Unit thirteen

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

Settlement

Hamlet

Urban

Rural

Suburb

Provincial

Ancient

Well-kept

Picturesque

Elegant

Magnificent

Lively

Deserted

Quaint

Hectic

Bustling

Filthy

Shabby

Reconstructed

Prospering

Facilities

Amenities

Slums

Overcrowding

Pollution

Frequently

Intensive

Scandalous

Intersection

Roundabout

Backstreet

Valley

Inhabitant

Dweller

Erect

Unveil

Boast

Thoroughfare

Lay up

Avenue

Birthplace

Flyover

Cobbled

Asphalted

Pothole

Zebra crossing

Subway

Pedestrian

Rush hour

Crawl

Halt

Traffic congestion

Vehicle

Trunk road

Carriageway

Lorry

Saloon car

Ambulance

Combustion

Scenery

Cul-de-sac

Landmark

Educator

Passer-by

Unique

Automatic

Volunteer

Fraudster

Exhibition

Attraction

Destination

Train route

Queue

Trodden

Jostle

Overshoot

Traffic rules

Adhere

Comply

Read accident

Endanger

Offence

Violate

Gear

Bonnet

Reverse

Swerve

Overtake

Windscreen

Skid

Steering wheel

Hazardous

Injure

Convince

Passenger

Junction

Account

Spare

Engine

Task 2. Look through the words in Task A. Write down the ones beginning with the consonant clusters. Make sure you pronounce the clusters correctly. Explain the phonetic processes taking place at the juncture of adjoining consonants. Do it in writing.

Task 3. Read the following utterances. Lay stresses and tone marks. Transcribe the sentences. Match them with the tunes.

a) What would I recommend? 1) Nucleus + Tail.

b) Would you like a cup of coffee? 2) Prehead + Nucleus + Tail.

c) Really? 3) Head + Nucleus + Tail.

d) And where is your mother? 4) Prehead + Head + Nucleus + Tail.

a) – 3 ; b) – 4; c) – 1; d) – 2.

Task 4. Listen to the following sentences. Read them out aloud. Give their tonograms. Choose the appropriate reaction according to the suggested attitude. Explain the differences between the intonational structure of the sentences you have chosen and those which have the same lexical and grammatical structure but express different attitudinal meanings.

a) What do you think of his behaviour?

Surprise: 1) I could _|hardly be_|lieve my _/ears. (critical remark)

2) I could _|hardly be_|lieve my ^\ears.

b) I’m positive I saw you in the Caucasus.

Protest: 1) I've _|never been _|there in my ^\life.

2) I've ^|never been ^|there in my _\life. (stating the fact)

c) I’m just going.

Encouraging: 1) ^|Have a ^.good _/time!

2) ^|Have a ^.good _\time! (seriousness)

d) What a nuisance it all is!

Soothing: 1) ^|Don’t _/worry!

2) ^|Don’t _\worry! (pressure)

e) Have Bob and Jane arrived?

Correction: 1) ^\Jane’s _/here.

2) ^|Jane’s _\here. (stating the fact)

f) The whole thing’s quite a mystery.

Reproach: 1) _|Somebody must ^|know who ^\did it. (objection)

2) ^|Somebody must ^\know who _/did it.

g) What do you think of my new suit?

Politely expressed

negative attitude: 1) The ^\colour is al_/right.

2) The _|colour is al_/right. (critical remark)

h) What shall I tell John?

Irritation,

impatience: 1) ^|Tell him e^\xactly what you _/think about it. (reproach)

2) ^|Tell him e↑xactly what you _\think about it.

i) I’ve lost my handbag.

Responsibility: 1) _|What are you _|going to _/do about it? (critical remark)

2) ^|What are you ^|going to _\do about it?

j) It’s not difficult, is it?

Contradiction: 1) It’s ^\difficult al_/right

2) It’s ^|difficult al_\right (firmness)

k) Excuse my fife minutes’ late

Grumbling: 1) You’re ^|always _\late (irritation)

2) You’re ^\always _/late

a) – 2; b) – 1; c) – 1; d) –1; e) – 1; f) – 2; g) – 1; h) – 2; i) – 2; j) –1; k) –2.

Task 5. Listen to the following dialogues and exercises. Write them down. Lay stresses and tone marks. Concentrate on the intonation of echo-questions. Define the information they convey. Establish their intonation pattern. Practise reading the dialogues using the proper intonation for asking for repetition or additional information, gaining the time and expressing stupefied surprise. Give graphical presentation of the echo-questions intonation.

Thompson P. 86 (Ex.90)-94.

Task 6. 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.

The British Broadcasting Corporation is looked up to by many people in Britain and abroad as a custodian of good English; this attitude is normally only in respect of certain broadcasters who represent the “official” voice of the Corporation, such as newsreaders and announcers, and does not apply to the “unofficial” voices of people such as disc-jockeys and chat-show presenters (who may speak as they please). The high status given to the BBC's voices relates both to pronunciation and to grammar, and there are listeners who write angry letters to the BBC or the Radio Times to complain about “incorrect” pronunciations such as “loranorder” for “law and order”. Although the attitude that the BBC has a responsibility to preserve some imaginary pure form of English for posterity is extreme, there is much to be said for using the “official” BBC accent as a standard for foreign learners wishing to acquire an English accent. The present-day BBC accent is easily accessible and easy to record and examine. It is relatively free from class-based associations and it is available throughout the world on the Overseas Service of the BBC. [Roach]

Task 7. Exercises based on the text of the fairy tale.