- •Incredible
- •I knew he had that incredible stage-presence
- •Incredible
- •Incredible
- •1.3.6. How can the following words be divided into groups according to the stressed vowel?
- •Incredible
- •1.4.2. Comment on the following elements in the text: 'Old Vic', 'King John' and 'the Bastard'.
- •1.4.3. Test yourself.
- •1.4.4. Translate the sentences from Russian into English using the words in the box:
- •2.2.4. Which of the words in the text are stressed and which are accented? Study the words in the two boxes below and divide them into two groups — the stressed words and the
- •2.2.6. Study the rhythm within every part of the text singled out by pauses.
- •Institutions
- •Impossible
- •2.3.6. Study the words below and explain the basic peculiarity that distinguishes the articulation of consonants which precede the stressed vowel.
- •Institutions
- •Is the world that English men and women
- •Into one of superiority
- •3.2.3. Transcribe these words, dividing them into syllables (use the English Pronouncing Dictionary for this purpose).
- •3.2.4. How is the text divided into parts by means of pauses?
- •3.2.5. Which of the words in the text are stressed and which are accented?
- •3.2.6. Study the cases of 'would' and 'on' that occur in the text.
- •3.2.7. Study the rhythm within every part of the text singled out by pauses.
- •3 3.2. What is the basic peculiarity of the consonants in the stressed syllables of the following words that makes them so completely different from their Russian counterparts?
- •3.3.3. What is the basic peculiarity of initial nasals in the stressed syllables of the following words:
- •3.3.4. How are the final nasals that close up the stressed syllables to be pronounced in the following cases and why:
- •3.3.5. Explain the principal difficulty in pronouncing the stressec vowels of the words in boxes 1 and 2 below:
- •3.3.6. Explain the principal difficulty in pronouncing the stressed vowels in the following words:
- •3. 3.7. The words below are divided into groups according to a certain principle.
- •3.3.8. How can the following words be divided into groups according to the stressed vowel?
- •3.3.9. What peculiarity of articulation do the stressed vowels in the following words (boxes 1 and 2) have in common? — What are the vowels that have this peculiarity?
- •3.4.1. Explain the meanings of the words below (boxes 1 and 2), in which they occur in the text (use the explanatory dictionary for this purpose):
- •3 4.2. Comment on the following elements of the text:
- •3.4.3. Test yourself.
- •3.4.4. Fill in the blanks in the following sentences on the basis of the explanations given in 3.4.3.
- •3.4.5. Translate the sentences from Russian into English using the words in the box:
- •Verbs: nouns:
- •3.4.9. Translate the text of Video-Target 2 into Russian, with special attention being given to the following basic sequences:
- •3.5.1. Explain the differences between the cases of 'would' in:
- •3.5.2. Study the following sentences, focusing on the use of 'would' in each case.
- •3.5.3. Translate the following sentences into English.
- •3.5.5. Translate the following sentences into English with special focus on the proper use of the indefinite pronouns 'many', 'more' and 'most'.
- •3.5.6. Study all the cases of 'no' in the text:
- •3.5.7. Translate the following sentences into English with special focus on the proper use of 'no' in each case:
- •4.2.8. Study each of the prosodic contours in the text.
- •4.2.9. What prosodic means are used in different cases of accent in the text?
- •4.2.10. Comment on the use of
- •4.2.11. Comment on the modifications of tempo, loudness and pitch in the following parts of the text:
- •4.3.3. What is the basic peculiarity of initial resonants in the stressed syllables of the following words?
- •4.3.4. How are the final resonants that close up the stressed syllables to be pronounced in the following cases and why?
- •4.3.5. Study the basic peculiarities of the opening consonant clusters in the stressed syllables of the words in the three boxes below.
- •4.3.6. Study the following sequences and explain the interconnection between their segmental peculiarities and their rhythmical organization (see 4.2.):
- •4.3.7. Explain the principal difficulty in pronouncing the stressed vowels in the words below.
- •4.3.8. Explain the principal difficulty in pronouncing the stressed (primarily or secondarily) vowels in the following words (boxes 1, 2, 3):
- •4.3.9. The words below are divided into groups according to a certain principle.
- •4.3.10. How can the following words be divided into groups according to the stressed vowel?
- •4.3.11. Explain the difference in length between the stressed vowels of the following words in the text (boxes 1 and 2).
- •4.4. Words and Word-Combinations
- •4.4.4. Test yourself:
- •4.4.5. Fill in the blanks in the following sentences on the basis of the explanations given in 4.4.4.
- •4.4.6. Translate the following using the words in the box.
- •4.4.7. Translate the text of Audio-Target 2 into Russian with special attention given to the following basic sequences:
- •4.4.8. Make up your own sentences or short contexts on the basis of sequences singled out in 4.4.7.
- •4.4.10. Speak on the same subject: 'What does "home" mean to you?' in your own way.
- •4.4.11. Make up your own extended context on a subject of your own choice.
- •4.5.2. Translate the following sentences into English. Chose either 'its' or 'it's' in each case.
- •4.5.3. Translate the following sentences into English with the view to the proper use of late, latter, later, latest, last.
- •4.5.4. Translate the following into English with the view to the proper use of 'more' and 'most' in each case.
- •4.5.5. Translate the following sentences into Russian with the view to the proper use of 'more', 'little', 'less', 'least'.
- •5.1.1. See Video-Target 3.
- •5.1.2. See Video-Target 3 once more with the help of the text below:
- •5.1.3. Translate the text into Russian with the help of the dictionary.
- •5.1.4. Listen to the pragmaphonetic variant of Video-Target 3, where some of the most important aspects are specially brought out and pragmalingulstically modelled:
- •5.2.1. Divide the words of the text into fully meaningful and syn-categorematic ones.
- •5.2.2. Listen to the text and comment on the pronunciation of the stressed syllables in the following words (boxes 1 and 2):
- •5.2.3. Transcribe these words dividing them into syllables (use the English Pronouncing Dictionary for that purpose).
- •5.2.4. How is the text divided into parts by means of pauses?
- •5.2.5. Which of the words in the text are stressed and which are accented?
- •5.2.6. Study the cases of 'is', 'and' and 'one' which occur in the text in terms of stress.
- •5.2.7. Study the rhythm within every part of the text singled out by pauses.
- •5.2.8. Study each of the prosodic contours in the text. — Use the following analysis as a model:
- •5.3.7. The words below are divided into groups according to a certain principle:
- •5.3.8. Explain the principal difficulty in pronouncing the stressed (primarily or secondarily) vowels in the following words (boxes 1,2, 3,4, 5, 6, 7):
- •5.3.9. The words below are divided into groups according to a certain principle.
- •5.3.10. Explain the difference in length between the stressed vowels in the following words in the text (boxes 1 and 2):
- •5.4.1. Explain the meanings of the words below in which they occur in the text (use the Explanatory Dictionary for this purpose):
- •5.4.2. Explain the meanings of the following elements of the text (use Longman Dictionary of Contemporary English and Oxford Advanced Learner's Dictionary for this purpose):
- •5.4.4. Test yourself:
- •5.4.5. Fill in the blanks in the following sentences on the basis of the explanations given in 5.4.4.
- •5.4.6. Translate the following using the words in the box:
- •5.4.11. Make up your own sentences or short contexts on the basis of the sequences singled out in 5.4.10.
- •5.4.12. Translate the following into English applying the target principles expounded in 5.4.11.
- •5.4.13. Make up your own extended context on a subject of your own choice.
- •5.5.1. Explain the uses of 'can', 'could' and 'must' in the text:
- •5.5.2. Translate the following sentences into English by using a construction with the verb 'can, 'could' or 'must'.
- •5.5.4. Explain the uses of participles in
- •5.5.5. Translate the following sentences into English with special attention being given to the proper use of participles:
5.2.6. Study the cases of 'is', 'and' and 'one' which occur in the text in terms of stress.
— Give other examples to support the basic differences between those cases.
92
5.2.7. Study the rhythm within every part of the text singled out by pauses.
a) Analyze the simple rhythm-units into three groups — monobeats (M), trochees (T) and dactyls (D).
— Use the analysis of the following sentence as a model:
'The city has a difficult political future, but its present environmental problems arise from its success'.
The city has a difficult political future
D+l D+4 T
but its present environmental problems
D+2 T T
arise from its success.
D+l_________M________________________
Note: for the pause after 'problems' see 2.2.7.
b) Explain the rule of English rhythm that is observed in the case of:
'the city has a difficult political future'
'the most famous views' '
'a pretty good symbol'
'some things very much in common'
'to qualify this nowadays'
— Why are 'has', 'political', 'famous', 'good', 'things', 'much', 'this' phonetically degraded?
5.2.8. Study each of the prosodic contours in the text. — Use the following analysis as a model:
'The city has a difficult political future, \ but its present environmental problems | arise from its success.'
The sentence consists of three contours. The first one is:
'The city has a difficult political future'
a) There are no accents here.
b) The contour is a Descending Scale. It consists of two steps (which rely on the two level tones on the stressed syllables 'sit-' and 'dif-') and ends in a mid-falling tone on 'future'. The remaining two contours of the sentence are described along the same lines.
93
5.2-9. What prosodic means are used in different cases of accenl in the text?
5.2.10. Comment on the use of
— Low-Falling tones in the text;
— Low-Rising tones in the text;
— Mid-Falling tones in the text;
— High-Falling tones in the text;
— Falling-Rising tones in the text.
5.2.11. Comment on the modifications of tempo, loudness and pitch in the following parts of the text:
'... and (though some in the West are finding it prudent to qualify this nowadays) that the Earth resources are there to be exploited and put to use'; '... the highest density in the world, the most crowded place in history'; '...that big is beautiful, that progress is the same thing as growth'.
— What is the function of these modifications in each of these cases?
— 5.3. The English Articulation Basis — Sounds —
5.3-1. Listen to the way the following words are said by the speaker on the tape.
— Transcribe them with the help of the Dictionary:
stepping waterway
pressure dominated
natural towers
environmental mainland
success symbol
industrialization evolved
magnet triumphs
colony ancient
highest origins
irreconcilable mankind
material achieved
prudent qualify
resources progress
94
5.3.2. What is the basic peculiarity of the strong plosives in the stressed syllables of the words in boxes 1 and 2, which makes them completely different from their Russian counterparts:
1 2
put pressure
part progress
people proper
typical pretty
terribly prudent
material places
corner exploited
common twenty
colony qualify
crowded clearly______
capitalism
country
mankind
culture
Kong______
— How does the English Articulation basis affect these consonants?
— Why are these words divided into two groups?
5.3.3. How are the opening plosives in the stressed syllables of the words in boxes 1 and 2 to be pronounced properly?
1 2
both British
be growth
beautiful grown
dominated great_______
difficult
industrialization
seductive
density
good
goal__________
95
— What makes these consonants so completely different from their Russian counterparts?
— Why are these words divided into two groups?
5.3.4. How is the final plosive to be pronounced in the following cases and why?
world
goal
made
evolved
dominated
could
considered
unlimited
founded
mankind
achieved
big
5.3.5. How do the consonants in the sequences below behave at 'word-junctures'?
I went to;
difficult political;
about twenty;
the highest density;
the most crowded place;
great towers;
could deny;
ancient culture;
dominated by;
prudent to;
that big;
that progress;
what most;
that these;
that the proper;
I suppose this.
5.3.6. Explain the principal difficulty in pronouncing the stressed vowels of the words in boxes 1 and 2 below:
i
last places
year clearly
few environmental
see arise
rld most
Far potent
East style
people industrialization
views founded
waterway nearly
Chinese here
corner square
part thousand
all highest
believe crowded
achieved suppose
prudent nowadays
Earth there
resources exploited
use progress
beautiful grothw
—————* same
goals
mankind
material
science
finding
qualify
famous
separates
mainland
great
towers
made
deny
triumphs
ancient
dominated
both
ideologies
irreconcilable |
97
— Why are these words presented in two groups?