Изучаем English Unit 5. Pronunciation in Slow and Fast Speech.
Pronunciation in Slow and Fast Speech (1).
Unit 5; Part A
 Important for listening! In different contexts we change the speed at which we speak.
In Units 5 and 6 we will introduce some of the changes in pronunciationthat take place in fast speech when compared with slow, careful speech.These include linking sounds, leaving out sounds and changing sounds.These changes are looked at in more detail in Units 26 to 31. |
Unit 5; Part B
| Important for listening! Speech is broken up into units, often with a pause between them. Within these speech units, words are linked together smoothly. (For more on speech units, see Unit 32.) In fast speech in particular, these units may be quite long and the words spoken quickly. Compare the units (marked // below) in these examples of slow and fast speech:  Slow speech: A nurse is explaining how to make a sling: //this goes under the arm// and then over the shoulder// all the time//make sure you support the arm// talk to the patient// and find out whatposition// is most comfortable for them// Fast speech: Three friends are in a Chinese restaurant: A: // is anyone having a starter or not// or are we going straight to the main course// B: // I'm going to go straight to the main course// C: // yeah// B: // but I might have an extra portion of something// you never know// A: // do they do nice sweets here// C: // I think it's just lychees// A: // what's lychees// B: // they're the funny little white ones// aren't they// C: // that's right// I'm not terribly keen on them// Listen again to some of the long units fom the restaurant conversation. Notice how the words are run together. // or are we going straight to the main course// // but I might have an extra portion of something// |
Unit 5; Part C
| Important for listening! Because words within units are run together, it can sometimes bedifficult to understand them. However, one or more word in each unit isemphasised and may be said more clearly than others (see also Units 33 and 34). It is important to focus on these, as they usually carry the most important information in the unit.Listen to these speech units from the restaurant conversation andnotice how the words with syllables in large capital letters areemphasised: //I'm going to go STRAIGHT to the MAIN course// //I think it's just lyCHEES// // they're the FUNny little WHITE ones// // that's RIGHT// |
Exercises
In which three of these situations is slow speech more likely?Key.Slow speech is more likely in situations 1, 3 and 4.
1 A lecturer is giving details of timetable changes to a group of university students.
2 Two friends are discussing what they might do at the weekend.
3 You are giving directions to a stranger who has asked how to get to a local hospital.
4 A witness in a trial is explaining to a jury what she saw when a robbery was taking place.
5 A hairdresser and a customer are talking about their recent summer holidays.
6 Members of a family are having dinner and talking about what they have been doing during the day.
| Here are some long speech units taken from fast speech. Listen to each just once and try to write down what you hear. Key.1 (Australia) I didn't know whether they were leaving or not. 2 (SouthAfica) She said she'd never seen anything like it before. 3 They don'tseem to be getting on too well. 4 (Australia) As long as you don't mindus coming in late. 5 (South Afica) We should be able to get there in acouple of hours. Example: What are you doing tomorrow about half past twelve? 1 I __________________________________________not. 2 She _____________________________________before. 3 They ______________________________________ well. 4 As ________________________________________ late. 5 We ______________________________________ hours. If you had dificulties, listen again as many times as you need, and then check your answers in the Key. |
| First, listen to an extract from a business meeting. Then repeat sixsingle speech units taken from the discussion. If possible, repeat themwithout looking at the units written out below. Try to run the words inthe unit smoothly together. Key.   1 // so why did you go for Jensens// 2 // and we've done business with them before// 3 // and they've still got a pretty good reputation// 4 // that the product isn't up to scratch// 5 // they've been pretty poor// 6 // shall I contact the lawyers about it// |
| Listen to these speech units taken from the same conversation.Underline the one word, or sometimes two words, that are emphasised inthese units. Key.1 // but that was years ago// 2 // but the management hasn't changed at all// 3 // to be honest// 4 // we ought to be looking for a different supplier// 5 // we'll leave that to you// Example: // to supply the machines// 1 // but that was years ago// 2 // but the management hasn't changed at all// 3 // to be honest// 4 // we ought to be looking for a different supplier// 5 // we'll leave that to you// Now check your answers in the Key and then say the speech unitsaloud. Try to run the words in the unit smoothly together and emphasisethe underlined words. Follow up:Record yourself reading all parts of the business meeting extract usedin exercises 3 and 4 (or act it out in a group of three). Try to divideit into speech units as in the recording, making sure you run the wordsin the units smoothly together. In the Key you will find the extractwith the speech units marked. |
 | Unit 4 Unit 5 Unit 6 |  |
Желание любоваться красивыми огненными пирошоу в ночном небе появилось у человека давно. Сегодня каждый может купить фейерверки и насладиться невероятным зрелищем.