Sound Practice

A. Listen to the fable, concentrate on the words containing the letter O; group them in accordance with the sounds it represents in speech. Explain the reading rules in writing. Define the structure of the stressed syllables. Example: // – dog (CVC).

1) // – spoke, broke, don’t;

2) // – positive, fox, not, off, dropped, wrong, on, droppings, of;

3) // – thought, forward;

4) // – proof, stood, you;

5) // – devour, down, how, loud, doubting;

6) // – voice;

7) // – come;

8) // – would;

9) // – to, into.

B. Listen to the dialogues, practise reading them, linking the words smoothly. Lay stress-and-tone marks. Record the dialogues.

a) - Are you going to the party with  Alan?

• I can’t go with  Alan.

• Or with  Eric?

• I can’t go with  Eric.

• Oh.

• Why don’t you go with both  of them?

• To tell you the truth,  I can’t go with  eithre.

• You’re not going?

• I’m going with  Alec.

• With  Alec? Both  of us? [Mortimer:49]

b) - One cup  only, Mrs Lobb,  I think... I diet,  actually. No bread,  of course... oh, that beautiful cake,  if you like. Not very big,  I beg you... oh, too much,  I assure you. Well, that’s not large,  I suppose... If  I have to have  a double portion please make the second slice small. Cream? On both  – oh dear! With  even more cream? Really, this  is  excessive... I wish  I could persuade you not to...

• Some jam  on  it?

• Nothing else.

• Ah.

• The jam will  indeed be the climax! [Mortimer:55]

C. Listen to the fable. Write down the word combinations in which final consonants are linked to initial vowels. Add examples from your text book (The New English Course). Practise reading them smoothly.

Chirping  in  a tall tree and  a fox wanted to devour  it thought  out  a plan facing  it spoke with  admiration he asked  it big  it was

what  a .loud voice  it had. did not fall  into the trap It broke  off  a leaf and dropped  it thought  I would I’ve been  on my guard against foxes when  I saw in  a fox’s droppings

Intonation Practice

A. Classify the intonation groups you hear according to the nuclear tones. Mark the falling tone with F, the rising tone with R. Give tonograms.

1. a cicada |

2. thought out a plan.

3. he stood facing it

4. of its beautiful voice.

5. It broke off a leaf

6. You were wrong, my friend.

7. I would come down.

8. from their neighbour’s misadventures.

B. Ask special questions to each sentence of the fable. Write them down, lay stresses and tone marks. Record them. Comment on the use of tones in them.

C. Listen to the following sentences of the fable, write them down, divide the sentences you hear into intonation groups, explain in writing the rules of syntagmatic division.

a) He ^|stood _/facing it | and ^|spoke with ↑admi_\ration | of its ^|beautiful _\voice. ||

b) It ^|broke off a _\ leaf | and _\ dropped it, | and the _\ fox  ^|darted _\ forwards, | ^|never _\ doubting | that ^|it was the _\ insect. ||

c) He →wanted, he ^.said,  to ^|see how _\big it was, | having ^|heard what a ^.loud _\voice it _|had.

d) “You were ^\wrong, _| my _| friend,” said the ci_|cada, | “if you _\ thought I would _|come _/down. ||

e) ^|Sensible _\men  _|learn _\wisdom | from their ^|neighbour’s misad_\ventures ||

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