Tập bài giảng ngữ âm thực hành

TẬP BÀI GIẢNG NGỮ ÂM THỰC HÀNH (PRONUNCIATION IN USE) LỜI NÓI ĐẦU Các em sinh viên thân mến! Để bước đầu làm quen với việc phát âm tiếng Anh, xin giới thiệu tập giảng “Ngữ Âm Tiếng Anh Thực Hành” biên soạn cho 03 đơn vị học trình, dành cho sinh viên năm thứ hệ cao đẳng sư phạm tiếng Anh qui. Đây tập hợp học ngữ âm nhằm giúp em nắm tượng ngữ âm bản, đồng thời tạo hội cho em vận dụng thực hành việc phát âm tiếng Anh chuẩn. Tập giảng gồm hai phần: Phần 1: Nội dung, gồm 10 học tượng ngữ âm tiếng Anh Phần 2: Đáp án cho tập thực hành. Mỗi học chia thành mục: Mục 1: Mục đích học Mục 2: Nội dung học Mục 3: Thực hành Mục 4: Bài tập nhà Hi vọng với chăm cần cù học tập, em tích cực luyện tập khai thác tốt kiến thức tập giảng này. Chúc em thành công việc học vận dụng tiếng Anh! TÁC GIẢ i TABLE OF CONTENT PART I: CONTENT………………………………………………………………….1 UNIT 1: SPEECH ORGANS AND THEIR FUNCTIONS………………………… .1 UNIT 2: VOWELS AND THEIR CLASSIFICATION …………………………… UNIT 3: CONSONANTS AND THEIR CLASSIFICATION ……………………….9 UNIT 4: OTHER CONSONANTS ………………………………………………….15 UNIT 5: WORD STRESS ………………………………………………………… .20 UNIT 6: PHRASE STRESS AND SENTENCE STRESS ………………………….26 UNIT 7: STRONG FORM AND WEAK FORM ………………………………… .31 UNIT 8: ELISION AND LINKING SOUNDS………………………………………37 UNIT 9: ASSIMILATION ………………………………………………………… 43 UNIT 10: PITCH AND INTONATION …………………………………………… 48 PART 2: ANSWER KEYS………………………………………………………….55 ii PART I: CONTENT UNIT 1: SPEECH ORGANS AND THEIR FUNCTIONS I. - OBJECTIVES To study the organs of speech, and their functions. II. CONTENT 2.1. General The sounds of English are all produced by the air which comes from the lungs into the throat (pharynx) and then passes through the nose or the mouth. The parts of the body that are used to modify this stream of air in order to produce different sounds are the organs of speech. E.g. We have the sound /p/ when the two lips are used —> as are among the organs of speech. 2.2. Description 2.2.1. Points of articulation Points of articulation are the speech organs at which the articulators touch or nearly touch during the production of a particular sound. They are : - upper lip : opposite to the lower lip. - upper teeth I between the upper lip and the tooth ridge. - Tooth ridge or alveolar ridge : The small ridge just behind the upper teeth. - Hard palate : The hard part of the roof of the mouth. - Soft palate : The soft part of the roof of the mouth. 2.2.2. Articulators Articulators are the most movable speech organs. They are : - Lower lip : Facing the upper lip. - Lower teeth : between the lower lip and the tip of tongue. - Tip of tongue : opposite to the alveolar ridge, it can touch the teeth, the alveolar ridge and the hard palate. - Front of tongue : facing the hard palate. - Middle of tongue : between the front and the back of the tongue. It can touch the hard palate and the soft palate. - Back of tongue : the end part of the tongue that can touch the soft palate. - Velum or Uvula : the extreme back of the roof of the mouth that can be raised or lowered to open or close the passage to the nasal cavity. - Vocal cords : in the throat (Adam’s apple). They may open or close and let the air pass through the opening between them. When they are apart, the air can pass out freely without the vibration. Then we have voiceless sounds. But when they close tightly and open rapidly, there is vibration we have voiced sounds. - Jaw: it can move up or down to change the size of the oral cavity. - Epiglottis : in the pharynx. III. PRACTICE Exercise 1: Draw the organs of speech and point out their names. Exercise 2: What we need first when we speak? Exercise 3: What are voiceless / voiced sounds? How are they produced? IV. HOMEWORK Learn by heart names of speech organs and their functions. UNIT 2: VOWELS AND THEIR CLASSIFICATION I. OBJECTIVES - To study types of Vowels - To practise these types - To develop the student's patience in studying II. CONTENT: V0WEL SOUNDS 2.1. Long vowels (5 long vowels: /i:, u:, ɔ:, a:, 3:, æ/) Put your tongue down and back to make the sound /a:/ Open your mouth very little to make the sound /i:/ l' - First practise the sound /u/, then put your tongue up and back to make the sound /u:/ First practice the sound /ɔ/, then put the back of your tongue a little to make the sound /ɔ:/ First practice the sound /e/. Then open your First practise the sound /ɔ:/, then put your tongue forward and up a little to make the sound / 3:/ mouth a little more to make the sound / æ / 2.2. Short vowels: (6 short vowels /i, e, ɔ,, ə, u / ) First practise the sound /i:/.Then open your mouth a little more to make the sound ill First practise the sound ill. Then open your mouth a little more to make the sound /e/ First practise the sound / æ /.Then put your tongue slightly back and bring your lips slightly forward: /ɔ/ First practise the sound / ɔ/. Then put the back of your tongue forward and up a little to make the sound /u/. First practise the sound /æ/. Then tongue back a little co make the sound // (a very short sound) First make the sound /3:/. Then put your make it very short. This is / ə /, (a very short sound) 2.3. Dipthongs : (8 dipthongs /ai, ei, au, eə, iə, ɔi, uə, əu/) First practise the sound /a:/ (a long sound. Then add /i/(a short sound), we have /ai/ First make the sound /e/. now make it longer: eee. Then add /i/, and we have /ei/ First practise the sound / æ /. Now add /u/. We have /au/ First practise the sound /e/. Now Make it longer and add /ə/. It's /eə/ First make the sound /i/. Now add /ə/. We have /iə/. First say / ɔ:/. Now make it longer First say/ə/. Now make it longer: ɔɔɔ. Then add /i/. This is very short. We have /ɔi/. əəə. Then add jut. This is very short. We have / əu/. 2.4. Tripthongs (5 tripthongs: aiə, auə, eiə, ɔiə, əuə/ /aiə/ /auə/ /eiə/ liar: /laiər/ Power: /pauər/ layer: /leiər/ fire:/faiər/ Hour: /auər/ player: /pleiər/ /ɔiə/ /əuə/ royal: /rɔiəl/ Lower: /ləuər/ Lawyer: /lɔiər/ Summary: Classification of vowel sounds Long vowels /i: , u:, ɔ:, a:, 3:/) Short vowels /i, e, æ, ɔ,, ə, u / Dipthongs Tripthongs /ai, ei, au, eə, iə, ɔi, /aiə, auə, eiə, ɔiə, əuə/ uə, əu/ III.PRACTICE Exercise 1: a. Classify /i:/ and /I/: Evening, tin, easy, eat, it, since, this, meat, teach, film, interesting, tea, sea, seen, sit, seat, minute, fifty, cheese, chinese, free, three, be, she, pleased… b. Classify /a:/ and /  /: Cut, cup, cart, card, done, come, mar, march, must, darn, last, lust, heart, harm, hut, much, calm, farm… c. Classify /u:/ and / u/: Look, cook, book, soot, shoot, pull, pool, could, shoe, suit, stood, stewed, to, too, wooed, wood, food, cool… d. Classify / æ / and / e /: Dad, dead, dense, man, send, many, mad, any, at, stretch, sat, head, hand, fan, can, land, set, met, letter , fed, catch… e. Classify / o: / and / o / : Corn, cord, copy, swan, sworn, sod, soared, shot, stock, talk, spot, sport, chalk, shock, loss, got, caught, bought… f. Classify / з / and / ә /: Her, teacher, heard, shirt, the, first, fur, stir, sister, prefer, refer, skirt, hurt, learn, today, sir, brother, occur, … g. Classify / au / and / әu /: Now, no, show, how, hoe, loud, load, tone, town, couch, know, noun, known, foal, fowl, rouse, rose, stout, stoat, found, phone… h. Classify / iә /, / eә /, / uә /:  Statement of correction Examples A: Mr Robert’s sixty-two. B: Sixty-three. ↘ ↗ Student: My answer is yellow. Teacher: Orange. ↘ ↗  Statement of warning You’ll be late. Examples ↘ ↗  For statements which has two parts of which the first is more important to the meaning than the second. The voice will fall at the end of the first part and rise at the end of the second. Examples He was very well when I saw him last week. ↘ ↗ We decided to stay at home because it rained heavily. ↘ ↗ 58 Note: Also, the dive tone consists of the special case: The rising-rising- and finally falling tone  Choice questions Examples Do you like green, blue or red? ↘ ↘ ↗ Would you like tea or coffee? ↘ ↗ Can you play tennis, football or basketball? ↘ ↘ ↗  List of items Examples You need a pen, a pencil and some paper. ↘ ↘ ↗ The stall sells ribbon, beads, elastic and buttons. ↘ III. ↘ ↘ ↗ PRACTICE Exercise 1: What types of questions have rising tone? Give examples. Exercise 2: Which exclamations have falling tone? Give examples. Exercise 3: Draw the intonation pattern of the sentences below and speak aloud. 1. This is a beautiful shirt, isn’t it? 2. I get up early, have breakfast and go to school every day. 59 3. Mary, how graceful you are! 4. Did you go to the cinema yesterday? 5. A: This shirt is 250 dollars. B: How much? Exercise 4: Draw the intonation pattern of the sentences below and speak aloud. 6. How’s your son? 7. Those are black pencils, aren’t they? 8. Let’s go, shall we? 9. What a pretty skirt! 10. Would you like tea or coffee? Exercise 5: Draw the intonation pattern of the sentences below and speak aloud. 1. 2. 3. 4. 5. Do you understand what I meant? I love to write, to read, and to give comments. Linda, what a beautiful smile you have! You are Tiger, aren’t you? Would you like apples, oranges, or grapes? Exercise 6: Draw the intonation pattern of the sentences below and speak aloud. 1. 2. 3. 4. 5. Do you know where Tom is? Don’t be late. I like cooking, dancing, and singing. She looks so beautiful, doesn’t she? Would you like to become a teacher, a doctor, or an engineer? IV.HOMEWORK Exercise 1: Draw the intonation pattern of the sentences below and speak aloud. Look at the list of sentences in the table below. Do they have falling or rising intonation? Read the information provided in the lesson again and write if the sentences have rising intonation or write if, on the contrary, they have falling intonation. Use the spaces provided to write the number. TYPE OF SENTENCES ANSWER  That band was a worldwide hit  Do you sing while taking a bath?  What musician would you most like to meet?  Turn the volume down! INTONATION PATTERNS 1. Rising Intonation 2. Falling Intonation 60  What an orchestra concert!  I listen to classical music, jazz and rap.  Do you prefer music in English or in your own language? Exercise 2: Draw the intonation pattern of the sentences below. 1. How are you? 2. They are good students, aren’t they? 3. is this your poster? 4. What a beautiful girl! 5. Do you like playing table tennis or badminton? 6. Do you understand my question? 7. Shut up! 8. She is not interested in reading books, playing games, and going shopping. 9. Miss Lan looks so nice, doesn’t she? 10. Really? PART 2: ANSWER KEYS Unit 1: Exercise 1+2+3: yourself Unit 2: Practice: Exercise 1: i. Classify /i:/ and /I/: /i:/ : easy, meat, teach, tea, sea, seen, seat,cheese, chinese, free, three, pleased /i/ : evening, tin, it, since, this, film, interesting, sit, minute, fifty, be, she j. Classify /a:/ and /  /: /a:/ : cart, card, mar, march, darn, last, heart, harm, calm, farm. /  /: cut, cup, done, come, must, lust, hut, much k. Classify /u:/ and / u/: /u:/ : shoot, pool, could, shoe, suit, stood, stewed, too, food, wooed /u/ : look, cook, book, soot, pull, could, to, wood, cool l. Classify / æ / and / e /: / æ / : dad, man, many, mad, at, sat, hand, fan, can, land, catch / e / : dead, any, head, dense, send, set, met, letter, stretch, fed. m. Classify / o: / and / o / : / o: / : corn, cord, soared, talk, spot, chalk, caught / o / : copy, swan, sworn, sod, shot, stock, sport, shock, loss, got, bought n. Classify / з / and / ә /: / з: / : her, heard, shirt, first, fur, stir, prefer, refer, occur, skirt, hurt, learn, sir / ә /: teacher, today , sister, brother, the o. Classify / au / and / әu /: / au / : now, how, loud, town, couch, noun, fowl, rouse, found / әu / : no, show, hoe, load, tone, know, known, foal, rose, stout, stoat, phone p. Classify / iә /, / eә /, / uә /: 61 / iә / : hear, near, fear, year, beard, cheer, fierce, theatre. / eә / : hair, wear, stair, scared, careful, shared, careless. / uә / : sure, tour, cure, moor. Exercise 2: Bread : /e/ Beer : / iә / Butter : // Bean :/i:/ Bamboo: / æ / , /u:/ potato: /pə'teitou/ pea: /i:/ pork: /o/ peach: /i:/ pear : /eә/ Exercise 3: Look up the words in the dictionary, transcribe them, then speak aloud. Bread Beer Butter Bean Bamboo potato pea pork peach pear 62 Exercise 4: Long vowel sounds or short vowel sounds Long vowels short vowels Sheep ship Ball pot Store stock Bean chicken Cord cod Boot book Exercise 5: Choose the word with the different pronunciation of the underlined part. 1.A 2. A 3.C 4.D 5.C 6.D 7.B 8.D 9.B 10.B Homework: Exercise 1: yourself Exercise 2: Group 1: /0/ watch, stopped , got, not, long, cough. Group 2: /u/ good, push, book, looks, pulls, cook. Group 3: // Just, blood, lunch, shut, stuck, cut. Exercise 3: //: customer, gun, push, Sunday, number /u/: flu, full, put, pull /u:/ : June, supermarket. Exercise 4: yourself. UNIT 3: Practice: Exercise 1: a. Classify /  / and /  /: /  / :though, breathe, bathe, clothe, clothing, clothes, although /  /: think, thigh, thought, breath, bath, cloth, threaten. b. Classify / s / and / ∫ /: / s / : see, seat, sound, suit, sunny, soon, Saturn, scream, settle, / ∫ / : she, sugar, show, sure,sugary, shrink, surely c. Classify / s / and / z / : /s/: see, seat, mouse, close, pass, mass, sum, sick, sues, rise, /z/ : please, mouse, bags, has, tease, lays, eyes d. Classify/ ∫ / and / ʒ /: 63 / ∫ / : English, shave, shack, sheet, rush, confusion, wish, shampoo, / ʒ /: measure, pleasure, television, azure, rouge, delusion e. Classify /f/ and /v/: /f/ : laugh, cough, friend, coffee, relief, proof, offer, feel /v/ : live, leave, vote, gave, prove, never, marvel f. Classify /t/ and /  /: /t/ : tin, tanks, tie, bat, mat, fate, tent, tenth /  /: thin, thanks, thigh, bath, math, faith, tenth g. Classify /d/ and //: /d/ : dan, day, dare, doze, ida, breed, load, die, did //: than, there, either, breathe, loathe, brother, mother Exercise 2: Look up the words in the dictionary, transcribe them, then read aloud. Exercise 3: Find out cases in which /h/ is not pronounced (as a silent sound) hour /ˈaʊə/ (aau-ə) UK, /ˈaʊɚ/ (aau-rr) US honour /ˈɒnər/ (on-ə) UK, honor /ˈɑːnɚ/ (aan-r) US; honest /ˈɒnɪst/ (on-ist) UK, /ˈɑːnɪst/ (aan-ist) US; Hannah /ˈhɑnə/ (haa-nə) UK, /ˈhænə/ (hæ-nə) US; heir /ɛə/ UK, /ɛr/ US exhausted /ɪɡˈzɔːstɪd/ Thai /taɪ/; vehicle /ˈviːəkl/ ghost /ɡəʊst/ (gəust) UK, /ɡoʊst/ (gohst) US Exercise 4: Choose the word with the different pronunciation of the underlined part. 1.C 2.D 3.D 4.B 14.B 15.C 5.A 6.D 7.D Homework : Exercise : ‘ed’ : /d/ , /t/ , /id/ Exercise : revise the lesson and answer. Exercise 3: use the dictionary to it. Exercise 4: 1. The bathroom’s through there. That’s OK. 2. Three thirty. When does it get there? 3. Is that Tom and David? They’re brothers, aren’t they? 64 8.D 9.C 10.C 11. A 12.A 13.B Unit 4: Practice: Exercise 1: g. Classify / k/ and / t∫ /: / k/ : kaos, chemist, chemical, chemistry, school, scholar / t∫ /: chess, chimney, choice, chest, chicken, cheap, catch, h. Classify /∫/and / t∫ /: /∫/ : ships, sheep, sherry, shop, cash, wash, shin, shoes, dish, leashes /t∫/: chips, cherry, cheap, chop, catch, watch, chin, choose, ditch, leaches i. Classify / t∫ / and /dʒ/: /t∫/ : cheap, choke, cherry, larch, search, chilly, cheer, chain, /dʒ/: jeep, joke, gin, jerry, large, H, age, surge, jilly, jeer, Jane j. Classify/d/ and /dʒ/: Debt, jet, jeep, deep, deer, doe, joe, dust, just, raider, aiding, bad, rager, aging, badge, seed, siege, paid, page. /d/ : Debt, deep, deer, doe, dust, raider, aiding, bad, seed, paid. /dʒ/: jet, jeep, joe, just, rager, aging, badge, siege, page. k. Classify/z/ and /dʒ/: Zest, jest, zip, gypt, A’s, age, stays, stage, pays, page, chains, seizes, raising, change, sieges, raging, hues, huge. /z/ : Zest, zip, A’s, stays, pays, chains, seizes, raising, hues. /dʒ/: jest, gypt, age, stage, page, change, sieges, raging, huge. l. Classify / t / and / t∫ /: / t / : talk, tap, tear, tease, two, coating, teeter, teacher, cat, art. / t∫ /: Chalk, chap, cheer, chew, chair, coaching, teacher, catch, arch. Exercise 2: Look up the words in the dictionary, transcribe them, then read aloud. Exercise 3: Hear the teacher reading the conversation and practice with a partner. Exercise 4: Choose the word in each that has the underlined part pronounced differently from the rest. 1. C 2.D 3.C 4.A 5.B Homework: Exercise 1+2: yourself 65 Exercise 3: 1. Door 2. Their 3. Mother 4. Year 5. Hour 6. Brother 7. Far 8. Neither Exercise 4: ‘w’ is not pronounced in ‘awful’ Unit 5: Practice: Exercise 1: Grammar function European Obtain expenditure damage decide guarantee politics beautiful preparation refer Exercise 2: Group 1: geneticist primitive generator Group 2: spectacular discriminatory medicinal Group 3: ignominious Hydrocarbon magazine Specific Exercise 3: 1b, 2c, 3c, 4a, 5c, 6b, 7c, 8b, 9a, 10b, 11a, 12a, 13c, 14c, 15d, 16c, 17c, 18a, 19a, 20c Exercise 4: 1b, 2a, 3a, 4c, 5c, 6b, 7d, 8a ,9d, 10d, 11c, 12d, 13b, 14c, 15a, 16a, 17b, 18b, 19a, 20c Homework Exercise 1: 1. D. 2. B. 11. C. 12. B. 3. C 13. A. 4. D. 14. D. 5. B. 15. B. 6. C. 16. C. 66 7. B. 17. A. 8. C 18. B. 9. A. 19. A. 10. A. 20. A. Unit 6: Practice : Exercise 1: 1. It doesn’t say. 2. I’ve never seen it. 3. We could go dancing. 4. We might go to the circus. 5. I’ve lived in Seattle my whole life. 6. I think it’s on at nine o’clock. 7. It’s incredibly fast. 8. Well, she worked hard. 9. It was one of the funniest part of the movie! 10. They serve all kinds of hamburgers. Exercise 2: practice with a partner Exercise 3: practice with a partner Homework: Exercise 1: practice yourself Exercise 2: practice with a partner UNIT 7: Practice: Exercise 1: 1. 2. 3. 4. 5. 6. /gɪv ɪt tə ˈmiː/ /ɪt teɪks ˈθriː ˈaʊəz tə get frəm ˈhɪə tə ˈlʌndən/ /kəd jə ˈgɪv mi ə ˈlaɪt/ /wɒts ðæt ˈnaɪf fɔː/ /ðə bʊk ðət ˈʃiː bɔːt wəz mɔːr ɪkˈspensɪv ðən ˈmaɪn/ /ðeɪ kən ˈwɔːk tə ˈskuːl təˈmɒrəʊ ðeɪər ˈəʊld ɪˈnʌf/ 67 7. /hiːz əz ˈgʊd əz ɪz ˈbrʌðər ət ˈpleɪjɪŋ ˈkɑːdz ju ʃəd ˈwɒʧ ɪm ˈsəm deɪ/ 8. /ðiːz ˈkærəts ə fə maɪ ˈgrænɪ ʃiːz ˈrɪəli fɒnd əv ˈbɔɪld ˈveʤɪtəblz/ 9. /ðeɪ wə ˈðeər ɪn ðə ˈkɔːnə ˈdɪdnt ju siː ðəm/ Exercise 2: a) What you on Sundays? b) I went to the newsagent’s to buy the paper. c) She’s from Scotland and he’s from Wales. d) They can swim better than I can. e) Mr Jones must be in his office. f) I bought a jacket, a jumper and three pairs of socks. g) How often you go to the park? h) They were early this morning. i) Who’s the cake for? j) She bought a doll for Sarah and a truck for Tommy. Exercise 3: Look up the words in dictionary and practice . Exercise 4: Work in pairs. Match the questions on the left with the answers on the right. Then practice the conversations. How old are you ? I’m twenty-one. Is she here ? No, she's in town. When will you go? I’ll go tomorrow. Shall we eat now ? I’d rather waịt until later. Have you been before ? Yes, I’ve been twice. Homework: Exercise 1: a. Knife and fork: ăn, người ăn back and belly: ăn mặc Ladies and gentlemen: thưa quí bà, quí ông here and there: Up and down: đi lại lại, lên lên xuống xuống, thăng trầm b. yourself c. yourself Exercise 2: e.g: a bottle of beer , a kilo of sugar, a cup of coffee, a box of matches, … 68 Exercise 3: 2. For 3. At 4. To 5. Of 6. To 7. For 8. From 9. To Unit 8: Practice: Exercise 1: 1. a, c, d 2. b Exercise 2. Mark the l inked words in these sentences, then h ear teacher speak , check and repeat. a. CouldI have your name? b. CannI leavea message ? c. Holdonnna moment. d. Couldyou askAllan to callme back? e. I’mmmafraid sheis notin the officeat the moment. f. SammmandI will go. ` g. WillllLucy arrive soon? h. Comemmagain wheneveryou want to. Exercise 3. Practice the conversation with your partner. Homework: Exercise 1+2+3: yourself. Exercise 4: 1. 2. 3. 4. where how train because Exercise 5: yourself. 69 Unit 9: Exercise 1+2+3+4: yourself. Exercise 5: Mark the assimilated forms in these sentences. Then practise saying them. a. would you /wu:dʒu:/ b. didn't you /didnt∫u:/ c. unguarded /^ η 'ga:did/ d. hot place /'hop 'pleis/ Exercise 6: Practice with your partner. Homework: Exercise 1+2 +3 +4: yourself. Unit 10: Exercise 1+ 2: yourself. Exercise 3: Draw the intonation pattern of the sentences below. 1. This is a beautiful shirt, isn’t it? (falling) 2. I get up early, have breakfast and go to school every day. (rising-rising-falling) 3. Mary, how graceful you are! (falling ) 4. Did you go to the cinema yesterday? (rising) 5. A: This shirt is 250 dollars. (falling) B: How much? (rising) Exercise 4: Draw the intonation pattern of the sentences below. 1. How’s your son? (rising) 70 2. Those are black pencils, aren’t they? (falling) 3. Let’s go, shall we? (rising) 4. What a pretty skirt! (falling) 5. Would you like tea or coffee? (rising-falling) Exercise 5: Draw the intonation pattern of the sentences below. 2. Do you understand what I meant? ( rising) 3. I love to write, to read, and to give comments. (rising-rising- falling) 4. Linda, what a beautiful smile you have! 5. You are Tiger, aren’t you? (falling) (rising) 6. Would you like apples, oranges, or grapes? (rising-rising-falling) Exercise 6: Draw the intonation pattern of the sentences below. 4. Do you know where Tom is? (Rising) 5. Don’t be late! (falling) 71 6. I like cooking, dancing, and singing. (rising- rising- falling) 7. She looks so beautiful, doesn’t she? (falling) 8. Would you like to become a teacher, a doctor, or an engineer? (rising- rising- falling) HOMEWORK. Exercise 1: TYPE OF SENTENCES ANSWER  That band was a worldwide hit  Do you sing while taking a bath?  What musician would you most like to meet?  Turn the volume down!  What an orchestra concert!  I listen to classical music, jazz and rap.  Do you prefer music in English or in your own language? INTONATION PATTERNS 1. Rising Intonation 2. Falling Intonation 2 2 Exercise 2: Draw the intonation pattern of the sentences below. 1. How are you? (rising) 2. They are good students, aren’t they? (falling) 3. is this your poster? (rising) 4. What a beautiful girl! (falling) 5. Do you like playing table tennis or badminton? (rising-falling) 72 6. Do you understand my question? 7. Shut up! 8. She is not interested in reading books, playing games, and going shopping. 9. Miss Lan looks so nice, doesn’t she? 10. Really? APPENDIX 1. Ann Baker. Tree or Three – Elementary –- Longman (2003) 2. Ann Baker. Ship or sheep –Intermediate –- Longman.(2004) 3. Clive Oxenden and Christina Latham Koenig. New English File ­ beginner& elementary, Oxford University Press. (2008). 4. Jack C. Richards. Tactics for listening. Oxford University Press. (2008). 5. Jeremy Harmer. The Practice of English Language Teaching.Longman publishers (1989) 6. Long M.H & Richards, J.C. Methodology in TESOL. USA: Heinle&Heinle. (1987). 7. Nunan. D. Language Teaching Methodology. UK: Prentice Hall International (1991) 8. Peter Roach. English Phonetics and Phonology. Oxford University Press. (1998). Websites: http: /www englishpage.com/vocabulary/vocabulary.html http:/www.englishwilleasy.com/ http:/www.tienganh123.com/luyen-nghe-tieng-anh 73 . TẬP BÀI GIẢNG NGỮ ÂM THỰC HÀNH (PRONUNCIATION IN USE) i LỜI NÓI ĐẦU Các em sinh viên thân mến! Để bước đầu làm quen với việc phát âm tiếng Anh, chúng tôi xin giới thiệu tập bài giảng Ngữ Âm. các bài tập thực hành. Mỗi bài học được chia thành 4 mục: Mục 1: Mục đích của bài học Mục 2: Nội dung bài học Mục 3: Thực hành Mục 4: Bài tập về nhà Hi vọng với sự chăm chỉ và cần cù học tập, . tượng ngữ âm cơ bản, đồng thời tạo cơ hội cho các em vận dụng thực hành việc phát âm tiếng Anh chuẩn. Tập bài giảng gồm hai phần: Phần 1: Nội dung, gồm 10 bài học về các hiện tượng ngữ âm cơ