Written Practice

A. Comment on the use of definite and indefinite articles in the fable.

B. Listen to the fable once again; write it down. Complete the fable adding your own moral. Explain your choice. Now listen to the moral of the fable, compare it with yours. Describe the differences, if any.

C. Find in the fable the reason why the horse and cow could not eat their dinner.

D. Comment on the moral describing selfishness. Express your attitude towards selfish people. Do it in writing.

F. Write down your own story, which proves the moral of the fable.

Unit four

Task 1. Listen to the following words containing silent letters. Transcribe them. Practise their pronunciation. Write ten words exemplifying not phonetic English spelling.

lamb

answer

half

Island

knee

sign

bomb

bomber

foreign

know

receipt

write

debt

eight

hour

heir

whole

vehicle

who

ghost

exhibition

honest

dishonest

thought

walk

listen

autumn

high

knife

daughter

comb

palm

psalm

psychology

Christmas

bought

Task 2. Put one word in each space to make four compound nouns each time. Give their stress pattern. Practise their pronunciation. Offer ten written examples of your own.

1. Paint ---

Tooth ---

Clothes ---

Hair ---

2. Washing ---

Coffee ---

Sewing ---

Answering ---

3. Black ---

Notice ---

Chess ---

Score ---

4. Wrapping ---

Writing ---

Note ---

wall ---

5. Flower ---

Coffee ---

Pepper ---

Tea ---

6. Book ---

Suit ---

Pencil ---

Brief ---

Task 3. Give stress patterns of the following composite verbs. Make up sentences with them. Practise their pronunciation. Offer ten composite verbs exemplifying their stress patterns.

put off

look after

make up

look at

look for

listen to

take after

wait for

bring up

put up

take off

get up

wake up

hurry up

get off

Task 4. Chose 10 words given below, transcribe them, give phonetic characteristics of the phonemes they consist of. Do it in writing:

nickname

youngster

minor

senior

outlive

infant

brunette

chestnut

curly

forehead

delicate

charming

beard

freckles

pearly

paunchy

grasshopper

stout

beauty-spot

cross-eyed

hazel

eyelashes

jet-black

Grecian

aquiline

piercing

moustache

famous

glorious

ghastly

disgusting

odious

hideous

attractive

ingenious

thoughtful

Task 5. Listen to the following “content” words occurring together [Allen:6-7]. Take care to give them full stresses, space the stressed syllables in a regular rhythm. Prepare good reading of them.

a) a book / a good book / a very ^.good book / a very ^.good text-book / a very ^.good ^.school text-book.

b) a cloth / a piece of cloth / a piece of white cloth / a large piece of white cloth / a large piece of pure ^.white cloth.

c) a doll / Mary’s doll / Mary’s ^.new doll / Mary’s ^.new ^.china doll / Mary’s two new ^.china dolls.

d) a boy / a naughty boy / a very ^.naughty boy / a very ^.naughty ^.English schoolboy.

e) the day / the whole day / nearly the whole day / very nearly the whole day / very nearly the whole ^.day long .

f) a cup / an empty cup / an empty cup and saucer / an empty cup and a broken saucer / two ^.empty cups and a broken saucer.

g) a lorry / a heavy lorry / a heavy lorry with a load / a heavy lorry with a load of wood / a heavy lorry with a full ^.load of wood / a heavy lorry with a full ^.load of two ^.tons of wood.

h) whisky / Scotch whisky / a bottle of Scotch whisky / a bottle of genuine Scotch whisky / half a bottle of genuine ^.Scotch whisky.

i) a clock / my friend’s clock / the hands of my friend’s clock / the metal hands of my friend’s clock / / the two ^.broken ^.metal hands of my friend’s clock .

j) a hat / a straw hat / a dirty straw hat / a very ^.dirty straw hat.

Task 6. Listen to the following utterances [Allen:58-59]. They are exactly the same, except a different word is stressed in each utterance. Write them down. Underline the most prominent word(s) in them. Lay stresses and tone marks in the utterances you hear. Give tonograms.

a) Must you go now? Must you go now? Must you go now? b) Has my book been found? Has my book been found? Has my book been found? c) Do you want to stay here? Do you want to stay here? Do you want to stay here? Do you want to stay here? d) Can you come to lunch today? Can you come to lunch today? Can you come to lunch today? Can you come to lunch today?

e) Will you have a little more meat? Will you have a little more meat? Will you have a little more meat? Will you have a little more meat? Will you have a little more meat? f) Is Mary going to wear that hat? Is Mary going to wear that hat? Is Mary going to wear that hat? Is Mary going to wear that hat? Is Mary going to wear that hat? g) Have you met my wife before? Have you met my wife before? Have you met my wife before? Have you met my wife before? Have you met my wife before?

Task 7. Read the fable given below. Divide the sentences into intonation groups, lay stresses and tone marks. Write down the words in the right column which are usually stressed, which are unstressed, as a rule, the words which are sometimes stressed defining the parts of speech they belong to. Practise reading the fable, record it.

Words which are usually stressed	Words which are usually unstressed	Words which are sometimes stressed
grapes(n)	a (art.)	he (personal pron.)

Note: Short forms of parts of speech: adj. – adjective; adv. – adverb; art. – article; conj. – conjunction; part. – particle; n. – noun; v. – verb; prep. – preposition; pron. – pronoun .