Practice Notebook

Université Sorbonne-Nouvelle
Licence Anglais SL1
A1FP001 – Langue orale

A2FP001 – Langue orale
ENGLISH PHONETICS and PHONOLOGY
Fascicule 2: PRATIQUE
Language Lab Units
Responsable: Mme Christelle Exare
My name is:
My student number is:
My sorbonne-nouvelle email address is:
A1FP001- English Phonetics and Phonology
My TD group: n°………. ; on ………….. from …. to …. ; in rooms ………
My TD teacher is:…………………………………….; contact:
My language assistant is:……………………………; contact:
A2 FP001 – English Phonetics and Phonology
My TD group: n°………. ; on ………….. from …. to …. ; in rooms ………
My TD teacher is:…………………………………….; contact:
My language assistant is:……………………………; contact:
2022-2023
1
Copyright Université Sorbonne Nouvelle – Département du Monde anglophone
Table of Contents
A1 FP001 ..................................................................................................................................................4
LAB UNIT 1 .........................................................................................................................................5
1. Listening comprehension................................................................................................................5
2. Reverse transcription ......................................................................................................................8
LAB UNIT 2 ....................................................................................................................................... 10
1. Vowels and consonants ................................................................................................................ 10
2. Listening comprehension .............................................................................................................. 12
3. Speaking ...................................................................................................................................... 13
LAB UNIT 3 ....................................................................................................................................... 15
1. Using IPA .................................................................................................................................... 15
LAB UNIT 4 ....................................................................................................................................... 20
1. More vowels, minimal pairs and difficult consonants .................................................................... 20
LAB UNIT 5 ....................................................................................................................................... 26
1. Consonants................................................................................................................................... 26
2. The power of stress ...................................................................................................................... 28
3. Listening Comprehension ............................................................................................................. 30
TONGUE TWISTERS! ....................................................................................................................... 33
2
A2 FP001 ................................................................................................................................................ 35
LAB UNIT 1 ....................................................................................................................................... 36
1. Vowels. Phonetic training............................................................................................................. 36
2. Reading exercise .......................................................................................................................... 37
LAB UNIT 2 ....................................................................................................................................... 40
1. Assimilation. Morpheme of the present simple ............................................................................. 40
2. Assimilation. -ED......................................................................................................................... 40
3. Assimilation. Morpheme of the plural........................................................................................... 41
4. Assimilation. /ŋ/ ........................................................................................................................... 41
5. Assimilation in casual speech ....................................................................................................... 41
LAB UNIT 3 ....................................................................................................................................... 44
1. Stressed syllables ......................................................................................................................... 44
2. Weak vowels................................................................................................................................ 45
3. /h/ ................................................................................................................................................ 45
4. Dialogue ...................................................................................................................................... 46
LAB UNIT 4 ....................................................................................................................................... 50
1. Weak forms.................................................................................................................................. 50
2. Reading IPA................................................................................................................................. 50
3. Revision: Nursery rhyme .............................................................................................................. 50
4. Dialogue ...................................................................................................................................... 51
5. Revision ....................................................................................................................................... 54
6. Listening ...................................................................................................................................... 54
LAB UNIT 5 ....................................................................................................................................... 55
1. Weak syllables in lexical words. ................................................................................................... 55
2. Grammar words in weak form. ..................................................................................................... 55
3. Prepositions in strong form ........................................................................................................... 56
4. Weak and strong forms mixed ...................................................................................................... 57
5. Rhythm. Emphasis ....................................................................................................................... 58
6. A poem by D.H. Lawrence (1932) ................................................................................................ 59
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Language Lab Units
A1 FP001
English Phonetics and Phonology
First semester
2022-2023
4
LAB UNIT 1
1. Listening comprehension
Instruction: listen to the recording as many times as you want and complete the questions
according to the text.
Some helpful vocabulary:
handles: deals with, takes responsibility for
international passenger traffic: people who travel on planes from one country to another
expansion: becoming bigger, increasing in size
to cope: to deal (with a difficult situation) successfully
proposed: offered, stated, suggested (used when talking about a plan or action that people
will consider)
expectations: when you think or believe something good will happen
billion: a thousand million
grand: splendid and impressive
from the outset: from the very beginning
adequate: here, sufficient, enough
queues formed: people stood one after another in long lines
to play catch-up: to act quickly in order not to miss something (here, their flights). Literally,
in a sport or game, to try to match the performance of another competitor
a baggage handler: somebody whose job it is to load and unload airplane baggage
a shambles: in a state of confusion, poorly organised
lack of: not enough, insufficient
a backlog: a large quantity of unfinished work that has built up over a period of time and
which must be dealt with
materialised: appeared
alleviate: relieve, make easier

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temporary storage: here, when lost bags are kept safe for a short time in a special
building/place until somebody deals with them
fiasco: a humiliating failure
QUESTIONS
1) According to what you’ve heard are these sentences true or false? Circle the correct
answer.
The idea for a new terminal began over 20 years ago. T/F
No one expected very much from the new terminal. T/F
The backlog of luggage was cleared immediately. T/F
There is only one airline operating out of Terminal 5. T/F
2) Why was the new terminal built?
3) How much did the new terminal cost?
4) How did staff try to alleviate some of the problems on the first day of the terminal?
5) How many bags were placed in temporary storage?
6
6) In COMPLETE SENTENCES, explain three different problems that occurred on the first
day of the new terminal.
1.
2.
3.
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2. Reverse transcription
Try to decipher the following phonemic transcriptions with your neighbour. There is no
recording for this exercise. When you are done, look at the answers on the next page. You
can then practise IPA transcription and check your answers. This is a good exercise for
you.
1. /ˈrəʊd/
2. /ˈpjʊə/
3. /ˈθɜːd/
4. /ˈʃuːz/
5. /ˈəʊnli/
6. /ˈfɪə/
7. /ˈkɔːt/
8. /ˈʧəʊzən/
9. /ˈlʌŋz/
10. /ˈfɪlɪŋ/
11. /ˈhuːz/
12. /ˈklɒk/
13. /ˈʃəʊ/
14. /'fɜːri/
15. /ˈbeərə/
16. /ˈbluːz/
17. /ˈʧɑːm/
18. /ˈʃɪp/
19. /ˈhɜːt/
20. /ˈleʒə/
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1. road
2. pure
3. third
4. shoes
5. only
6. fear
7. caught
8. chosen
9. lungs
10. filling
11. whose
12. clock
13. show
14. furry
15. bearer
16. blues
17. charm
18. ship
19. hurt
20. leisure
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LAB UNIT 2
1. Vowels and consonants
Exercise 1: VOWELS
Circle the word you hear and repeat it. Then try to find a phonemic symbol for both vowels
of each pair of words.
a. Seat Sit
b. Law Low
c. Rice Race
d. Beer Bee
e. Cop Cup
f. Lack Luck
g. Pin Pen
h. Pull Pool
i. Short Shot
j. Bird Bud
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k. Pen Pain
Exercise 2 : CONSONANTS
Circle the word you hear and repeat it.
a. Face Faith
b. Bad Bat
c. Fin Thin
d. Wash Watch
e. Ship Chip
f. Wide Wild
g. Thick Sick
h. Back Bank
i. Heat Eat
j.Thing Sing
k. Hair Air
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1. Listen to the passage carefully.
2. Fill in the blanks on your sheet.
3. Check your answers with your teacher
4. Listen to the split version of the passage and record yourself.
The door of Henry’s ____________opened and two men came in. They sat down at the
___________________ .
‘What can I get you?’ Jenny asked them.
‘I don’t know,’ one of the men said. ‘What do you want to eat, Al?’ ‘I don’t know,’ said Al. ‘I
don’t know what I want to eat.’
Outside it was getting dark. The __________________came on outside the window. The
two men at the counter read the _____________. From the other end of the counter Nick
Adams watched them. He had been____________Jenny when they came in.
‘I’ll have a roast____________with apple_______________and __________________
potatoes,’ the first man said. ‘It isn’t ready yet.’
‘What do you put it on_______________for?’
‘That’s the dinner,’ Jenny explained. ‘You can get that at_________________.’ Jenny
looked at the clock on the wall behind the counter.
‘It’s five o’clock.’
‘The clock says________________past five,’ the second man said. ‘It’s twenty minutes
fast.’
‘Oh,______________the clock then. What have you got to eat?’
‘I can give you any kind of________________,’ Jenny said. ‘You can
have__________________, bacon and eggs, ________________, or a steak.’ ‘Give
me_____________croquettes with green__________________and
cream_________________and _____________________ potatoes.’ ‘That’s the dinner.’
‘Everything we want’s the dinner, eh? That’s the way you_________________.’ ‘I can give
you______________, bacon and eggs, liver-‘
‘All right, I’ll take________________,’ the man called Al said.
‘Give me bacon and eggs,’ said the other man.
Adapted from Ernest Hemingway, “The Killers”, 1928
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3. Speaking
You will now hear only the dialogue between Jenny and a customer named Al. The
waitress, Jenny, will be speaking alone, and you must answer her by playing Al’s role.
Record Al’s voice on your tape. Keep in mind that Al is getting more and more nervous as
he speaks to Jenny.
JENNY: ‘It isn’t ready yet.’
AL: ‘What do you put it on the card for?’
JENNY: ‘That’s the dinner. You can get that at six o’clock. It’s five o’clock.’
AL: ‘The clock says twenty minutes past five.’
JENNY: ‘It’s twenty minutes fast.’
AL: ‘Oh, forget about the clock then. What have you got to eat?’
JENNY: ‘I can give you any kind of sandwiches. You can have ham and eggs, bacon and
eggs, liver and bacon, or a steak.’
AL: ‘Give me chicken croquettes with green peas and cream sauce and mashed potatoes.’
JENNY: ‘That’s the dinner.’
AL: ‘Everything we want’s the dinner, eh? That’s the way you work it.’
JENNY: ‘I can give you ham and eggs, bacon and eggs, liver—‘
AL: ‘All right, I’ll take ham and eggs.’
Exercise 4: Ken and Kate
Skip this exercise.(8’26 – 9’15)
Exercise 5: Nursery Rhyme: ABC
Listen to this nursery rhyme once or twice. Then start the split version and record yourself
on your tape. Try to give a phonemic symbol for the main vowel in each verb.
A APPLE-PIE;
B bit it; ___________
C cut it; ____________
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D dealt it; _____________
E ate it; ___________
F fought for it; _____________
G got it; _____________
H had it; ______________
J joined it; _____________
K kept it; ________________
L longed for it; ___________________
M mourned for it; ______________
N nodded at it; _______________
O opened it; __________________
P peeped in it; ________________
Q quartered it; ________________
R ran for it; _____________________
S stole it; ______________________
T took it; ___________________________
V viewed it; ______________
W wanted it; _______________________
X, Y, Z, and amperse-and,
All wished for a piece in hand. ______________
Exercise 5. Tongue twisters
Listen to these two tongue-twisters and repeat them as many times as needed to get them
right.
A big black bug bit a big black bear, made the big black bear bleed blood.
Three grey geese in the green grass grazing. Grey were the geese and green was the
grass.
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LAB UNIT 3
(GA)
1. Using IPA
Exercise 1. Can you decipher the following words? Try to read them out when their letter
is called, then write down each word in ordinary spelling. Listen to the answer and always
repeat the correct version.
a. / ˈdeə / b. /ˈkaɪt /
c. /ˈtɔːk / d. /ˈnəʊ /
e. /ˈkʊd / f. /ˈkɑːd /
g. /ˈʃʌt / h. /ˈbeɪk /
i. /ˈʤɒg / j. /əˈlaɪv /
k. /ˈkʊk / l. /ˈtɔɪ /
m. /ˈbɔːd / n. /ˈspaɪdə /
o. / ˈgɜːl / p. /ˈsiːk/
q. / ˈmuːn/ r. /ˈspɒt/
Exercise 2. Error spotting
Listen to the word, write it down in ordinary spelling, circle its right transcription and cross
out the wrong ones. Then repeat it.
a. /ˈniː / /ˈnɪː / /ˈni /
b. /ˈcɑtʃ / / ˈkætʃ / /ˈkɑtʃ /
c. / ˈsʊːn / /ˈsun / /ˈsuːn /
d. / ˈbait / /ˈbaɪt / /ˈbɑɪt /
e. /ˈkeə / /ˈker / /ˈkeɪr /
f. /ˈtɒːl / /ˈtɒʊl / /ˈtɔːl /
g. /ˈsɪx/ /ˈsiks/ /ˈsɪks/
h. /ˈfɑːm/ /ˈfaːm / /ˈfɑːrm/
i. /ˈcɒm/ /ˈkʌm / /ˈkɒm/
j. /ˈblʊʃ/ /ˈblɜːʃ/ /ˈblʌʃ/
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Exercise 3: Short and long vowels.
Read the words when their number is called, then repeat the correct pronunciation twice:
1. taught 8. dock
2. cot 9. bat
3. Luke 10. shark
4. book 11. third
5. fill 12. luck
6. feel 13. leave
7. saw 14. sick
Exercise 4: Diphthongs.
Read out each of the lines below then repeat the correct pronunciation.
a. /aɪ/ by – spy – night – bike – lie
b. /eɪ/ may – day – cake – late
c. /ɔɪ/ oil – boy – toy
d. /aʊ/ house – loud – cow
e. /əʊ/ cope – soap – bone – no – boat – code – row
f. /ɪə/ beer– fear – dear
g. /eə/ bear – spare – air – mare
Exercise 5
Listen to the dialogue once. Then listen to the split version and repeat after the model.
Now, as she entered the park gates with that long stride and purposeful expression, his
unease returned.
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‘Hello – we meet again,’ she said, sitting beside him.
‘Ah, yes… sky looks a bit overcast. Hope we aren’t in for some rain.’ He gestured at the
apple she was peeling with a penknife. ‘Lunch?’
‘Yes, worse luck. I’m on a diet.’
He smiled. ‘You seem to be here most days. Do you work hereabouts?’
‘Oh no. In fact, I don’t live here. I’m just staying in town while I’m doing some research. I’m
from Elmston, actually.’
‘Really? I know Elmston…’ he began. The words were out before the warning bell rang.
‘Well, I don’t exactly know it… pal of mine… knew him years ago… used to live there. Is
this your first visit here?’
‘Yes.’ […]
‘What are you researching? Our town’s chequered history, perhaps? Parts date from the
Roman occupation.’
‘How interesting. But no – I’m trying to trace someone.’
‘Ah! Bit of detective work? Sounds very intriguing,’ he said, hoping to entice her to reveal
more without seeming to be prying into her private life. […]
‘But I mustn’t bore you with my personal affairs,’ she went on. ‘What about you? What line
of business are you in?’
‘Oh, nothing much. Civil servant, actually. Quite dull, I’m afraid. I wish I could be an 007
like you but…I’m just a nine-to-five chap.’
Tony Wilmot, “Skeleton in the Cupboard”
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Oprah Winfrey
1. Tick the right box. Don’t forget to justify your answer.
“Oprah Winfrey is rich and famous.”
□ YES □ NO
“A killer who had tried to murder his wife was allowed to talk to Oprah.”
□ YES □ NO
3. What does Oprah talk about in her shows?
4. Describe Oprah’s background and family history.
5. Describe the different steps of her success.
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6. Describe her first job. What was her main problem?
7. Fill in the blanks.
The rest, as they say, is ______________________ history. In 1993, she

________________________ Michael Jackson; in 2004, she gave each member of her
studio audience _________________________… she talked about teen
___________________, AIDS, women’s health, ________________________ and the
“Mommy Wars” over the decision to be a ___________________ mother or a
______________________. She watched Tom Cruise
__________________________________ on her couch to proclaim his
________________ for Katie Holmes.
Exercise 7: Tongue twisters
Listen and repeat: see if you can get it right!
She sells sea shells by the sea shore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
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LAB UNIT 4
1. More vowels, minimal pairs and difficult consonants
Exercise 1: high/ close vowels
Pronounce the vowel you hear in the word, then the full word. Repeat the correct answer.
Example:
You hear: “Queen”
You say: “/iː/ Queen”
You hear: “/iː/ Queen”
You repeat: “/iː/ Queen”
A. /ɪ/ or /iː/
1. /t ... k/ /ɪ/
2. /m ... t/
3. /f ... l/
4. /t ... m/
5. /sk ... m/
6. /sk ... m/
7. /t ... m/
8. /r ... l/
9. /r ... l/
10. /m ... t/
11. /t ... k/
12. /f ... l/
B. /ʊ/ or /uː/
1. /f ... l/
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2. /ʃ ... d/
3. /ʃ ... d/
4. /k ... d/
5. /m ... d/
6. /f ... t/
7. /r ... d/
8. /f ... d/
9. /f ... l/
10. /s ... t/
11. /k ... d/
12. /s ... t/
Exercise 2: /ɒ/, /əʊ/ and /ɔː/
Listen to the words and tick the box corresponding to the vowel sound you hear in them.
A: /ɒ/ B: /əʊ/ C: /ɔː/

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Now check your answers and listen again if necessary.
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Exercise 3
Read out the following lists of four words before you hear them. Make sure you pronounce
the correct vowel sound.
A. Don't say /ɔ/, say /ɒ/
ˈplot, ˈlots, ˈcop, ˈdog
ˈtop, ˈdon, ˈpot, ˈclod
B. Don't say /oʊ/, say /ɔː/
ˈShaw, ˈcalled, ˈcaught, ˈcorn
ˈlaw, ˈraw, ˈClaude, ˈroar
ˈpour, ˈbrought, ˈpawn, ˈthought
C. Now, pronounce the following minimal pairs when their number is called, then repeat
the correct version
1.ˈShaw, ˈshow
2.ˈcold, ˈcalled
3.ˈcode, ˈchord
4.ˈcaught, ˈcoat
5.ˈraw, ˈrow
6.ˈroad, ˈroared
7.ˈfawn, ˈphone
8.ˈTony, ˈtawny
9.ˈloan, ˈlawn
10.ˈowed, ˈawed
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Exercise 4. Pronunciation of <th>
A. Read out the following lists of four words before you hear them. Make sure you do not
pronounce <th> as /s/ or /z/.
To pronounce /θ/, practise saying /f/, /θ/, /s/.
To pronounce /ð/, practise saying /v/, /ð/, /z/.
Observe the motion of your tongue as the place of articulation moves back.
ˈthink, ˈthrough, ˈthought, ˈthousands
ˈthis, ˈthat and the ˈother
ˈfourth, ˈbreath, ˈmyth, ˈmouth
B. Now, pronounce the following minimal pairs when their number is called, then repeat
the correct version.
1. ˈthick, ˈsick
2. ˈsank, ˈthank
3. ˈthink, ˈsink
4. ˈthing, ˈsing
5. ˈsum, ˈthumb
6. ˈbreeze, ˈbreathe
7. ˈwrithe, ˈrise
8. ˈteas, ˈteethe
9. ˈmiss, ˈmyth
10. ˈloathe, ˈlows
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Exercise 5. Identify the words in which <h> is mute. Then, repeat the following sentences.
1. The ˈheirs had exˈpected a ˈhigher ˈincome from the eˈstate.
2. The ˈowl has ˈhad its ˈfair ˈshare of ˈmyths aˈttached to it.
3. It ˈtook ˈCatherine an ˈhour to ˈfind the Caˈthedral.
4. Oˈthello’s the ˈfellow you ˈshouldn’t ˈfollow.
5. My ˈhonour is at ˈstake. You’ve ˈharmed my ˌrepuˈtation.
6. ˈHonestly, ˈDee, this ˈCassio guy ˈstrikes me as a ˈvery ˈsmooth ˈoperator.
7. ˈThere’ll be ˈeight of us, if I’m ˈnot miˈstaken.
8. ˈGeorge ˈBernard ˈShaw ˈwrote a ˈplay ˈcalled The ˈArms and the ˈMan.
9. ˈHeather ˈmanaged to ˈmouth an aˈpology, but her ˈheart ˈwasn’t in it.
10. The ˈartful ˈdodger is ˈrhyming ˈslang for the ˈlodger.
Now go back and listen to yourself. Do the exercise again if necessary.
Listen to the following article and answer the questions. Be prepared to discuss your
answers with the rest of the class.
1. Information-gathering questions (listen to the text a couple of times)
“REACTIONS TO THE NEW FASHION”
A. Schools
1. Why did the principal of George G. White School ban hugging?
2. What other reasons do schools invoke to ban or limit hugging?
3. What form does peer pressure take for non-huggers?
24
B. Parents
1. How do present teenagers compare with previous generations?
2. How does Amy L. Best interpret the hug?
C. Hug-resisters
1. Why does Dona Eichner object to the universal hug?
2. What about Amy Heaton?
2. Pinpoint questions
1. Apart from the hug, what forms of greeting are mentioned in the article? You can find 6.
2. What is the title of Beth J. Harpaz's book?
3. What is the electronic equivalent of the hug?
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LAB UNIT 5
1. Consonants
Exercise 1.
Record the following words when their letters are called, then repeat them and write down
each word in ordinary spelling. Then check your answers.
a./ˈwɔːk/ b. /ˈhɑːf/
c. /ˈsɒsɪʤ/ d. /ˈɜːθ/
e. /ˈʤʌʤ/ f. /ˈjɔːn/
g. /ˈðəʊ/ h. /ˈklaɪm/
i. /ˈwʌn/ j. /ˈʧɔɪs/
k. /ˈflɪŋ/ l. /ˈtæŋk/
m. /ˈjeləʊ/ n. /ˈʤem/
o. /ˈʃaɪn/ p. /ˈgæŋ/
q. /ˈʤeɪn/ r. /ˈfæks/
s. /ɪˈgzɑːmpl/ t. /ˈsɪksti/
u. /ˈmɑːʧ / v. /ˈtreʒə/
Exercise 2. /θ/ or /ð/? Have a guess!
Read out the following words. Then listen to the answer and repeat. Write the correct
symbol for <th> beside each word: /θ/ (“thorn”) or /ð/ (“eth”)
a. these b. through
c. throb d. throat
e. father f. cathedral
g. that h. throne
i. moth j. leather
k. bath l. although
m. them n. thumb
o. threaten p. then
Exercise 3. Pronunciation of /r/
a. Listen and repeat the words you will hear. According to what you have heard, tick the
box to say if the phoneme /r/ is pronounced or not. Remember that this is British English.
Word /r/ pronounced /r/ not pronounced

1 broad
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2 cord
3 shark
4 wrap
5 merry
6 drive
7 rake
8 roar 1. 2. 1. 2.
9 bright
10 arson
11 carry
12 thorn
b. Read out the words below when their numbers are called. Then listen to the answer and
repeat.
1. board 6. ride
2. sworn 7. right
3. brain 8. learn
4. try 9. spring
5. barn 10. ferry
27
2. The power of stress
Exercise 4. Nursery rhyme
Listen to this nursery rhyme once or twice. Then record yourself on tape. Put a stress mark
on lexical words and underline the syllables that might contain schwa.
Sneeze on a Monday
Sneeze for danger
Sneeze on a Tuesday
Kiss a stranger
Sneeze on a Wednesday
Get a letter
Sneeze on a Thursday
Something better
Sneeze on a Friday
Sneeze for sorrow
Sneeze on a Saturday
See your sweetheart tomorrow.
Exercise 5.
Pronounce the following words and make sure the main stress can be heard loudly. Write
them down in spelling then listen to the answers, and repeat.
a. /ˈbɪtəlɪ/ g. /əˈveɪləbl/
b. /ˈmezməraɪz/ h. /əˈstɒnɪʃɪŋ/
c. /ˈmʌltɪpl/ i. /ɪkˈspendəbl/
d. /pəˈtɪkjələ/ j. /ˈmetəfə/
e. /ˈpæsɪʤ/ k. /məˈtrɒpəlɪs/
f. /ˈsiːkrəsɪ/ l. /pəˈræləsɪs/
28
m. /ˈpærədɒks/ r. /səˈʤestɪv/
n. /prəˈvɒkətɪv/ s. /əˈʧiːv/
o. /səˈmænθə/ t. /əkˈnɒlɪʤ/
p. /ˈbenɪfæktə/ u. /ɪnˈtɜːprɪtə/
q. /ədˈmɪsəbl/ v. /ˈmɜːkjərɪ/
Exercise 6.
Read out the following words. Check your answers, and repeat. Put the stress marks on
the stressed syllables you will hear.
a. ambulance r. sacrilege
b. monotonous s. allowance
c. replacement. t. challenge
d. secondary u. excellence
e. government v. carpenter
f. compatible w. cabbage
g. convince x. February
h. correspondent y. October
i. decency z. August
j. deceitful
k. machine
l. sulphurous
m. homelessness
n. supermarket
o. optimal
p. ornament
q. persist
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3. Listening Comprehension
Title: “Sheila Watt-Cloutier: Inuit warrior for today”
Vocabulary: Permafrost : (pergélisol) = a stretch of underground land that is permanently

frozen, at least for two years.
Sheila Watt-Cloutier received the Nobel Peace Prize 2010. □Yes □No
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Sheila Watt-Cloutier has been an activist for a long time. □Yes □No
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3. Where does Sheila Watt-Cloutier’s community live? How many of them live there?
4. Describe the problems that this community faces. Why? Give details.
5. What do you learn about Sheila Watt-Cloutier’s background and education?
6. What kind of critics does she face?
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7. Fill in the blanks
Her answer is typically _________________. “Yes, we own

_____________________ , we have snowmobiles, we
have____________________________,” she acknowledges, “but the reality is that our
_____________ to this problem is very small. Whether it’s the toxins or the
____________ ________________, these things are coming from

__________________ . ” By “_________,” of course, she means _______________
_____________________ ____________________ , which produces
_______________ of the world’s ______________ ______________ on its own. The

Inuit are a very ___________ people.
Exercise 8: Listen to the text. Then listen to the split version and repeat after the model.
“The French and the English”
The Englishman appears to be cold and unemotional because he is really slow. When an
event happens, he may understand it quickly enough with his mind, but he takes quite a
while to feel it. Once upon a time a coach, containing some Englishmen and some
Frenchmen, was driving over the Alps. The horses ran away, and as they were dashing
across a bridge the coach caught on the stonework, tottered, and nearly fell into the ravine
below. The Frenchmen were frantic with terror: they screamed and gesticulated and flung
themselves about, as Frenchmen would. The Englishmen sat quite calm. An hour later the
coach drew up at an inn to change horses, and by that time the situations were exactly
reversed. The Frenchmen had forgotten all about the danger, and were chattering gaily;
the Englishmen had just begun to feel it, and one had a nervous breakdown and was
obliged to go to bed. We have here a clear physical difference between the two races – a
difference that goes deep into character. The Frenchmen responded at once; the
Englishmen responded in time.
E. M. Forster, Abinger Harvest
Exercise 9. Tongue twisters
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a. Look at the picture. Listen, write down what you hear in ordinary spelling and repeat.
b. See if you can get it right!
Amidst the mists and coldest frosts, with stoutest wrists and loudest boasts, he thrusts his
fist against the posts and still insists he sees the ghosts.
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TONGUE TWISTERS!
1. Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked?
2. Betty Botter bought some butter
But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter
3. How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood.
4. She sells seashells by the seashore.
5. How can a clam cram in a clean cream can?
6. I scream, you scream, we all scream for ice cream.
7. I saw Susie sitting in a shoeshine shop.
8. Susie works in a shoeshine shop. Where she shines she sits, and where she sits she
shines.
9. Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was
he?
10. Can you can a can as a canner can can a can?
11. I have got a date at a quarter to eight; I’ll see you at the gate, so don’t be late.
12. You know New York, you need New York, you know you need unique New York.
13. I saw a kitten eating chicken in the kitchen.
14. If a dog chews shoes, whose shoes does he choose?
15. I thought I thought of thinking of thanking you.
16. I wish to wash my Irish wristwatch.
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17. Near an ear, a nearer ear, a nearly eerie ear.
18. Willie’s really weary.
19. A big black bear sat on a big black rug.
20. Tom threw Tim three thumbtacks.
21. He threw three free throws.
22. Nine nice night nurses nursing nicely.
34
Language Lab Units
A2 FP001
English Phonetics and Phonology
Second semester
2022-2023
35
LAB UNIT 1
1. Vowels. Phonetic training
Read out the following lists of four words before you hear them. Make sure the vowels do
not sound French. Then repeat the correct pronunciation of each list.
Monophthongs
A. Don't say /i/, say /ɪ/: ˈBill – ˈthink – ˈVictor - ˈdignified
B. Don't say /a/, say /æ/: ˈcats – ˈmad – ˈfamily - ˈmatter
C. Don't say /œ/, say /ʌ/: ˈjust – ˈmuch – ˈsuch – ˈup
D. Don't say / œʁ/, say /ɜː/: ˈfirst– reˈsearch – ˈgirl – ˈpearls
Closing diphthongs
E. Don't say /aj/, say /aɪ/: ˈpride –ˈMike – ˈhigh - ˈlie
F. Don't say /ɛj/, say /eɪ/: ˈpay - ˈmay - ˈrain - ˈway
G. Don't say /ɔj/, say /ɔɪ/: 'boy – ˈcoy – ˈRoy - aˈhoy
H. Don't say /a-u/, say /aʊ/: ˈfound – aˈbout – ˈfoul – ˈsound
I. Don't say /o/, say /əʊ/: ˈwrote – ˈloads – ˈcold – ˈcode
Centring diphthongs
J. Don't say /iʁ/, say /ɪə/: ˈfear – ˈpeer - ˈmere - ˈhear
K. Don't say /ɛʁ/, say /eə/: ˈpear - ˈrare - ˈfare - ˈcare
Diphthongs + /ə/
L. Do not insert a /wə/ sound:
/aʊə/: ˈpower - ˈcoward – ˈtower - ˈsour
/əʊə/: ˈlower - ˈrower – ˈmower - ˈsewer
M. Do not insert a /jə/ sound
/eɪə/ ˈlayer – ˈpayer
/aɪə/ ˈliar – ˈhigher – ˈfire – ˈtired
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2. Reading exercise
A. Preparation
Read the words when their number is called, then repeat the correct pronunciation.
1. /ˈneɪm/ 2. /əˈbʌv/ 3. /ˈdeɪli/ 4. /ˈswiːtə/
5. /ˈɔːlweɪz/ 6. /ˈspred/ 7. /ˈkwɔːrəm/ 8. /'geɪmz/
9. /biˈjɒnd/ 10. /ˈseɪm/ 11. /pəˈtɪkjələ/ 12. /ˌpɜːpənˈdɪkjələ/
13. /ˈges/ 14. /ˈəʊvə/ 15. /dɪˈskʌvə/ 16. /ˈθɔːt/
17. /prəˈfaʊnd/ 18. /ˈdeɪmz/ 19. /ˈræpt/ 20. /riˈsɜːʧ/
21. /ˈpiːtə/ 22. /ˈʤeɪmz/ 23. /ˈvɪktə/ 24. /ˈʤɒnəθən/
25. /ˈʤɔːʤ/ 26. Munkustrap /ˈmʌŋkəstræp/
27. Quaxo /ˈkwæksəʊ/ 28. Coricopat /ˈkɒrɪkəpæt/
29. Bombalurina /ˌbɒmbəluˈriːnə/ 30. Jellylorum /ˌʤeliˈlɔːrəm/
31. Plato /ˈpleɪtəʊ/ 32. Admetus /ædˈmiːtəs/
33. Electra /iˈlektrə/ 34. Demeter /diˈmiːtə/
Now go back to the beginning of this exercise, select PLAY and listen to yourself.
Make a note of the words that do not sound right.
Then do the recording again.
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B. First read the poem silently, then listen to it.
The naming of cats

The Naming of Cats is a difficult matter,
It isn't one of your holiday games;
You may think at first I'm as mad as a hatter
When I tell you, a cat must have THREE DIFFERENT NAMES.
First of all, there's the name that the family use daily,
Such as Peter, Augustus, Alonzo or James,
Such as Victor or Jonathan, George or Bill Bailey –
All of them sensible everyday names.
There are fancier names if you think they sound sweeter,
Some for the gentlemen, some for the dames:
Such as Plato, Admetus, Electra, Demeter –
But all of them sensible everyday names.
But I tell you, a cat needs a name that's particular,
A name that's peculiar, and more dignified,
Else how can he keep up his tail perpendicular,
Or spread out his whiskers, or cherish his pride?
Of names of this kind, I can give you a quorum,
Such as Munkustrap, Quaxo, or Coricopat,
Such as Bombalurina, or else Jellylorum –
Names that never belong to more than one cat.
But above and beyond there's still one name left over,
And that is the name that you never will guess;
The name that no human research can discover-
But THE CAT HIMSELF KNOWS, and will never confess.
When you notice a cat in profound meditation,
The reason, I tell you, is always the same:
His mind is engaged in a rapt contemplation
Of the thought, of the thought, of the thought of his name:
His ineffable effable
Effanineffable
Deep and inscrutable singular Name.
T.S. Eliot, Old Possum's Book of Practical Cats, Faber & Faber, 1939
C. Now repeat, paying particular attention to the rhythm. Make sure you pronounce the
stressed syllables as such. Do not rush, but try to follow the rhythm of the model. This will
take some time, and you may have to redo some passages. In any case, please spare us
(and yourself) the monotonous drone of the bored student.
D. Now go back and listen to your recording. Make a note of the passages you did not get
right, and do the recording again. Be prepared to read a section of the poem to the rest of
the class, if your teacher asks you to.
38
STORYCORPS PODCAST - WALKING WITH HOPE
1. How bad was Andy's leg? What was the prognosis?
2. What question did the hospitalist (Sarah Scholl) ask him?
3. What did Andy see when he woke up in the morning?
4. In what way had Sarah helped Andy?
5. What happened during the operation?
6. Why did Sarah ask Andy to walk her down the aisle?
7. What was Andy's reaction?
8. Describe what happened this summer (2009).
Vocabulary:
Titleist /ˈtaɪlɪst/ Pro V1: a type of golf ball
Walk down the aisle: lead to the altar.
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LAB UNIT 2
1. Assimilation. Morpheme of the present simple
When you hear the number, produce the suggested sentence, using the present simple.
Repeat the correct version.
1. John /sneeze/ a lot.
2. Alice /bathe/ every day.
3. Henry always /add/ milk.
4. Claire /brush/ her hair with it.
5. Thomas absolutely /loathe/ maths.
6. Johanna /switch/ on the radio.
7. He just /let/ it happen.
8. This cream /soothe/ the skin beautifully.
2. Assimilation. -ED
Pronounce the following sentences when their number is called. Listen to the correct
version and repeat it.
1. Annabel mended her own clothes.
2. My brother was deeply touched.
3. They charged a terrible price.
4. Big Boss judged it impossible.
5. The naked eye may not see it, but the flaw's there.
6. "Jagged-edged" is a fair description of it.
7. Philip's allegedly a very learned man.
8. Believe you me, it was wicked!
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3. Assimilation. Morpheme of the plural
Pronounce the following lists when their number is called.
Listen to the correct version and repeat it.
1. cloths – moths – maths – myths /θs/
2. clothes – scathes – soothes – writhes /ðz/
4. Assimilation. /ŋ/
Listen carefully and repeat the following lists
Assimilation before /k/: /n/ becomes /ŋ/
1. ink – think – thanks – tank
2. drink – drank – drunk – drinking - drinker
3. sink – sank – sunk – sinking - sinker
Coalescence: /n/ and /g/ merge into /ŋ/
1. sing – sang – sung – singing – singer
2. ring – rang – rung – ringing - ringer
3. long – strong - wrong
Assimilation before /g/: /n/ becomes /ŋ/ - /g/ is kept.
longer – stronger – finger – linger
Prefixed words normally have no assimilation:
engage – include – encompass – engulf
5. Assimilation in casual speech
a) Pronounce the following sentences when their number is called. Listen to the correct
version and repeat it. And while you're at it, pay attention to the rhythm.
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1. We need to set up a think tank.
2. Thank you for the drinks, Angus.
3. Granny always liked to have a finger in the pie.
4. The lead singer had another engagement.
5. I'm afraid I've dropped some ink.
6. He swallowed it hook, line and sinker.
7. Does that include breakfast?
8. This is taking much longer than I thought it would.
b) First read the following sentences silently.
Then read them out when their number is called.
Repeat the expected version. And while you're at it... pay attention to the rhythm!
1. /ˈdɪdʒu ˈsiː ˈðæt/
2. /dʒu ˈθɪŋk jə ˈkʊd/
3. /aɪ ˈnevə ˈbaɪ frəm ˈðɪʃ ˈʃɒp/
4. /ˈwɒts ˈdɪs/
5. /ˈhuːz ˈdæt/
6. /ju ʤəs ˈdəʊŋ ˈkeə ˈduː ju/
7. /ɪts ə ˈlɒŋ ˈprəʊses ˈæʒu ˈnəʊ/
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Listen to the following article and answer the questions.
Be prepared to discuss your answers with the rest of the class.
1. Listen carefully to the beginning of the recording.
Which paper is the article taken from?
Which city and state are named in the article?
2. If you go to the town mentioned in the article, what can you do? (3 answers)
3. What if you visit the museum in the heart of the historic district?
4. What does the article say about conversations?
5. What can you find out about in the "interpretive center" (visitor centre)?
6. What examples of Mark Twain's humour can you find in the article? (2 answers)
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LAB UNIT 3
1. Stressed syllables
First, listen to the following sentences and mark the stress (i.e. the stressed syllables).
Then check your answers and repeat.
Don’t forget to listen to your recording and try to improve it!
a. /hiz bɪn traɪɪŋ tə kɒntækt ə fə θriː deɪz/
b. /ʃi sed ʃi wəz gəʊɪŋ tə rəʊm təmɒrəʊ/
c. /hi wəz sæd ənd æŋgri ət ɪz fɑːðə/
d. /wɒt dju nəʊ əbaʊt ði æksɪdənt/
e. /kəd ju kʌm ən siː mi ɒn wenzdeɪ /
f. /wi disaɪdɪd tə liːv ðə haʊs ɑːftə ðə stɔːm/
g. /aɪ θɪŋk ʃiz nɒt səʊ ʌgli ɑːftər ɔːl/
h. /aɪ biliːv jul duː eniθɪŋ aɪ ɑːsk bikɒz ju lʌv mi/
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2. Weak vowels
Listen to the sentences and write the symbol under each weak vowel.
Then check your answers and repeat.
Then listen to what you have recorded and see if it sounds English!
a. They were with us when he talked about it.
b. Do you think she’ll go to the party?
c. I haven’t heard from them for ages.
d. He was at the cinema last night.
e. She has baked a cake, would you like a piece?
f. She put her books on the table and helped herself to a cup of coffee.
g. He forgot his jacket at Jenny’s.
h. The car door is open. I forgot to close it.
i. He looked at himself in a mirror and tried to hide his grey hair under a cap.
j. I’ll have a diet Coke and a packet of biscuits.
k. He was at the crossroads when he saw a car driving towards him.
3. /h/
Repeat the following sentences, making sure you pronounce all the aitches, without adding
any that are not there!
1. It's all a lot of hot air.
2. Applications have to be in by eight.
3. Hairspray does not have to be in an aerosol.
4. Erica got ahead of them all.
5. I find hedge trimming an exhausting job.
6. Edging in seems to be what Henry does best.
7. We have a couple of hearings on tomorrow.
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8. We have a pair of earrings you might like.
9. I hate a hasty meal.
10. If you had anything like that, I'd buy it at once.
11. If you add anything like that, it sounds insulting.
12. The good old airbrush, you know.
4. Dialogue
Listen to this dialogue between Nick and his father.
Then play the father’s role in the spaces provided on the tape.
Pay attention to weak forms!
Listen to your recording and try to do better!
‘What did you do, Dad?’
‘I went out fishing in the morning.’
‘What did you get?’
‘Only perch.’
‘What did you do this afternoon?’
‘I went for a walk up by the Indian camp.’
‘Did you see anybody?’
‘The Indians were all in town getting drunk.’
‘Didn’t you see anybody at all?’
‘I saw your friend, Prudie.’
‘Where was she?’
‘She was in the woods with Frank Washburn. I ran on to them. They were having
quite a time.’
‘What were they doing?’
‘I didn’t stay to find out.’
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‘Tell me what they were doing.’
‘I don’t know, I just heard them threshing around.’
‘How did you know it was them?’
‘I saw them.’
‘I thought you said you didn’t see them.’
‘Oh, yes, I saw them.’
‘Who was it with her?’
‘Frank Washburn.’
‘Were they – were they-’
‘Were they what?’
‘Were they happy?’
‘I guess so.’
‘Have some more?’
‘No.’
‘You’d better have another piece.’
‘No, I don’t want any.’
‘Where were they in the woods?’
‘Up back of the camp. You’d better go to bed, Nick.’
‘All right. My heart’s broken. If I feel this way my heart must be broken.’
adapted from Ernest Hemingway, ‘Ten Indians’ in Men without Women
47
Looking towards Toronto. By Joanne Shurvell, a Torontonian living in London
“Canadians are fond of American culture.”
Yes  No 
All the programmes broadcast on Canadian radio and TV are Canadian.
Yes  No 
3. Why have Canadian musicians gained international fame?
4. How does Toronto compare to the world’s big cities?
5. Is French much spoken in English Canada?
6. Why did Joanne Shurvell move to London?
48
7. Fill in the blanks
Toronto, which means “ ____________”, has few pre-19th-century buildings.
It is dominated _____________lake and by _____________, especially downtown.
Mirroring Lake Ontario ______________vast landscape of Ontario, everything in
Toronto is ________________ than in _________________ cities – the cars, the
buildings, the ________________________.
49
LAB UNIT 4
1. Weak forms
Listen and transcribe the underlined words.
Then repeat.
Don’t forget to listen to your recording and try to improve it!
a. I’d like pears and apricots.
b. I bought a CD for Oliver this afternoon.
c. He went to America last year.
d. The knives and forks were on the table.
e. How are you going to get out of it?
f. Will you do this for me?
g. He gave the book to Daniel.
h. She can talk about it for hours.
2. Reading IPA
Read out the following sentences when their number is called.
Then listen and repeat.
a. /aɪ ˈdəʊnt ˈlaɪk ˈtʃɪkɪn/
b. / ˈwɒt ə ju ˈlʊkɪŋ fɔː/
c. /ˈhaʊ wɪl ju ˈduː ˈðæt/
d. /hi wəz ˈrʌnɪŋ ˈɑːftə mi/
e. /aɪ ˈwəʊnt ˈgəʊ wɪð ju ən ˈðæts ˈfaɪnəl/
3. Revision: Nursery rhyme
Listen and give the vowel symbol for the last word of each line.
Then record, using the split version.
One, two, __________
Buckle my shoe; _____
50
Three, four, ______
Knock at the door; ______
Five, six, _____
Pick up sticks; ____
Seven, eight, _____
Lay them straight; _____
Nine, ten, _____
A good fat hen. _____
Eleven, twelve, _____
Dig and delve; _____
Thirteen, fourteen, ______
Maids a-courting; ______
Fifteen, sixteen, ______
Maids in the kitchen; ______
Seventeen, eighteen, _____
Maids a-waiting; _______
Nineteen, twenty, _______
My plate’s empty. _______
4. Dialogue
Market research on shampoos
a. Listen to the dialogue between Nancy and Freddie.
b. Fill in the blanks
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c. Then play Nancy’s role. Pay attention to weak forms.
Freddie: I just want to ask you a few questions; sit down a _____________ .
Nancy: What sort of questions?
Freddie: Very simple ones. Just relax and let your mind ___________ .
Nancy: I have trouble _________ it still.
Freddie: Are you ready?
Nancy: Ready!
Freddie: What do you ________ your hair in?
Nancy: The _____________ !
Freddie: No, no! That’s not quite what I ___________. I ____________ Nancy, do you use
a shampoo?
Nancy: Of course I use a shampoo!
Freddie: Whose?
Nancy: My ____________. Whose do you think?
Freddie: I think we’re at cross-purposes. I meant, which ___________?
Nancy: Oh, well, I use Fenwick’s Lanolin-based Super _____________ for Dry Hair.
Freddie: Why?
Nancy: Because I’ve got dry hair.
Freddie: Do you ever buy any other ____________ shampoo?
Nancy: Sometimes.
Freddie: Such as what?
Nancy: Well, I sometimes buy Samson’s.
Freddie: Samson’s? Is that a good shampoo?
Nancy: It kills the ________________
Freddie: It kills the WHAT?
Nancy: _____________
Freddie: _______________ ?
Nancy: Yes. It knocks’em cold! You can see’em __________ about in the water.
Freddie: Are you telling me that in this__________ and age…
Nancy: Not ME… The Dog!
Freddie: We’re not talking about dog shampoos, Nancy.
Nancy: You asked me if I ever buy any other kind of shampoo.
Freddie: All right. You buy dog shampoos and __________ shampoos and __________
shampoos and ___________ shampoos. We’re talking about shampoos for the human
____________.
Nancy: Well, you didn’t say that was what you were talking about.
Freddie: Well, at least we’ve got that _____________ out.
Nancy: Human _____________
Freddie: Nancy, you’ve heard of Carson’s Countess Shampoo.
Nancy: Of course I’ve heard of it. ____________’s heard of it.
Freddie: Everybody’s heard of it. Do you ever buy it?
Nancy: No.
Freddie: Why not?
Nancy: Because I buy Fenwick’s Lanolin-based Super __________ for Dry Hair.
Freddie: Yes, I _______ ______ known you’d say that. Let me see if I can’t
____________ the question slightly. You do buy other shampoos, _______________,
don’t you? Hair shampoos, of course.
Nancy: I know what you mean, I’m not stupid!
Freddie: Yes. Well? Do you? I mean, most ________________ change their shampoo
now and then.
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Nancy: I do sometimes.
Freddie: You never ____________ of buying Carson’s Countess?
Nancy: No.
Freddie: Why not?
Nancy: I don’t like it.
Freddie: Have you ever tried it?
Nancy: I tried it once. I didn’t think it was _____________ .
Freddie: Did you know that Carson’s did a _______________ with __ _______________
women?
They put the Countess ____________ on a bottle of Fenwick’s and the Fenwick’s
_____________ on a bottle of Countess.
Nancy: What happened?
Freddie: The women using the Countess bottle all _____________ they didn’t like it.
Nancy: I keep telling you, _____________ likes that shampoo!
Freddie: I don’t think I’m ___________ very far, Nancy. A lot of women who
__________ about the Countess shampoo, ______________ preferred Fenwick’s...
Nancy: I know. I prefer it myself.
Freddie: But they were in fact ______________ Fenwick’s. Don’t you understand? And
they didn’t know it!
Nancy: A ____________ !!!!
Freddie: Yes.
Nancy: I don’t think it’s right ____ _____ that _____ people.
Freddie: It was a test. A ____________ test.
Nancy: I don’t think it’s _______________. I think it’s ______________.
Freddie: All right, it was _____________. But at least we ___________ _______
that it wasn’t the shampoo people ___________ to, but the ______________ !
Nancy: Well, I don’t like the shampoo and if you’re telling me it’s the _________ I don’t
like, you must be _____________ . I don’t wash my hair with a _______ . I wash it with
what’s in the bottle. What difference does it make, what it’s called?
Jack Pullman, The Happy Apple
53
5. Revision
Read out the following sentences when their numbers are called.
Then listen and repeat.
If you have time, listen to what you have recorded and try to do better.
a. / ˈbeti ənd ˈælɪs ˈwent tə ðə ˈpɑːti /
b. / ˈwɒt ə ju ˈgəʊɪŋ tə ˈduː əˈbaʊt ɪt /
c. / wi wɪl ˈnevə fəˈget ɪz ˈfeɪs /
d. / ʃi ˈsed ju ʃəd ˈtɔːk tə ðəm/
e. / hiz bɪn tu əˈmerɪkə ˈθriː ˈtaɪmz/
f. / ju wər ət ðə ˈbɑː wen ðeɪ ˈkɔːld /
g. / ʃi wəz əz ˈprɪti əz ə ˈdeɪzi /
h. / aɪ ˈgɒt ə ˈletə frəm ɪm ˈjestədeɪ/
i. / ˈwɒt də ˈbɜːdz ˈiːt ɪn ðə ˈmaʊntɪnz/
j. / aɪm ˈsɒri bət aɪ ˈkɑːnt ˈtel ju ðə ˈtruːθ/
6. Listening
Listen and list a few examples of British stereotypes.
54
LAB UNIT 5
1. Weak syllables in lexical words.
Pronounce the following words when their number is called.
1. happiness 2. Candace
3. freedom 4. village
5. miracle 6. regular
7. heritage 8. biscuit
9. admirable 10. critical
11. timeless 12. photographer
13. advantage 14. language
15. sausage
2. Grammar words in weak form.
Pronounce the following sentences when their number is called.
Don't say /fɔː/, /æt/, /frɒm/ etc. Say /fə/, /ət/, /frəm/ etc. The transcriptions will help you.
1. Wait for me here.
/ˈweɪt fə mi ˈhɪə/
2. I left it at home.
/aɪ ˈleft ɪt ət ˈhəʊm/
3. It comes from France.
/ɪt ˈkʌmz frəm ˈfrɑːns/
55
4. Don't look at her.
/ˈdəʊnt ˈlʊk ət hə/
5. I've asked a couple of friends.
/aɪv ˈɑːskt ə ˈkʌpəl əv ˈfrendz/
6. One of these days, you might.
/ˈwʌn əv ðiːz ˈdeɪz ju ˈmaɪt/
7. Ham and cheese, please.
/ˈhæm ən ˈʧiːz ˈpliːz/
8. Just one or two's enough.
/ˈʤʌst ˈwʌn ə ˈtuːz iˈnʌf/
9. I know, but I won't do it.
/aɪ ˈnəʊ bət aɪ ˈwəʊnt ˈduː ɪt/
10. We sat there for an hour and a half.
/wi ˈsæt ˈðeə fər ən ˈaʊər ənd ə ˈhɑːf/
3. Prepositions in strong form
Pronounce the following sentences when their number is called.
DO say /fɔː/, /æt/, /frɒm/, etc.
56
1. WHO'S that for?
/ˈhuːz ˈðæt fɔː/
2. THIS is where I'm from.
/ˈðɪs ɪz ˈweər aɪm ˈfrɒm/
3. What was it MADE of?
/ˈwɒt wəz ɪt ˈmeɪd ɒv/
4. What are you LOOKing at?
/ˈwɒt ə ju ˈlʊkɪŋ æt/
5. What are YOU going as?
/ˈwɒt ə ˈjuː ˈgəʊɪŋ æz /
4. Weak and strong forms mixed
Repeat the following sentences, paying particular attention to the grammar words.
The transcriptions will help you.
1. The editor was of the opinion that… that "THAT" should have been a "THIS".
/ði ˈedɪtə wəz əv ði əˈpɪnjən ðət ˈðæt ˈðæt 'ʃʊd əv bɪn ə ˈðɪs/
2. I travel to and FROM London a lot.
/aɪ ˈtrævəl ˈtuː ən ˈfrɒm ˈlʌndən ə ˈlɒt/
3. Why do so many people say "LIKE" when they mean "AS"?
/ˈwaɪ də ˈsəʊ meni ˈpiːpəl ˈseɪ ˈlaɪk wen ðeɪ ˈmiːn ˈæz/
57
4. He thought she was already at the STAtion, but he was WRONG.
/hi ˈθɔːt ʃi wəz ɔːlˈredi ət ðə ˈsteɪʃən bət i wəz ˈrɒŋ/
5. Oh, THERE you are! I thought I'd never FIND you!
/ˈəʊ ˈðeə ju ˈɑː aɪ ˈθɔːt aɪd ˈnevə ˈfaɪnd ju/
6. There are a FEW things that need coRRECting.
/ðər ɑːr ə ˈfjuː ˈθɪŋz ðət ˈniːd kəˈrektɪŋ/
7. There'll be plenty MORE tomorrow.
/ðəl bi ˈplenti ˈmɔː təˈmɒrəʊ/
8. The spaces between 'Elephant' and 'and' and 'and' and 'Castle' were different.
/ðə ˈspeɪsɪz bəˈtwiːn ˈeləfənt ən ˈænd ən ˈænd ən ˈkɑːsəl wə ˈdɪfrənt/
9. That's about as far as I can TAKE you.
/ˈðæts əˈbaʊt əz ˈfɑːr əz aɪ kən ˈteɪk ju/
10. I just signed my NAME, and that was IT.
/aɪ ˈʤʌst ˈsaɪnd maɪ ˈneɪm ən ˈðæt wəz ˈɪt/
5. Rhythm. Emphasis
Repeat each pair of sentences, paying particular attention to the rhythm and to emphasis.
1. GIVE it to me. Give it to ME.
ˈ― ● ● ● ― ● ● ˈ―
58
2. He ought to see a DOCtor. He OUGHT to see a doctor.
● ― ● ― ● ˈ― ● ● ˈ― ● ― ● ― ●
3. My father didn't aPPROVE. My FATHer didn't approve.
● ―● ― ● ● ˈ― ● ˈ―● ― ● ●―
4. You're wanted on the PHONE, Becky. YOU'RE wanted on the phone, Becky.
● ― ● ● ● ˈ― ― ● ˈ― ― ● ● ● ― ― ●
5. I'm sure he wants to go there TOO. I'm SURE he wants to go there too.
● ― ● ― ● ― ― ˈ― ● ˈ― ● ― ● ― ― ―
6. A poem by D.H. Lawrence (1932)
Listen to the following poem, and then repeat it in the blanks provided.
Do not be afraid to copy the rhythm and the intonation as best you can.
59
The English Are So Nice!
The English are so NICE
So AWfully nice
They are the nicest people in the WORLD.
And what's MORE, they're very NICE about BEing nice
About YOUR being nice as WELL!
If YOU'RE not nice they soon make you FEEL it.
AMERicans and FRENCH and GERMans and SO on
They're all very WELL
But they're not really NICE, you know.
They're not nice in OUR sense of the word, ARE they now?
That's WHY one doesn't have to take them SERiously.
We must be NICE to them, of COURSE,
Of COURSE, NATurally.
But it doesn't really MATTer what you SAY to them,
They don't really underSTAND
You can just SAY... ANything to them:
Be NICE, you know, just NICE
But you must never take them SERiously, they wouldn't underSTAND,
Just be NICE, you KNOW? Oh, FAIRly nice,
Not TOO nice, of COURSE, (they take adVANTage)
But nice eNOUGH, just nice eNOUGH
To let them FEEL they're not QUITE as nice as they MIGHT be.
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Université Sorbonne-Nouvelle

Licence Anglais SL1

A1FP001 – Langue orale

ENGLISH PHONETICS and PHONOLOGY

Responsable: Mme Christelle Exare

A1FP001- English Phonetics and Phonology

My TD group: n°………. ; on ………….. from …. to …. ; in rooms ………

My TD teacher is:…………………………………….; contact:

My language assistant is:……………………………; contact:

A2 FP001 – English Phonetics and Phonology

My TD group: n°………. ; on ………….. from …. to …. ; in rooms ………

My TD teacher is:…………………………………….; contact:

My language assistant is:……………………………; contact:

English Phonetics and Phonology

Some helpful vocabulary:

handles: deals with, takes responsibility for

expansion: becoming bigger, increasing in size

to cope: to deal (with a difficult situation) successfully

expectations: when you think or believe something good will happen

billion: a thousand million

grand: splendid and impressive

from the outset: from the very beginning

adequate: here, sufficient, enough

queues formed: people stood one after another in long lines

a shambles: in a state of confusion, poorly organised

lack of: not enough, insufficient

alleviate: relieve, make easier

fiasco: a humiliating failure

No one expected very much from the new terminal. T/F

The backlog of luggage was cleared immediately. T/F

There is only one airline operating out of Terminal 5. T/F

2) Why was the new terminal built?

3) How much did the new terminal cost?

5) How many bags were placed in temporary storage?

1. Vowels and consonants

Circle the word you hear and repeat it.

1. Listen to the passage carefully.

2. Fill in the blanks on your sheet.

3. Check your answers with your teacher

4. Listen to the split version of the passage and record yourself.

‘What can I get you?’ Jenny asked them.

‘I’ll have a roast____________with apple_______________and __________________

potatoes,’ the first man said. ‘It isn’t ready yet.’

‘What do you put it on_______________for?’

‘It’s five o’clock.’

‘Oh,______________the clock then. What have you got to eat?’

‘All right, I’ll take________________,’ the man called Al said.

‘Give me bacon and eggs,’ said the other man.

Adapted from Ernest Hemingway, “The Killers”, 1928

JENNY: ‘It isn’t ready yet.’

AL: ‘What do you put it on the card for?’

AL: ‘The clock says twenty minutes past five.’

JENNY: ‘It’s twenty minutes fast.’

JENNY: ‘That’s the dinner.’

AL: ‘All right, I’ll take ham and eggs.’

Exercise 4: Ken and Kate

Skip this exercise.(8’26 – 9’15)

Exercise 5: Nursery Rhyme: ABC

B bit it; ___________

C cut it; ____________

E ate it; ___________

F fought for it; _____________

G got it; _____________

H had it; ______________

‘I’ll have a roast____with apple_and ____________