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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?