Année universitaire 2019-2020 Site de Metz Enseignant : R...
Transcript of Année universitaire 2019-2020 Site de Metz Enseignant : R...
Année universitaire 2019-2020
Site de Metz
Enseignant : R. Manginot
18h TD (12 séances d’1h30)
UE 101 -------
Langue orale
Présentation et objectifs du cours
Ce premier cours de langue orale de votre cursus a des objectifs multiples. Il se situe sur un plan
théorique (apprentissage de l’alphabet phonétique international ou API, principes de phonétique
articulatoire, etc.) mais aussi et surtout sur un plan pratique : améliorer votre production et votre
compréhension de l’anglais oral, vous rendre autonomes pour rechercher la prononciation d’un
mot, etc. Le TD du premier semestre de première année est essentiellement consacré aux
voyelles de l’anglais, mais les formes faibles ainsi que quelques consonnes seront également
abordées.
Concrètement, vous serez amenés à travailler sur la prononciation des voyelles et à vous entraîner
à les différencier les unes des autres (en production comme en reconnaissance) par le biais de
divers exercices. Vous vous entraînerez également à la compréhension de l’anglais oral de façon
plus large, par le biais de dictées et autres compréhensions globales.
Travail à effectuer pour chaque TD
L’essentiel du travail à la maison à effectuer pour chaque TD sera un travail d’appropriation de la
séance précédente. Il est essentiel de fournir ce travail régulièrement pour voir votre
compréhension et votre production en anglais réellement progresser : réécouter les documents,
retravailler les phonèmes étudiés, etc. D’autre part, il sera demandé à chacun d’entre vous de
faire un très bref exposé.
Travail de fond
Parallèlement à cela, vous ne pourrez pas faire l’économie d’un véritable travail de fond qui se
prolongera tout au long de vos études d’anglais et même au-delà. Pour réussir la dictée et la
compréhension globale à l’examen, et de façon plus générale pour accomplir des progrès
significatifs en anglais oral, il faut écouter de l’anglais – beaucoup d’anglais. Assurez-vous de
varier les supports (films, séries, JT, radio, jeux vidéo… tous les moyens sont bons, mais il faut
varier : si vous vous contentez de séries, par exemple, vous aurez du mal le jour où il n’y aura pas
d’images pour vous aider à comprendre) et les accents (passez outre vos préférences
personnelles et essayez d’équilibrer anglais britannique et anglais américain : si vous ne
fréquentez que l’un, vous risquez d’avoir du mal à comprendre l’autre), et de le faire
régulièrement (idéalement, un peu chaque jour : vous trouverez toujours un quart d’heure pour
écouter une radio anglo-saxonne sur internet, par exemple). Écoutez d’une oreille attentive et
studieuse, et entraînez-vous à répéter, à imiter ce que vous entendez (pensez à vous enregistrer
et à vous réécouter, sur votre ordinateur, votre téléphone portable, etc.). Saisissez toutes les
occasions qui s’offrent à vous (les cours de pratique orale, par exemple) pour pratiquer.
Examen
L’examen (terminal) est constitué de quatre épreuves auxquelles vous aurez été préparés tout au
long du semestre. Il s’agit de :
-reconnaissance de voyelles au sein de mots monosyllabiques (épreuve dite de « discrimination »),
-dictée phonétique de mots,
-dictée orthographique,
-compréhension globale,
auxquelles s’ajoutent un exercice de placement des voyelles sur le trapèze vocalique.
Plan du cours
Semaines 1 & 2 : introduction
3 : /i:/ /ɪ/
4 : /e/ /@/
5 : /@/ /^/
6 : récapitulatif et consonnes
7 : /ǝ/ /ɜ: /
8 : formes faibles
9 : /^/ /å/ /aː/
10 : /å/ /ɔ: /
11 : /ʊ/ /u: /
12 : examen blanc & récapitulatif
Pour information Ainsi que le stipule le règlement intérieur de l’UFR et que le veut le savoir-vivre le plus élémentaire, l’utilisation du téléphone portable est interdite pendant les cours. Il y va de l’intérêt de chacun.
Bibliographie
Les deux ouvrages suivants sont des ouvrages de référence indispensables et donc obligatoires
pour toute la durée de vos études :
-Ginésy, Michel. Mémento de phonétique anglaise. Paris : Nathan, 2002.
-Wells, JC. Longman Pronunciation Dictionary. Harlow: Longman, 2008.
Voir également :
-Ginésy, Michel. Exercices de phonétique anglaise. Paris : Nathan, 2001.
Radios en ligne :
-britannique : www.bbc.co.uk/radio4
-américaine : www.npr.org
Rappel
Adresse du site où les documents audio seront mis en ligne :
http://llceanglais1metz.pbworks.com
(dossier “UE 101 langue orale - Manginot”)
Weeks 1 & 2
1. Homographs that are not homophones… How should the following sentences be
pronounced?
1. We polish the Polish furniture.
2. He could lead if he only got the lead out.
3. A farm can produce produce.
4. The dump was so full it had to refuse refuse.
5. The soldier decided to desert in the desert.
6. The present is a good time to present the present.
7. At the Army base, a bass was painted on the head of a bass drum.
8. The dove dove into the bushes.
9. I did not object to the object.
10. The insurance for the invalid was invalid.
11. The bandage was wound around the wound.
12. There was a row among the oarsmen about how to row.
13. They were too close to the door to close it.
14. The buck does funny things when the does are present.
15. They sent a sewer down to stitch the tear in the sewer line.
16. To help with planting, the farmer taught his sow to sow.
17. The wind was too strong to wind the sail.
18. After a number of Novocain injections, my jaw got number.
19. I shed a tear when I saw the tear in my clothes.
20. I had to subject the subject to a series of tests.
21. How can I intimate this to my most intimate friend?
2. Look up the pronunciation of the following words in a pronunciation dictionary and
write it down so that you can read them aloud correctly:
1. Arkansas 11. James 21. promise
2. basically 12. Japan 22. San Jose
3. case 13. Jason 23. soul
4. colonel 14. lieutenant 24. Sioux
5. coup d’état 15. Maria 25. sword
6. déjà vu 16. message 26. tomb
7. develop 17. appropriate 27. use
8. determined 18. Nazi 28. Worcestershire
9. giga 19. of 29. moral
10. hymn 20. pizza 30. morale
3. Read the following transcriptions aloud and transcribe them in regular spelling:
1. /ˌ£æk Də 'rɪpə/
2. /'%ːTkweɪk/
3. /ˈTɪ4kɪ4/
4. /'predətə/
5. /kən'kluːʒn/
6. /kəm'pjuːtəz/
4. Homophones: how are the following words pronounced?
1. affect, effect
2. bazaar, bizarre
3. bridal, bridle
4. calendar, calender
5. caster, castor
6. complement, compliment
7. descent, dissent
8. gorilla, guerilla
9. lessen, lesson
10. licker, liquor
11. medal, meddle
12. metal, mettle
13. miner, minor, mynah
14. naval, navel
15. principal, principle
16. karma, calmer
17. humourous, humerus
5. Mock exam:
a. Discrimination: transcribe the vowel sounds in phonetics.
b. Phonetic transcription: transcribe the words in phonetics.
c. Spelling transcription (dictation): transcribe the document in regular spelling.
d. Global comprehension: answer the questions about the document.
1. What countries already have female-only train carriages? When were they first introduced?
2. What additional city has now adopted this system? For what reason?
3. Are those carriages easy to distinguish from regular carriages?
4. How exactly are women sexually harassed on trains?
5. How does the UN define sexual harassment? Are women the only victims?
Week 3
/ɪ/
bit, bid, hymn/him, miss
/iː/
beat, bead, bean/been, beef
/iː/ /ɪ/
feel fill
bead bid
steel still
reed rid
bean bin
weak
seek
peak
leak
weep
heap
deep
sheep
wick
sick
pick
lick
whip
hip
dip
ship
peach/pitch
reach/rich
heed/hid
bead/bid
seen/sin
green/grin
dean/din
bean/bin
leave/live
beat/bit
deem/dim
Global comprehension
1. What’s the name of the new Bond book? When was it published?
2. Who created the character? How many books did he write?
3. Who wrote the new book? What challenge did he face?
4. How was the book received?
5. When is the new book set?
6. What do we learn about the latest Bond film?
Week 4
/e/
bet bed hen mess
/æ/
bat bad ham mass
/e/ /æ/
hem ham
set sat
peck pack
send sand
wreck rack
set
bet
mesh
peck
beck
fed
led
hem
men
beg
sat
bat
mash
pack
back
fad
lad
ham
man
bag
set/sat
net/gnat
peck/pack
wreck/rack
neck/knack
bed/bad
head/had
led/lad
ten/tan
beg/bag
Global comprehension
1. According to Alice, what does spring cleaning mean?
2. What happened to Alice when she was tidying up her wardrobe?
3. Why does Alice have so many shoes?
4. What is the definition of clutter according to Rob?
5. What are the three labels mentioned by Alice and why is the second one tricky?
6. What does Alice think materialism is?
Week 5
/æ/
bat bad ham mass
/ʌ/
cut bud bun bus
/æ/ /ʌ/
lack luck
bad bud
fan fun
stamp stump
flash flush
bat
cat
lack
rack
ham
Sam
tag
bag
but
cut
luck
ruck
hum
sum/some
tug
bug
hat/hut
gnat/nut
rack/ruck
lack/luck
rash/rush
bass/bus
mad/mud
dad/dud
lag/lug
hag/hug
ram/rum
pan/pun
Global comprehension
1. What happened to the little hair salon?
2. What was the marketing policy the new hair salon launched?
3. How did the customers react?
4. How did the hair dresser of the small salon react?
5. What attitude do successful people adopt when facing problems?
6. What are the two images the speaker uses to tell us about the right attitude to have when
facing difficulties?
Week 6
Recap:
A1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/i:/
/I/
A2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/I/
/e/
A3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/i:/
/I/
/e/
B1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/e/
/æ/
B2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/æ/
/^/
B3
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/e/
/æ/
/^/
C
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
/i:/
/I/
/e/
/æ/
/^/
/ŋ/
/h@4/ /ˈsɪ4ɪ4/ /r^4/ /Tɪ4/ /ˈh@4ǝ/ /rå4/ /ˈb@4ɪ4/ /rɪ4/
/ˈfɪ4gǝ/ /ˈ@4gǝ/ /ˈb@4gǝ/ /ˈh^4gǝ/ /ˈ@4gl/
/ˈsɪ4ǝ/ /ˈh@4ǝ/ /ˈlå4ɪ4/ /ˈrɪ4ɪ4/ /ˈb@4ǝ/
n/4 sin/sing
win/wing
pan/pang
done/dung
gone/gong
4/4ɪ4 sing/singing
wing/winging
cling/clinging
long/longing
prong/pronging
n/4/4ɪ4 sin/sing/singing
win/wing/winging
Flynn/fling/flinging
clan/clang/clanging
Ron/wrong/wronging
4/4gǝ long/longer
strong/stronger
young/younger
4/4k ling/link
sing/sink
thing/think
bring/brink
sung/sunk
/ T/ and / D/
T thin
thick
three
thread
thumb
D this
that
them
thee
thou
T/Ts Smith/Smiths
birth/births
moth/moths
month/months
length/lengths
D/Dz seethe/seethes
breathe/breathes
booth/booths
bathe/bathes
scythe/scythes
T/Dz wreath/wreaths
youth/youths
path/paths
oath/oaths
mouth/mouths
/r/
reap
reek
rip
rich
rest
red
rag
run
rot
roar
rude
rear
rare
ray
rate
rain
ripe
right
ride
roe
row
reap/weep
reek/week
rip/whip
rich/which
rest/west
red/wed
rag/wag
run/one
rot/what
roar/war
rude/wooed
rear/weir
rare/ware
ray/way
rate/wait
rain/wain
ripe/wipe
right/white
ride/wide
roe/woe
row/wow
Global comprehension
1. What are the advantages and drawbacks of attending a football match?
2. What are the different types of songs mentioned?
3. What do we learn about United?
4. Why are some football club managers worried?
5. What are the reasons for this new trend?
6. What is the role played by stadium design?
Week 7
Here’s a riddle to help you remember something which is absolutely fundamental:
What’s the coolest vowel sound in English?
Answer:
/зː/
hurt heard/herd earn earth
/ə/
about ahead again
obtuse oppose offend
suppose support suggest
forget forsake forbid
perhaps per cent perceive
survive surprise survey
hundred sullen open
circus autumn album
tankard custard standard
juror major manor
longer eastern mother
nature posture creature
ferrous vicious gracious
thorough borough
savior succor colour
workaday roundabout
customer pantomime
perjury venture
standardise jeopardy
wonderland yesterday
data
away
Victor
ago
shepherd
about
preface
among
neighbour
beggar
famous
Christmas
Turk
worst
dirt
surf
heard
fir
myrrh
burred/bird
birth
serve
flirt
germ
hurt
learn
lurk
colonel
Global comprehension
1. What's Alan's profession?
2. Where was he born?
3. In what kind of basic housing did he and his family live?
4. What instrument did he play in the pipe band?
5. What rock group did Alan and his friend listen to?
6. Why didn't they like classical music?
7. What did Alan do after he left school?
8. What did he do after he was made redundant?
9. Why did he have to sell his drum kit?
10. How long did Alan work in the Armed Forces?
Week 8
weak forms 1
1. photograph photographer photographic
2. diplomat diplomacy diplomatic
3. politics political politician
4. parish parishioner
5. Canada Canadian
6. courage courageous
7. progress to progress
8. famous infamous
9. a desert to desert
10. a protest to protest
11. a conduct to conduct
12. a contrast to contrast
weak forms 2
and and
Both of us, you and me.
Fish and chips.
of of
What were you thinking of?
It’s one of these.
you you
What do you want?
What do you want?
me me
It was for me.
Tell me why.
she she
She’s the one I love.
Is she coming with us?
would would
Yes I would.
Yes I’d like to.
does does
Yes it does.
What does it do?
have have
We have seen it.
We’ve seen it.
must must
I think we must.
We must go.
weak forms 3
We can wait for the bus.
How do the lights work?
There are some new books I must read.
She took her aunt for a drive.
The basket was full of things to eat.
Why should a man earn more than a woman?
You ought to have your own car.
He wants to come and see us at home.
Have you taken them from that box?
It’s true that he was late, but his car could have broken down.
I shall take as much as I want.
Why am I too late to see him today?
weak forms 4
Leave the rest of the food for lunch.
Aren’t there some letters for her to open?
Where do the eggs come from?
Read his book and write some notes.
At least we can try and help.
Global comprehension
1. How do today’s teenage girls feel about the workplace?
2. What are the factors involved in their ambition and community-mindedness?
3. What were the teenagers born between 1901 and 1924 concerned with?
4. In what respect did the perspectives of teenage girls born between the wars differ?
5. How was society developing during the interwar years?
Week 9
/ʌ/
cut bud bun bus
/ɒ/
pot cod Tom loss
/ɑː/
heart hard harm hearth
/ʌ/ /ɒ/
dug/Doug dog
cup cop
rub rob
stuck stock
luck lock
/ɑː/ /ʌ/
calm come
cart cut
half huff
lark luck
mast must
/ɑː/ /ɒ/
dark dock
part pot
lark lock
balm bomb
large lodge
/ɑː/ /ʌ/ /ɒ/
dark duck dock
bark buck bock
stuck stark stock
cart cut cot
lark luck lock
mark muck mock
carp cup cop
bud bard bod
card cod cud
heart hut hot
Global comprehension
1. Who is Jean-Claude Juncker? How did David Cameron feel about him?
2. What do we learn about their phone call?
3. What are David Cameron’s and Ed Miliband’s immediate plans?
4. Who is Sam Coates?
5. Why is David Cameron in an awkward position?
6. What does Sam Coates have to say about Cameron and Juncker’s conversation?
Week 10
/ɒ/
pot cod Tom loss
/ɔː/
caught cord corn course
/ɔː/ /ɒ/
caught cot
stork stock
short shot
cord cod
port pot
cot
shot
pock
hock
wad
sod
pond
fond
court
short
pork
hawk
ward
sword
pawned
fawned
not/nought
what/wart
rot/wrought
pock/pork
hock/hawk
stock/stork
wad/ward
odd/awed
God/gored
clod/clawed
pond/pawned
fond/fawned
Global comprehension
1. Where does Sebastian come from exactly?
2. How is Bob James’s music characterized?
3. What does Westchester look like more particularly?
4. What is the advantage of living in Westchester?
5. Why is New York City said to be central?
Week 11
/U/
put would pull push
/uː/
root rude room roof
/uː/ /U/
pool pull
suit soot
Luke look
wooed wood/would
fool full
soot
foot
look
cook
good
stood
would
should
suit
flute
Luke
soup
food
cooed
womb
tomb
soot/suit
look/Luke
wood/wooed
could/cooed
should/shooed
pull/pool
full/fool
Global comprehension
1. What is this programme about?
2. What is "the Shambles" and where is it located?
3. Why are there celebrations in honour of Canute just now?
4. What is thick on the ground in Yorkshire?
5. According to Pr Judith Jesch, what does the persistence of the language indicate?
6. According to Pr Judith Jesch, what does "husbondi" mean?
7. According to Pr Judith Jesch, how did women and men share tasks in that culture?
8. According to Pr Judith Jesch, what does the borrowing of the word "husband" suggest?