Федеральное агентство по образованию
ГОУ ВПО Тульский государственный педагогический
университет им. Л. Н. Толстого
ПИШИ
ГРАМОТНО
Учебное пособие по английской орфографии
для студентов I курса, обучающихся по направлению
«Филологическое образование»
Тула
Издательство ТГПУ им. Л. Н. Толстого
2009
Стр.1
ББК 81.2Англ – 923
П32
Рецензент –
кандидат филологических наук Г. А. Бухмастова
(кафедра переводоведения и межкультурной коммуникации
ТГПУ им. Л. Н. Толстого)
Коллектив авторов:
З. А. Любимова, Ю. А. Богатова, И. В. Родионова,
И. В. Мельникова, А. А. Чусова, Ю. А. Разоренова, И. Б. Елисеева,
Н. А. Хван, Д. С. Храмченко, Л. А. Салищева,
Е. В. Лухина, Ю. А. Егорова, Т. Н. Климова
Пиши грамотно = Сorrect spelling: Учеб. пособие по английской орфографии
П32
для студентов 1 курса, обучающихся по направлению «Филологическое
образование».– Тула: Изд-во Тул. гос. пед ун-та им. Л. Н. Толстого, 2009.– 72 с.
Главной целью пособия является практическое овладение основными правилами
английской орфографии. Материалы пособия подготовлены в соответствии с программой по
практике устной и письменной речи английского языка на I курсе. Пособие построено на
лексическом материале, содержащемся в учебниках и учебных пособиях, включенных в список
обязательной литературы для студентов I курса.
Пособие состоит из трех частей и приложения.
Первая и вторая части содержат сводные таблицы правил орфографии, включающих в себя
правила слогоделения, правописания, правописания нечитаемых букв, удвоение согласных,
а также правила чтения различных буквосочетаний.
Третья часть пособия содержит разнообразные упражнения и диктанты для самоконтроля.
В приложении студентам сообщаются дополнительные сведения о слогоделении, а также
основные правила оформления письменной речи.
Предлагаемое пособие по орфографии английского языка предназначено для студентов
I курса, обучающихся по специальности «Филологическое образование» (бакалавриат).
ББК 81.2Англ – 923
Учебное издание
ПИШИ ГРАМОТНО
Учебное пособие по английской орфографии для студентов 1 курса,
обучающихся по направлению «Филологическое образование»
Подготовка оригинал-макета – О. А. Нестерова.
Художественное оформление – Е. А. Свиридова.
Подписано в печать 24.12.2009. Формат 60 Ч 90/16. Бумага офсетная.
Гарнитура «Таймс». Печать трафаретная. Усл. печ. л. 4,5.
Тираж 150 экз. Заказ 09/070. «С» 1166.
Издательство Тульского государственного педагогического
университета им. Л. Н. Толстого. 300026, Тула, просп. Ленина, 125.
Отпечатано в Издательском центре ТГПУ им. Л. Н. Толстого.
300026, Тула, просп. Ленина, 125.
© Коллектив авторов, 2009
© Издательство
ТГПУ им. Л. Н. Толстого, 2009
Стр.2
Contents
Introduction .............................................................................................................
Part I ........................................................................................................................
Syllabication............................................................................................................
The Silent –e............................................................................................................
The Final –y.............................................................................................................
Part II.......................................................................................................................
Silent Letters............................................................................................................
Consonant Doubling................................................................................................
Part III......................................................................................................................
The Individual Consonant Symbols ........................................................................
Part IV .....................................................................................................................
Exercises..................................................................................................................
Family......................................................................................................................
Home .......................................................................................................................
Meals .......................................................................................................................
Daily Routine ..........................................................................................................
Leisure .....................................................................................................................
Nature ......................................................................................................................
Shopping..................................................................................................................
Appendix .................................................................................................................
On Punctuation........................................................................................................
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Introduction
Every speaker of every language knows about tens of thousands of words.
Without words we would be unable to convey our thoughts through language.
Words are an important part of linguistic knowledge and constitute a component
of our mental grammars and phonetics.
Anyone who tries to make himself understood in a foreign language knows
that a word is a particular string of letters united with a meaning which must be
united with specific sounds in order for the sounds or the meaning to be a word
in our mental lexicon. Thus when you know a word you know both its meaning
and its forms represented by sounds in pronunciation and by letters in spelling
(or orthography).
The current English spelling system is based primarily on the early
pronunciations of words. The many changes that have occurred in the sound
system of English since then are not reflected in the current spelling, which was
frozen due to widespread printed material and scholastic conservatism. For these
reasons, modern English orthography does not always represent what we know
about the phonology of the language. The disadvantage is partially offset by the
fact that the writing system allows us to read and understand what people wrote
hundreds of years ago without the need of translation.
But language changes. It is not
possible to maintain a perfect
correspondence between pronunciation and spelling, nor is it 100 percent
desirable. For instance, in case of homophones, it is helpful at times to have
different spellings for the same sounds, as in the following pairs: The book was
red. The book was read.
There are also reasons for using the same spelling for different
pronunciations. A morpheme may be pronounced differently when it occurs in
different contexts. The identical spelling reflects the fact that the different
pronunciations represent the same morpheme. For instance, this is the case with
the plural morpheme which is always spelled with an s despite being
pronounced [s] in cats and [z] in dogs. The sound of the morpheme is
determined by rules, in this case as in other cases.
Similarly, the phonetic realizations of the vowels in the following forms
follow a regular pattern:
[ai] / [i]
[i:] / [e]
divine / divinity
sign / signature
serene / serenety
obscene / obscenity
[ei] / [æ]æ
sane / sanity
humane / humanity
These considerations have led scholars to suggest that English orthography
in addition to being phonemic is morphophonemic. Thus despite a certain lack
of correspondences between sound and spelling, the spelling often reflects
speakers’ phonological and morphological knowledge. Without any reference to
morphology or to the meaning, it is possible to say that such nonsense words as
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‘mimsy’, ‘slithy’, ‘wade’, ‘toves’etc. from ‘Alice in Wonderland’ (Lewis Carol)
are English and ‘kpso’ and ‘frple’ cannot be English as far as the combinations
of sounds are concerned. And because of the specific grouping and distribution
of the sounds in different languages one and the same word may, with certainty,
be interpreted as bisyllabic by a speaker of one language, and as thrisyllabic by
a speaker of another language.
Syllabics
The main focus in this section is on syllable - a unit higher than a sound,the
shortest segment of spoken continuum and a material carrier of words.
The syllable is one or more sounds, forming a single uninterrupted unit of
utterance.
The syllable can be considered as both a phonetic and phonological unit.
As a phonetic unit it can be defined in terms of the articulatory, acoustic and
auditory (perceptional) characteristics with universal application for all
languages. As a phonological unit the syllable can be defined and described only
with reference to the structure of one particular language. The very term
‘syllable’ denotes particular ways in which phonemes are combined in a
language. Each language has its own way of syllabification or syllabication,
i.e. syllable formation and syllable division.
Even the ancient Greek scholars noticed that the two main phonological
types of sounds – vowels (V) and consonants (C) – participate in the process of
syllabification. But the function of a vowel is to occupy the central position in
the combinations of sounds due to its articulatory and acoustic features, while
consonants serve as the margins of the sound combinations,
V [a:], CV [ka:], VC [a:t], CVC [ka:t], CCVC [skeit], CCVCC [skeits],
CCCVC [stri:t], CCCVCC [stri:ts], CCVCCCC [twelfөs].
The analysis of the word cramped given below as a model of a structure of
the one-syllable English word:
Initial
k
Post-initial
r
------------------------Onset
ж
Peak
Pre-final
m
Final
p
Post-final
t
-----------------------------------Coda
In
other words, vowels are always syllabic (capable of forming syllables),
but consonants in most cases are incapable of forming syllables without vowels
except some sonorants that can be syllabic [m],[n],ή],[l] after consonants.
The study of the possible phoneme combinations of a language is called
phonotactics. In English the word can begin with a vowel, or with one, two or
three consonants. No word begins with more than three consonants. In the same
way, the word can end with a vowel, or with one, two, three, or (in a small
5
Стр.5
number of cases) four consonants. No word ends with more than four
consonants.
However the majority of words in English are polysyllabic(of more than
one syllable) and have come from other languages. Among them easily
recognizable words (came from Latin) such as permit, submit, commit,
combining mit with the prefixes per-, sub-, com-. Greek has given us such
words as dialogue, catalogue, analogue etc.
Complex words are of two types: words made from a basic word form
(which is called the stem), with the addition of affixes (prefixes and suffixes);
and compound words, which are made of two (or occasionally more)
independent words: ice-cream, armchair and many others. The important point
to remember is, that both phonological (primarily) and morphological (in many
cases) external structure of the words united with the meaning – internal
structure of the words, to be taken into consideration in syllabication – division
of the polysyllabic words in English.
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