Intonation Practice

A. Write down the sentences expressing order; divide them into intonation groups; lay stresses and tone marks. Analyse their intonation. Give written explanation of their intonation patterns in the fable you have heard. Exemplify your explanation with tonograms.

a) “Stop!” shouted the little frog.

b) Come on!

c) Let’s make them jump out of the water.

B. Listen to the following sentences, write them down, divide them into intonation groups, lay stresses and tone marks, give the number of stressed syllables in each intonation group.

1. One day, four boys went out to play near a pond.

2. One bad boy saw the frogs and said to the other boys.

3. You would not like to have stones thrown at you if you were frogs.

4. So he hopped onto a floating leaf in front of the boys.

C. Listen to the fable; find the sentenses containing adverbial modifire groups of place, time etc. Give written explanation of their intonation in different sentence positions; exemplify your explanation with tonograms.

a) One day, four boys went out to play near a pond.

b) So he hopped onto a floating leaf in front of the boys.

D. Record the fable imitating the speaker’s intonation.

Comprehension Practice

A. Listen to the fable. Write down your answers to the following questions revealing the plot of the fable.

1. Where did the boys go out one day?

2. How many boys were there?

3. Where did they go to play?

4. Whose home was it?

5. What did one boy say to the other boys?

6. What did the boys want to do?

7. Why didn’t a little frog like what he saw?

8. What did the little frog shout?

B. Listen to the text, divide it into communicative blocks, entitle them.

C. Listen to the fable, find the logical centre of each communicative block and of the whole text. Write them down.

D. Listen to the jumbled sentences and put them in the right order to complete the fable.

a) So he hopped onto a floating leaf in front of the boys.

b) It will be fun!

c) Some frogs lived in the pond.

d) “Stop!” shouted the little frog.

e) One day, four boys went out to play near a pond.

f) He did not like what he saw.

g) “You would not like to have stones thrown at you if you were frogs.

h) Come on!

i) One bad boy saw the frogs and said to the other boys.

j) A little frog saw what they were doing.

k) So they all looked for something to throw at the frogs.

l) It may be fun for you, but it is no fun for us!”

m) Let’s make them jump out of the water.

n) It was their home.

Written Practice

A. Put questions to the subject of each sentence of the fable.

B. Listen to the fable. Find and write down examples of the following in the text:

1. seven irregular verbs used in the Past Simple;

b) three sentences used in the Present Simple;

7. three imperative sentences;

8. one sentence expressing future action.

C. Write the following sentences in reported speech:

a) “They look good,” he said. “I want to eat them, but they are too high for me. I must try jumping for them”.

2. So he said, “I can see now that they are green. They are not sweet. I do not like green grapes. They are sour. I don’t want them.”

3. One bad boy saw the frogs and said to the other boys, “Come on! Let’s make them jump out of the water. It will be fun!”

4. “Stop!” shouted the little frog. “You would not like to have stones thrown at you if you were frogs. It may be fun for you, but it is no fun for us!”

D. 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.

E. Find in the fable the reason why a little frog did not like the bad boy’s idea of throwing stones at the frogs.

F. Comment on the moral describing rudeness. Express your attitude towards rude people. Do it in writing.

G. Write down your own fable reflecting your attitude towards rudeness.