Written Practice

A. Write down your own fable using linking words expressing time (when, as, while, as soon as, before, after, until, whenever/every time, first, then, later), purpose (to, in order to, so, as to, so that), result (therefore, as a result) and contrast (on the one hand, on the other hand, despite, in spite of etc.).

B. Look through all the fables you have worked at and choose all word combinations with the verb to be. Write them down. Make sure you understand them all. Add as many word combinations with the verb to be as possible from the book for your individual, or background reading. Example: to be happy, to be sad, etc.

To be sweet,

To be sour

To be nice

To be silly, etc.

Unit seven

Task 1. Listen to the recorded words. Write them down in transcription. Practise their pronunciation and learn their meanings.

Exclamatory

Interrogative

Imperative

Affirmative

Negative

Progressive

Perfect

Simple

Future

Present

Past

Countable

Personal

Demonstrative

Relative

Adjectives

Subject

Verbal

Object

Adverbial modifier

Attribute

Predicate

Predicative

Indefinite

Definite

Comparison

Comparative

Superlative

Common

Abstract

Reflexive

Direct

Indirect

Uncountable

General

Special

Alternative

Disjunctive

Linking phrases

Word order

Grammatical structure

Plural

Singular

Number

Gender

Case

Homogeneous

Genitive

Possessive

Preposition

Phrasal verbs

Inflexions

Affixes

Suffixes

Prefixes

Italics

Cause

Subordinate

Principal

Nominative

Conjunction

Task 2. Listen to the recorded words. Write them in the right columns. Transcribe them.

Phonetic terms	Grammar terms
Allophone	Progressive

Agreement

Sequence of tenses

Sequence of tones

Conditional

Alliteration

Assonance

Grammatical meaning

Word stress

Rhythm

Stress-timed

Syllable-timed

Rhythmic group

Exclamatory

Interrogative

Imperative

Affirmative

Negative

Progressive

Perfect

Simple

Future

Present

Past

Countable

Personal

Demonstrative

Relative

Adjectives

Subject

Object

Adverbial modifier

Passive

Active

Gerund

Participle

Attribute

Tag-question

Predicate

Tomogram

Predicative

Indefinite

Definite

Comparison

Comparative

Syntagm

Calling intonation

Superlative

Common

Abstract

Syllabic

Morpheme

Elliptical

Extended

Logical stress

Feminine

Masculine

Transcription

Reflexive

direct

indirect

Uncountable

General

Special

Alternative

Disjunctive

Linking phrases

Word order

Grammatical structure

Plural

Singular

Number

Gender

Case

Nominative

Genitive

Possessive

Preposition

Accent

Accentuation

Primary

Secondary

Affixes

Suffixes

Function words

Alternative

Disjunctive

Prefixes

Italics

Cause

Inflexions

Subordinate

Principal

Task 3. Analyse and compare initial two-, three-, four-consonant clusters in English and Ukrainian using dictionaries of the corresponding languages. Find differences and similarities. Find out the most typical consonantal clusters in both languages. Illustrate your analysis filling in the table. Example:

a)

Initial two-consonant cluster	English	Ukrainian
/br-/	bread	Бравий
/bl-/	black	Благати
/vb-/	–	Вбачати
/vv-/	–	Введення
/vg-/...	–	Вгамувати…

b)

Initial three-consonant cluster	English	Ukrainian
/vbr-/	–	Вбрати
/vdr-/	–	Вдрукувати
/vgr-/	–	Вгрівати
/vgv-/	–	Вгвинтити
/str-/…	Street…	Стрічка…

c)

Initial four-consonant cluster	English	Ukrainian
…	…	…

Task 4. Listen to the following words containing the lateral sonorant /l/. Write them in the right columns. Transcribe the words. Remember, the lateral sonorant /l/ is realised in speech in its two allophones: (1) the clear /l/ used at the beginning of a word and in the middle of a word before a vowel, e.g. lake, spelling; and (2) the dark /ł/ used in the middle of a word before a consonant and at the end of a word if a pause follows, e.g. build, spell. The two allophones of /l/ do not distinguish words from each other. The clear /l/ is typical of the British English only thus differentiating Received Pronunciation (RP) and General American (GAm). The dark /ł/ is often syllabic, e.g. people /^|  – ł/, middle /^| – ł/.

Clear /l/	Dark /ł/.

Let – tell

Less – sell

Lit – pill

Feel – fill

Still – silly

Tell – teller

Full – fuller

Tild – tilt

Light – flight

Leed – please

Late – plate

Lip – kill

Lit – till

Task 5. Look through the words in Tasks 1, 2, and add to the table those which contain clear /l/ and dark /ł/.

Exclamatory

Masculine

Reflexive

Syllable

Singular

Plural

Simple

Countable

Personal

Adverbial

Superlative

Reflexive

Uncountable

Elliptical

Calling

Logical

Syllabic

Conditional

Italics

General

Principal

Special

Alternative

Relative

Verbal

Grammatical

Linking

Phrasal

Inflexions

Alliteration

Alternative

Special

Inflexions

Allophone

Task 6. Listen to the following dialogues and exercises, concentrate on the intonation of congratulations, sympathy and surprise. Write them down, lay stress-and-tone marks. Formulate the rules of their intonational and grammatical organisation, define differences if any. Establish the most typical nuclear tones used in them. Do it in writing.

Thompson p.15-18.

Task 7. Read the text given below. Make sure you understand what it is about. Divide each sentence into syntagms, lay stresses and tone marks, practise your reading technique. Record your reading.

English has a number of regional accents. Even within such a relatively small area as England there are many accents. The existence of dialects raises a problem for the student wishing to learn English. Everyone is free to speak as he likes, but in practice we find that a certain kind of English is more widely accepted as a model as any other. This is the type of English known as Received Pronunciation or, as phoneticians often call it, “RP”. This is the type of English most often heard among educated people in Southern England. It is used by the majority of Londoners who have had a university education, and it is commonly heard in Oxford and Cambridge. Moreover, RP is the pronunciation used by the announcers employed by the British Broadcasting Corporation. It is chosen in many places as the model to be followed.

Task 8. Exercises based on the text of the fable.