- •Incredible
- •I knew he had that incredible stage-presence
- •Incredible
- •Incredible
- •1.3.6. How can the following words be divided into groups according to the stressed vowel?
- •Incredible
- •1.4.2. Comment on the following elements in the text: 'Old Vic', 'King John' and 'the Bastard'.
- •1.4.3. Test yourself.
- •1.4.4. Translate the sentences from Russian into English using the words in the box:
- •2.2.4. Which of the words in the text are stressed and which are accented? Study the words in the two boxes below and divide them into two groups — the stressed words and the
- •2.2.6. Study the rhythm within every part of the text singled out by pauses.
- •Institutions
- •Impossible
- •2.3.6. Study the words below and explain the basic peculiarity that distinguishes the articulation of consonants which precede the stressed vowel.
- •Institutions
- •Is the world that English men and women
- •Into one of superiority
- •3.2.3. Transcribe these words, dividing them into syllables (use the English Pronouncing Dictionary for this purpose).
- •3.2.4. How is the text divided into parts by means of pauses?
- •3.2.5. Which of the words in the text are stressed and which are accented?
- •3.2.6. Study the cases of 'would' and 'on' that occur in the text.
- •3.2.7. Study the rhythm within every part of the text singled out by pauses.
- •3 3.2. What is the basic peculiarity of the consonants in the stressed syllables of the following words that makes them so completely different from their Russian counterparts?
- •3.3.3. What is the basic peculiarity of initial nasals in the stressed syllables of the following words:
- •3.3.4. How are the final nasals that close up the stressed syllables to be pronounced in the following cases and why:
- •3.3.5. Explain the principal difficulty in pronouncing the stressec vowels of the words in boxes 1 and 2 below:
- •3.3.6. Explain the principal difficulty in pronouncing the stressed vowels in the following words:
- •3. 3.7. The words below are divided into groups according to a certain principle.
- •3.3.8. How can the following words be divided into groups according to the stressed vowel?
- •3.3.9. What peculiarity of articulation do the stressed vowels in the following words (boxes 1 and 2) have in common? — What are the vowels that have this peculiarity?
- •3.4.1. Explain the meanings of the words below (boxes 1 and 2), in which they occur in the text (use the explanatory dictionary for this purpose):
- •3 4.2. Comment on the following elements of the text:
- •3.4.3. Test yourself.
- •3.4.4. Fill in the blanks in the following sentences on the basis of the explanations given in 3.4.3.
- •3.4.5. Translate the sentences from Russian into English using the words in the box:
- •Verbs: nouns:
- •3.4.9. Translate the text of Video-Target 2 into Russian, with special attention being given to the following basic sequences:
- •3.5.1. Explain the differences between the cases of 'would' in:
- •3.5.2. Study the following sentences, focusing on the use of 'would' in each case.
- •3.5.3. Translate the following sentences into English.
- •3.5.5. Translate the following sentences into English with special focus on the proper use of the indefinite pronouns 'many', 'more' and 'most'.
- •3.5.6. Study all the cases of 'no' in the text:
- •3.5.7. Translate the following sentences into English with special focus on the proper use of 'no' in each case:
- •4.2.8. Study each of the prosodic contours in the text.
- •4.2.9. What prosodic means are used in different cases of accent in the text?
- •4.2.10. Comment on the use of
- •4.2.11. Comment on the modifications of tempo, loudness and pitch in the following parts of the text:
- •4.3.3. What is the basic peculiarity of initial resonants in the stressed syllables of the following words?
- •4.3.4. How are the final resonants that close up the stressed syllables to be pronounced in the following cases and why?
- •4.3.5. Study the basic peculiarities of the opening consonant clusters in the stressed syllables of the words in the three boxes below.
- •4.3.6. Study the following sequences and explain the interconnection between their segmental peculiarities and their rhythmical organization (see 4.2.):
- •4.3.7. Explain the principal difficulty in pronouncing the stressed vowels in the words below.
- •4.3.8. Explain the principal difficulty in pronouncing the stressed (primarily or secondarily) vowels in the following words (boxes 1, 2, 3):
- •4.3.9. The words below are divided into groups according to a certain principle.
- •4.3.10. How can the following words be divided into groups according to the stressed vowel?
- •4.3.11. Explain the difference in length between the stressed vowels of the following words in the text (boxes 1 and 2).
- •4.4. Words and Word-Combinations
- •4.4.4. Test yourself:
- •4.4.5. Fill in the blanks in the following sentences on the basis of the explanations given in 4.4.4.
- •4.4.6. Translate the following using the words in the box.
- •4.4.7. Translate the text of Audio-Target 2 into Russian with special attention given to the following basic sequences:
- •4.4.8. Make up your own sentences or short contexts on the basis of sequences singled out in 4.4.7.
- •4.4.10. Speak on the same subject: 'What does "home" mean to you?' in your own way.
- •4.4.11. Make up your own extended context on a subject of your own choice.
- •4.5.2. Translate the following sentences into English. Chose either 'its' or 'it's' in each case.
- •4.5.3. Translate the following sentences into English with the view to the proper use of late, latter, later, latest, last.
- •4.5.4. Translate the following into English with the view to the proper use of 'more' and 'most' in each case.
- •4.5.5. Translate the following sentences into Russian with the view to the proper use of 'more', 'little', 'less', 'least'.
- •5.1.1. See Video-Target 3.
- •5.1.2. See Video-Target 3 once more with the help of the text below:
- •5.1.3. Translate the text into Russian with the help of the dictionary.
- •5.1.4. Listen to the pragmaphonetic variant of Video-Target 3, where some of the most important aspects are specially brought out and pragmalingulstically modelled:
- •5.2.1. Divide the words of the text into fully meaningful and syn-categorematic ones.
- •5.2.2. Listen to the text and comment on the pronunciation of the stressed syllables in the following words (boxes 1 and 2):
- •5.2.3. Transcribe these words dividing them into syllables (use the English Pronouncing Dictionary for that purpose).
- •5.2.4. How is the text divided into parts by means of pauses?
- •5.2.5. Which of the words in the text are stressed and which are accented?
- •5.2.6. Study the cases of 'is', 'and' and 'one' which occur in the text in terms of stress.
- •5.2.7. Study the rhythm within every part of the text singled out by pauses.
- •5.2.8. Study each of the prosodic contours in the text. — Use the following analysis as a model:
- •5.3.7. The words below are divided into groups according to a certain principle:
- •5.3.8. Explain the principal difficulty in pronouncing the stressed (primarily or secondarily) vowels in the following words (boxes 1,2, 3,4, 5, 6, 7):
- •5.3.9. The words below are divided into groups according to a certain principle.
- •5.3.10. Explain the difference in length between the stressed vowels in the following words in the text (boxes 1 and 2):
- •5.4.1. Explain the meanings of the words below in which they occur in the text (use the Explanatory Dictionary for this purpose):
- •5.4.2. Explain the meanings of the following elements of the text (use Longman Dictionary of Contemporary English and Oxford Advanced Learner's Dictionary for this purpose):
- •5.4.4. Test yourself:
- •5.4.5. Fill in the blanks in the following sentences on the basis of the explanations given in 5.4.4.
- •5.4.6. Translate the following using the words in the box:
- •5.4.11. Make up your own sentences or short contexts on the basis of the sequences singled out in 5.4.10.
- •5.4.12. Translate the following into English applying the target principles expounded in 5.4.11.
- •5.4.13. Make up your own extended context on a subject of your own choice.
- •5.5.1. Explain the uses of 'can', 'could' and 'must' in the text:
- •5.5.2. Translate the following sentences into English by using a construction with the verb 'can, 'could' or 'must'.
- •5.5.4. Explain the uses of participles in
- •5.5.5. Translate the following sentences into English with special attention being given to the proper use of participles:
3.5.5. Translate the following sentences into English with special focus on the proper use of the indefinite pronouns 'many', 'more' and 'most'.
Note: the indefinite pronoun 'many' is preferably used in interrogative or negative contexts. Affirmative contexts usually require that 'many' should take a modifying adverb with it — such as, for instance, 'so', 'very', 'too', 'rather'.
1. У вас есть какие-нибудь английские книги в оригинале? — Есть несколько, но не много.
2. У него много друзей?
3. В этой конференции приняли участие не только наши ученые, но и очень многие специалисты из-за рубежа.
4. Сколько месяцев вы там пробыли?
5. Сколько раз тебе говорить, что так вести себя нельзя!
6. Вы мне уже дали почитать два романа Диккенса. А у вас есть еще что-нибудь из его книг? — Нет, у нас больше нет книг этого автора. Но мы можем вам предложить какие-нибудь книги других авторов этого периода.
7. Хотите еще кофе?
8. В день ей приходится делать больше телефонных звонков, чем кому-либо из нас.
9. В результате аварии более, чем 20 пассажирам потребовалась помощь.
10. Я уже достал 5 билетов на этот спектакль, но мне нужны еще два.
11. Все больше людей сегодня волнуют проблемы экологии.
12. Большинство книг этого автора неоднократно переиздавались.
13. Большинство из присутствующих удивились, услышав его слова.
14. Как и большинство людей, я хотел бы иметь интересную работу по окончании университета.
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3.5.6. Study all the cases of 'no' in the text:
'of no interest and importance'
'of no economic value'
'no one would want to live in such a desolate place'
'no scientific expert'
'no easy answers'.
— What part of speech is it?
3.5.7. Translate the following sentences into English with special focus on the proper use of 'no' in each case:
1. Понятия не имею, где он сейчас, — мы давно не виделись.
2. В этом городе она была совершенно одна. Не было никого, кто мог бы ей помочь.
3. Найти его не составило никакого труда: он остановился у наших общих знакомых.
4. У меня, по-моему, нет никаких книг этого автора. Придется пойти в библиотеку.
5. Вы хотите, чтобы я это сделал? — Ни в коем случае.
6. В этой части города кинотеатров нет.
7. Конечно, я не врач и не могу точно ответить на ваш вопрос.
8. Вы обидитесь, если я скажу «нет»?
9. Он был так взволнован — неудивительно, что он все перепутал.
10. Нет никакого сомнения в том, что из нее со временем выйдет прекрасный специалист.
3.5.8. Make up questions (both general and special ones) on the basis of the declarative sentences in 3.5.3., 3.5.4., 3.5.5., 3.5.7. (See 1.4.5.).
3.5.9. Make up declarative sentences (both affirmative and negative ones) on the basis of the interrogative ones in 3.5.3., 3.5.4., 3.5.5., 3.5.7. (See 1.4.6).
3.5.10. Present each of the declarative and interrogative sentences from 3.5.3., 3.5.4., 3.5.5., 3.5.7. in the form of 'reported speech' (See 1.4.7.).
3.5.11. Make up contexts of your own on the basis of the sentences from 3.5.3., 3.5.4., 3.5.5., 3.5.7. (See 1.4.8.).
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I UNIT 4
I THE ENGLISH NATIONAL CHARACTER'
———— 4.1. Listening comprehension ————■
4.1.1. Listen to Audio-Target 2. Answer the following questions:
1. What is the text about? Formulate the main idea of the text in a few words.
2. What are the main characteristics of the English national psychology as they are described in the text?
3. How could the physical appearance of English town and country affect the English national character?
4. How can you account for 'that special feeling for the sea' that distinguishes English people?
5. What is actually meant by the cliche that 'Britain is an island'?
4.1.2. Listen to Audio-Target 2 once more with the help of the text below:
Some English characteristics, upon which both natives and visitors have tended to agree, have to do with national psychology: egoism, self-confidence, intolerance of outsiders, ostentatious wealth, independence, social mobility, love of comfort, and a strong belief in private property. Others, equally marked, have to do with the physical appearance of English town and country, and are more easily illustrated than described. These are: an urge to wander over the earth, and bring back its products, to make England a 'microcosm of the world'; a preoccupation with home that has led to the evolution of both the English 'home' — informal, relaxed, and domestic — and its landscape setting; a love of games, in which (until the rise of spectator sports) competition was less important than enjoyment; and that special feeling for the sea that made Englishmen not only great sailors and explorers, but also the inventors of the seaside holiday.
We come back to the cliche that Britain is an island — a fact that has been subtly decisive in so many aspects of her history: in the Reformation, which determined the course of religion in England; in the pattern of trade, which led to the formation of the Empire; in the growth of a navy at the expense of an army, with its repercussions on the political system; and, last but by no means least, in the well-known 'insularity' of English art and English music. The cultural moat has often been wider than the twenty-one miles of water that separate Dover from Calais.
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4.1.3. Translate the text into Russian with the help of the dictionary.
4.1.4. Make up five questions about the text beginning with
'What'
'Who'
'Why'
'Where'
'How'
'When'
——■ 4.2. Syllables. Stress. Rhythm. Prosody ——
4.2.1. Divide the words of the text into fully-meaningful and syn-categorematic ones.
— Mark off the fully-meaningful words by underscoring them in the printed text.
— Which of the words of either group is going to be stressed and why?
4.2.2. Listen to the text and comment on the pronunciation of the stressed syllables in the following words:
visitors
national
psychology
intolerance
ostentatious
mobility
property
others
physical
illustrated
products
preoccupation
setting
competition
special
holiday
religion
pattern
repercussions
political
insularity
separate
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— What are the basic principles that have to be followed here?
4.2.3. Transcribe these words dividing them into syllables (use the English Pronouncing Dictionary for that purpose).
4.2.4. How is the text divided into parts by means of pauses?
— Which of the pauses are shorter and which are longer and why?
4.2.5. Which of the words in the text are stressed and which are accented?
— Study the words in the two boxes below and divide them into two groups — the stressed words and the accented ones.
natives not
tended great
visitors sailors
intolerance explorers
others also
marked seaside holidays
physical inventors
appearance come
town subtly
illustrated decisive
urge aspects
microcosm history
less course
special religion
feeling England
sea navy
army
Empire
political
insularity
moat
separated
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4.2.6. Study the cases of 'and', 'in' and 'that' which occur in the text in terms of stress.
— Pay special attention to their behaviour in the flow of speech, especially at the word-junctures.
— What is the basic peculiarity of the articulation that distinguishes the unstressed cases of 'and' and 'in' in the text?
— Do you know any other 'in' or 'that' in English apart from those you have come across in the text? Give examples.
4.2.7. Study the rhythm within every part of the text singled out by pauses.
a) Analyze the simple rhythm units into three groups — monobeats (M), trochees (T) and dactyls (D).
— Use the following as a model:
'Some English characteristics, upon which both natives and visitors have tended to agree, have to do with national psychology'.
Some English characteristics, upon which both
M T D T M D
natives and visitors have tended to agree, have
D+l D+l M T
to do with national psychology
T D+l_________D__________________
Note: Our analysis of simple rhythm-units is based on the pausation of the spoken text. In this case pausation is supported by punctuation in the printed text.
b) Explain the rule of English rhythm which is observed in the following cases:
more easily illustrated;
bring back its products;
not only great sailors;
in so many aspects;
by no means least;
the twenty-one miles of water.
— Why are 'easily', 'back', 'only', 'many', 'means' and '-one' phonetically degraded?
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