- •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:
3.2.3. 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?
— Study the words below and divide them into two groups — the stressed words and the accented words:
Few, ago, empty, moor, would, dismissed, certainly, value, grow, animals, live, desolate, place, recently, attitude, change, dramatic, remote, wild, precious, infinitely, wilderness, left, aware, impact, devastating, last, decades, technology, crisis, impact, case, reached, conclusion, easy, political, technological, environmental, even, believe, sometimes, exists, tempted, excessively, alarmist, extraordinary, witness, surge, interest, subject, last, couple, talk, ozone layer, pollution, toxic, rain, fateful, phrases, gradually, lives, I'm, expert, others, more, great, subject, raise, questions, me, beneath, issues, values, wealth, progress, growth.
3.2.6. Study the cases of 'would' and 'on' that occur in the text.
— Give other examples to support the basic differences between those cases.
3.2.7. 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 analysis of the first sentence as a model:
'Only a few years ago this stretch of empty moor would have been dismissed by most people as of no interest, or importance'.
Only a few years ago
D D M
this stretch of empty moor
M T T M
would have been dismissed
D+l M
by most people
M T
as of no interest
MT
or importance.
T_____________________________
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b) Explain the rule of English rhythm that is observed in the case of 'a few years ago'. Why is 'years' phonetically degraded? Find other cases of that kind in the text.
Note: This is because of the immediately following accent ('few'). Otherwise, it would have been High-Level, as is usually the case with the opening stressed syllable of the Descending Scale.
c) The last stressed syllable of the contour ('ago') is said with a Low-Rising tone.
Note: The Low-Rising tone at the end of the contour expresses non-finality, incompleteness of thought (in contrast with the Low-Falling tone, which shows finality and usually signals the end of the sentence).
3.2.8. Study each of the prosodic contours in the text.
Use the following analysis of the first sentence of the text as a model:
The sentence consists of 6 contours. The first one is:
'Only a few years ago'
a) The monosyllabic word 'few' is accented here. It is said with a High-Falling tone.
b) The first stressed syllable of the contour ('only') is pronounced with a Mid-Level tone.
3.2.9. What prosodic means are used in different cases of accent in the text?
3.2.10. Comment on the use of:
— Low-Falling tones in the text;
— Low-Rising tones in the text;
— Mid-Falling tones in the text;
— High-Falling tones in the text;
— Falling-Rising tones in the text.
3.2.11. Comment on the modifications of tempo, loudness and pitch in the following parts of the text:
And certainly of no economic value: you couldn't grow anything on it, you couldn't keep animals here — no one would want to live in such a iesolate place";
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"There are no easy answers — political, or technological — to the environmental crisis";
"It has been extraordinary to witness the surge of interest that there has been in the subject over the last couple of years: the ozone layer, marine pollution, toxic waste, acid rain, global warming";
"These rather fateful phrases have gradually become part of our daily lives";
"What interests me is the debate going on beneath the actual issues — it's the debates about values, about what we mean by things like wealth, progress and growth".
— What is the function of these modifications in each of these cases?
3.2.12. Comment on the modifications of tempo, loudness and pitch in the following parts of the text:
"...there are no easy answers — political, or technological — to the environmental crisis";
"...I am, to say the least, no scientific expert".
— 3.3. The English Articulation Basis — Sounds —
3.3.1. Listen to the way the words in boxes 1 and 2 are said by the speaker on the tape.
— Find their transcription in the 'English Pronouncing Dictionary':
years environmental
moor even
importance exists
economic extraordinary
desolate excessively
recently alarmist
precisely ozone
precious marine
wilderness toxic
devastating acid
decade concern
impact scientific
crisis expert
conclusion interest
tempted couple_________
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