Критерии выставления баллов. 0,2 балла — верно выполнены все задания

0,2 балла — верно выполнены все задания.

0,1 балл — верно выполнено 50% задания.

0 баллов — ни одно из заданий не выполнено верно.

Перечень примерных вопросов и заданий для контрольных работ:

1. What does Phonetics study?

2. Prove that Phonetics is an independent branch of Linguistics.

3. What are the branches of Phonetics?

4. Prove that Phonetics has a number of interdisciplinary branches and divisions.

5. What is the role of the speech organs in sound formation?

6. How do the power, vibrator, resonator and obstructer mechanism work?

7. Describe the direction of the air stream released from the lungs?

8. What is the role of the vocal cords in the production of vowels and consonants?

9. Active and passive speech organs.

10. What principles of the classification of English vowels are relevant? Irrelevant? Find examples to prove it.

11. What principles of the classification of English consonants are relevant? Irrelevant? Find examples to prove it?

12. What are articulatory differences between vowels, consonants and sonorants?

13. For which sounds are lips rounded?

14. For which sounds do we need th use teeth?

15. For which sounds is the mouth most open? Most closed?

16. For which sounds can you feel your Adam’s Apple vibrate?

17. Compare the classification of vowels given by different phoneticians. Whose point of view do you support?

18. Compare the articulations of the given pairs of vowels from the viewpoint of their quality and quantity.

19. In what positions will the vowel be the shortest? The longest? Why?

20. What is the acoustic correlate of pitch? Loudness? Speed of utterance?

21. What is the auditory impression of a periodical sound wave? Non-periodical?

22. How can you explain the difference between men’s, women’s and children’s voice qualities (timbers)?

23. Is palatalisation a distinctive feature in English? In Russian? Prove it.

24. Is the rounding a distinctive feature in English? In Russian? Prove it.

25. Is force of articulation a distinctive feature in English? In Russian? Prove it.

26. State the differences between the allophones in the given pairs of words.

27. Give your examples of different allophones of some phonemes.

28. Look at the transcription of the given English words and say if the following mistakes are phonetic or phonological?

29. Sort out the given oppositions according to the following features: bilabial/labio-dental, fore-lingual/backlingual, alveolar/inter-dental.

30. Sort out the given oppositions according to the following features: constrictive/occlusive, noise/sonorant, occlusive/affricate.

31. Sort out the given oppositions according to the following features: front/central, mid/open, diphthong/monophthong.

32. Look at the examples and say if the given oppositions are singular, double, multiple.

33. Classify the given words and word combinations according to the type of assimilation (complete/partial, progressive/regressive)/

34. State the type of sound modifications in the given words and word combinations.

35. Give your own examples of assimilation, accommodation, vowel reduction, vowel and consonant elision.

36. Find all the cases of sound modifications in the given sentences which can be observed a). in formal careful speech; b) in rapid casual speech.

37. Characterize the given syllables according to the distribution of vowels and consonants (open, closed, covered, uncovered)

38. Group the given words according to the number of syllables (1/2/3/4/5).

39. Divide the given words into syllables.

40. Put the stress mark in the given words.

41. Translate the given words and word combinations into Russian, mind the semantic importance of word stress.

42. Translate the following words and word combinations into Russian, mind the semantic importance of word stress.

43. Find your own examples to prove the semantic importance of word stress in English and in Russian.

44. Mark the components of intonation patterns in the given examples and state their types.

45. Divide the given text into intonation groups by means of pause.

46. Define the meanings and attitudes expressed in the given phrases (according to their intonation patterns).

47. Shift the nucleus in the given phrases and state what differences in the meaning it has caused.

48. Make the given phrases sound 1) serious, 2) relieved, 3) boring, 4) sarcastic, 5) irritated, 6) with a feeling of reservation.

49. Divide the given phrase into rhythmic groups. Observe a) enclitic tendency, b) semantic tendency.

50. Read the poems and find the examples of phonetic, syntactic and semantic devices which contribute to the impression of rhythmicality.