mechanic
account
America

traffic
dark
oak
strike
book-case

scar
sky

ski
school
score

quiet
quite
quarter
quality
quick

Task 2.
Read the following words with blendings:
/М -/
clean
climb
cling
clutter
cloister
class
clatter
clay
claw
clothes

/1 а -/
craft
crew
crown
crow
critical


cross
crest
create
creature
cry

silk
sulk
bulk
milk
hulk

/- Ik /
whelk
elk
bilk
skulk
ilk

/-(r)k/
lark
fork
ark
mark
dark

Task 3.
Distinguish between the phonemes Ig l and Ikl:
g ill- k ill

gab - cap
gap - cap
gad - cad
goat - coat
goal - coal
gore - core

tag - tack
lag - lack
nag - knack
lug - luck
chug - chuck
brig - brick
prig-prick

meager - meeker
tagging - tacking
bagging - backing
stagger - stacker
haggle - hackle
hogging - hawking
sagging - sacking

cork
bark
pork
shark
park



Section 1. INTRODUCING THE SOUND. Consonants

~osk 4.
■ rx: the phoneme /к/ in the following word combinations:
dog
i*rv night
sack baby
*ook shelf
сьсе fork

take two
take care
expensive car
electric clock
cuckoo clock

a comfortable coat
a chocolate cake
a black coffee cup
a drunk ticket collector
an expensive Cabriolet

bake the cake
how exciting!
thank you
excuse me
a coke bottle of whisky

M Task 5.
-ead the following sentences with the sound /k/:

1.
2.
3.
5.
6.
7.
8.
9.

The cock crows at six.
Kiss her quick!
Take the carrots and cabbages from the basket.
I like to drink cocoa for breakfast.
The cock crows at break of day.
Carl gave me a picture book for Christinas.
Dick took the milk to the kitchen.
Can you come when I call?
The cook baked the cake for the picnic.

10. Correction of defective consonants comes through careful practice.

UNIT 6
Say /g/
Task 1.
Read the following words with the phoneme /g/ in different positions:
Initial:

garden
gave
get

girl

go
good
got
great

green
guess
gale
game

garlic
gift
goat
gone

gums
gun
guest
geese

Final:

beg
big
bug
dig

dog

egg
flag
frog

leg

keg
log
rag
snag

sprig
rogue
stag
vague

P'g
bog
fog

17
2 Єрко O.


Section I. INTRODUCING THE SOUND. Consonants
M edial:

again
ago
began

buggy

figure
finger
forget
hungry

organ
sugar
August
brigade

cigar
legal
magazine
regard

regulate
stagger
trigger
vigorous

And now test your reading of the following words:
glove
glare
great
grand

finger
rugby

agree
begin

plague
league
vinegar
ignore

Greek
English
Pygmalion
Good gracious!

egg-cup
log-cabin
dog-collar
pug-nose

Task 2.
Read the following words with blendings:
/ g i- /
glee
glum
glue

glow
gloom
glad

glimmer

glaze
glottal

/дг-/
grit
ground

grey
grasp
greet

. gr94p........

gross
great
grab

Task 3.
Distinguish between the phonemes Ikl and Igl:
come - gum
crow - grow
came - game
coat - goat
creed - greed
crew - grew

could - good
cash - gash
cab - cap
cold - gold

curl - girl
class - glass

pick-pig
dock - dog
back - bag
luck - lug
buck - bug
clack - bag

clock-clog
frock - frog
rack - rag
tack - tag
lack - lag
lacking - lagging

°°1 Listen to the sentences on the cassette. For each one, write the word you hear:
O Have you seen his new coat - goat?
O There's a spider on your back - bag.
© How many classes - glasses do you have?
O That store sells clocks - clogs.
0 What a cute little curl - girl.
I . Is it gold? - No, its silver.
Is it cold? - No, it’s hot.

2. What’s a girl? - A young woman.
What’s a curl? - A twist of hair.
18



Section I. INTRODUCING THE SOUND. Consonants

4.
the phoneme Iql in the following word combinations:
got to go
Greek grapes
get together
begin in August
get a dog

a telegram from Margaret
to grow in the garden
to play guitar and sing Greek songs
going to England again
the goose laid an egg

^ Task 5.
the following sentences with the sound Igl:

1
5
5

6
8
9.

J.


We agreed to go there together.
Grace has gone to the garden to get some grapes.
The girl gave the hungry pig her dinner.
M y grandfather has a green buggy.
The dog began to growl at the goat.
M y goose does not give golden eggs.
A guy grabbed his gun, but the goose was gone.
"Good,” said Gregory. “ Begin again” .
The dog vigorously wagged its tail.
If you go I ’ll give you a good cigar.

UNIT 7
Say /m/
~ask 1.
==ad the following words with the phoneme Im l in different positions:

wtial:

•

made
make
man
may

me
men
mine
much


must
my
map
match

mean
meat
mix
might

mob
mood
moss
mouse

came
come
farm
him

home
name
same
some

them
time
am
climb


dim
doom
dome
from

gem
gum
lame
seem

19


Section 1. INTRODUCING THE SOUND. Consonants
M edial:

almost
among
animal
lemon

coming
company
empty
farmer

mama
something
beaming
bombing


famous
foamy
hammer
Christmas

memory
pommel
rumor
timber

U n stre sse d
s y lla b ic :

blossom
bosom
fathom

solemn
rhythm
symptom

ransom
anthem
atom

balsam
bedlam
emblem


phantom
problem
seldom

And now test your reading of the following words:
Mm!
more
maybe
market
masterful

time
come
some
home
wisdom

seems
sums
times
aims
rooms

Smith
small
smart
famous
family

tomorrow

summer
Cambridge
home-made
remember me1

Task 2.
Read the following words with blendings:
/-mp/
trump
primp
hemp
lamp
romp
swamp
camp
plump
damp

/- nipt/
camped
prompt
tramped
bumped
vamped
skimped
limped
pumped
romped

/- mps/

glimpse
camps
scamps
imps
blimps
romps
dumps
stomps
jumps

/-md/
hymned
slammed
boomed
beamed
rhymed
trimmed
tamed
bombed
palmed

Task 3.
Distinguish between the phonemes Ibl and Im l :
bean - mean
bit - mitt
bake - make
boss - moss

batch - match
bill -mill

beet - meet
bug - mug

bob - bomb
rub - rum
mob - mom
hub - hum

' Перекажіть мої вітання.
20

sob - some
lobe - loam
robe - roam
rib - rim


Section 1. INTRODUCING THE SOUND. Consonants

Task 4.
Mind the phoneme Im l in the following word combinations:
at the same time
come from Cambridge
some home-made buns
e л
Remember me to your family!

come home
tomorrow morning
small but smart

met him in summer

ID Task 5.
Read the following sentences with the sound Im l:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

M y name is Tim.
Mom is moving to Maine.
W ill you come home with me tomorrow?
M y mother is making some jam.
Mary has milk every morning.
Tom comes from a farm.
The tame mouse jumped on my arm.
Come to my summer home.
Sometimes I climb mountains in my dreams.
Make no mistake.

UNIT 8
Say /n/
Task 1.
Read the following words with the phoneme In i in different positions:


Initial:

know
name
near
need

nest
never
new
nice

night
not
knee
net

next
noise
nook
noon

nor
neck
noun
now

green
hen

in
on

can
down
fun
fine

again
barn
been
brown

one
own
ran
soon

sun
ten
then
train

: Перекажіть своїй родині вітання від мене!
21

■


гспоп 1 INTRODUCING THE SOUND. Consonants


M edial:

animal
another
any
funny

into
many
morning
only

pony
under
dinner
downfall

fanning
gunner
keener
panel

raining
senses
universe
window

U n stressed
s y lla b ic :


broken
button
chicken
curtain

eleven
garden
heaven
kitten

lemon
open
deaden
deepen

dozen
flatten
heaven
laden

oven
portion
rotten
season

And now test your reading of the following words:
Mr Mason
agency
certainly

station
television

oven
often
seven
eleven
garden

kitchen
cotton
written
button
panther

11.15

southern
northern
ninth
tenth
eleventh

ninety-nine
apartment
unfurnished
inexpensive

/-ntf/
pinch

crunch
staunch
branch
launch
wench
ranch
bunch
clinch
lunch

/-ncfc/
binge
lunge
singe
range
sponge
tinge
revenge
strange
twinge
lounge

Task 2.
Read the following words with blendings:
/-nt/
tent
rent
print
runt
pant

paint
joint
daunt
pint
sent

/- nd/
bend
send
round
spend
fund
blonde
burned
joined
behind
groaned

/-nts/
tents
dents
haunts
rants
grants
grunts
bunts
pants
pints
rents


Task 3.
Distinguish between the phonemes Idl and In i :
deed - need
dun - nun
dole - knoll
dame - name

dip - nip
door - nor
down - noun
dab - nab

keyed - keen
code - cone

died - dine
bead - bean
22

paid - pain
raid —rain
pad - pan
dead - den


Section 1. INTRODUCING THE SOUND. Conson;

Task 4.
distinguish between the phonemes Im l and In i :
~e -knee

- le- N ile

mine - nine
Tim - tin

some - sun
more - nor

comb - cone
name - mane

warm - warn
money - mummy

Listen to the sentences on the cassette. For each one, write the word you he,
O
©
©
O
0

I ’ll give you mine - nine.
I ’d like two combs - cones, please.
I think they’re mice - nice.
Be careful - don’t step on the gum - gun\
What a beautiful name - manel

~ask 5.
I stinguish between the phonemes /1/ and InJ:
1 fcw - no

2-ht - night

=

line - nine
jelly - Jenny

lest - nest
lot - knot

b ill-b in
tell - ten

slow - snow
slacks - snacks

Listen to the sentences on the cassette. For each one, write the word you hea
O
©
©
O
©

Write it under the nine - line.
There were no - low tables in the room.
Could you connect - collect these?
He threw a snowball - a slow ball.
Is it night - light already?

Task 6.

V nd the phoneme Ini in the following word combinations:
certainly not
nice and sunny
down-town
near the siation
in the seventh heaven
N ile’s nephew
eleven in the evening

Northend Avenue
when do we begin?
an apartment in the centre o f London
no oven in the kitchen
no noise and television after 11.15
no more than £ 27 monthly
Any news? - No news.
23


Section I. INTRODUCING THE SOUND. Consonants

Listen to the sentences on the cassette. For each one, write the word you hear:
О
©
©
O
©

I couldn’t find the rink - ring.
He banned - banged the book.

Tony always sinks - sings in the pool.
You should ban - bang it.
This is not the right place for sinners - sinkers - singers.

Task 7.
Mind the phoneme /г)/ in the following word combinations:
writing and reading
sitting and smoking

knitting and thinking
sleeping and dreaming

laughing and crying
losing and finding

HH Task 8.
Read the following sentences with the sound /r)/:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Nothing’s wrong.
The spring brings many charming things.

Something stung my finger.
Bring me the ink and the longest pen.
They sang for the king every morning.
She is going to bring me a monkey.
Birds’ wings must be strong for flying.
Frank went walking along Long Island.
Playing ping-pong makes me hungry.
The lungs are essential in breathing, speaking and singing.

UNIT 10
Say /f/
Task 1.
Read the following words with the phoneme Ifl in different positions:
fall
far
fast
father

feet
find
fine
first

five
for
faith
fan

fat
feel

feed
fool

found
fox
fun
fuss