- •Contents
- •Preface
- •The System of Phonetic Notation
- •Section I
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words. Mind the positional variation of vowel length:
- •2. Identify the speaker’s attitude in the replies.
- •3. Extend the following situations. Give greater prominence to the words carrying new information, observing the difference in the accentual patterns of utterances.
- •Laboratory work
- •1. Identify the component parts of the tunes.
- •2. Read the following pairs of utterances. State the difference in their form and meaning.
- •3. Extend the following tunes using one of the given phrases (I think, I believe, I hear, I am told, they say, I wonder, I hope, I expect) as the head.
- •4. Extend the following tunes adding the phrases given above as the prehead.
- •5. Identify the position of the nucleus in the following utterances. Think of a suitable situation for each of the utterances.
- •6. This exercise is meant to test your ability to read and reproduce a story with correct intonation.
- •Teachers and Actors
- •Additional Training
- •2. Read the poem, using intonation patterns you find suitable and answer the questions: Leisure
- •In view of the contents of the poem, what is hinted at in the title “Leisure”.
- •Section II
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •1. B). Learn the following proverbs. Lay stresses, tone marks. Give tonograms.
- •1. C). Complete the following using one of the proverbs:
- •2. Express agreement or disagreement with the following statements choosing the suitable prompts.
- •3. Choose the appropriate intonation pattern of general questions according to the situation:
- •Laboratory Work
- •1. Add General questions to the stimulus utterance. Express a light, airy attitude to the subject matter.
- •2. Ask your friends about their relatives (age, profession, appearance, etc). Express interest in your general questions.
- •4. A). Read the following conversational situations. Concentrate your attention on the intonation of the replies. Say what attitude you mean to render:
- •5. Give your own replies to the Verbal Context:
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •Tell the jokes in indirect speech. Entitle them.
- •7. B). Answer the following questions using intonation patterns of the text.
- •7. C). Listen to the following dialogues. Mark the stresses and tunes. Practise the dialogues using substitutions.
- •7. E). Reproduce the text so that a question is asked about each sentence said by the patient or the doctor. Present the dialogue in class, using the same intonation patterns.
- •8. B). Listen to the story twice /”Reward for Virtue”/. Complete the following sentences imitating the speaker’s intonation:
- •8. C). Some sentences from this text given below are not true to fact. One of the students will read a sentence, another will correct them, using proper intonation patterns.
- •Additional Training
- •1. A). Listen to the dialogue and answer the questions in your course book.
- •1. B). Listen to the 10 utterances in your coursebook and mark the stressed syllables.
- •1. C). Act out the dialogue in pairs using original language where possible and improvising when necessary.
- •2. Read the poem according to the intonation marked. Learn it by heart, be ready to recite it in class. Nothing will Die
- •Section III
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •3. A). In the following conversational contexts compare the modal meaning of the reactions: first within a contour and then within a communicative type:
- •3. B). Think of the situations where the following utterances will sound natural. Comment on your attitude.
- •Laboratory Work
- •2. A). Present appropriate intonation patterns in replies according to the suggested attitude
- •2. B). Supply your own replies according to the attitude conveyed in them. Pronounce them, present their intonation patterns. Do it in writing.
- •3. Provide a conversational context for each of the utterances in the given pairs.
- •4. Act out the following conversational situations using various kinds of interrogative repetitions in the responses. Mark the type of the nuclear tone you take.
- •5. Practise reading the poem according to the given stresses and tone marks. Learn it by heart, be ready to recite it in class.
- •In Memoriom
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •7. Listen to dialogue 42 from e.L.C. (Sports and Games)
- •8. 1. Listen to the text “One Man in a Boat”
- •2. A). Listen to the story “The Last One?” twice and then finish the following sentences, imitating the speaker’s intonation.
- •Additional Training
- •1. Listen to short stories.
- •2. Listen to the poem, lay stresses and tone marks. Learn it by heart. No Enemies
- •3. A). Read the following conversation, using intonational patterns you find suitable. Use them in conversational situations of your own. The Football Match
- •4. A). Listen to two dialogues. Repeat each utterance trying to watch pronunciation on the cassette. Practice reading the dialogues.
- •4. B). Listen to the eight utterances which appear in your course book and mark the syllables which carry the main stress.
- •Section IV Consonants in comparison
- •Laboratory Work
- •1. Choose the appropriate reply for the given context:
- •2. Correct the following statements or contradict them:
- •3. Answer the following questions expressing hesitation, doubt, uncertainty:
- •4. Respond to the following utterances expressing warning or apology.
- •5. Extend the following utterances by adding a concluding remark that sounds as an afterthought.
- •Sightseeing
- •8. Listen to the text, divide it into communicative blocks, entitle them. After listening to the text twice answer the question: ‘Do the English Speak English?’ Additional Training
- •1. A). Listen to the text “a street in London” (l.L.C. 29). Practise reading it imitating the speaker’s intonation
- •A street in London
- •2. Listen to the text “a Visit to London” (l.L.C. 31), discuss it with your group-mates. A visit to London
- •If you had a chance what place of interest would you like to see first in London?
- •3. Listen to two poems. Lay stresses and tone marks according to the model suggested. Practise reading them. London
- •Sonnet composed upon Westminster bridge
- •Section V Consonants in comparison
- •1. A). Listen and practise the following pairs of words:
- •1. B). Practise reading the following conversational contexts. Define the intonation and accentual patterns of all utterances.
- •1. C). Learn the proverbs. Lay stresses and tone marks:
- •1. D). Use one of the proverbs to comment on the following situation:
- •2. Identify the difference in the expressiveness of the replies.
- •It must be remembered that to emphasize the whole of the utterance we can:
- •Widen the range of the utterance or narrow it.
- •I can’t under stand it.
- •I don’t know that
- •Emphatic Nuclear Tones
- •Laboratory Work
- •2. Choose the appropriate reaction to convey the suggested attitude. Justify your choice.
- •4. Act out the following conversational situations expressing contrast and emphasis in the replies through nuclear shifts and emphatic tones.
- •5. Read the following conversational situations. Observe the position of logical stress in the replies. Make the stress emphatic wherever possible. Give your own replies to the same verbal context.
- •Additional Training
- •At the Station
- •2. A). Listen to the text “Travelling by Sea and Air” (e.L.C. 27). Practise reading it according to the model. Travelling by Sea and Air
- •3. Listen and practise reading the poem imitating speaker’s intonation. Lay stresses and tone marks. Choose a piece of the poem you like best and learn it by heart. Travel
- •Section VI Consonants in comparison
- •The Six o’Clock News Good evening. And here’s the Six o’Clock News from Washington with j.C. Kennedy and Warren Wolf.
- •Descending Scale
- •I. Formal:
- •II. Informal:
- •3. Choose the appropriate reaction (a, b) for the given stimulus-utterances according to the speech situation:
- •Laboratory Work
- •1. Listen to the following texts, lay stresses and tone marks, recognize phonetic styles. Practise reading the texts aloud.
- •3. Act out the following conversations using appropriate intonational patterns according to the speech situation:
- •4. Practise reading the poem to the given stresses tone marks. Learn it by heart, be ready to recite it in class. Sonnet cxxx by w.Shakespeare
- •Theatres, Music-Halls and Cinemas
- •Additional Training
- •After the Cinema
- •At the Theatre
- •2. A) Listen and read the following stories with proper intonation patterns. After reading each story answer the question “What would you have done?”.
- •The Reader’s Page
- •That's my beer...Or was
- •In deep water
- •That's a no-no
- •Strangers in the night!
- •Deep fried
- •Or else
- •Honesty is the best policy
- •3. A) Practise the following poem according to the intonation marked. Bonnie bell by Robert Burns
- •4. B). While watching the film pay special attention to how the characters speak.
- •English language: levels of usage
- •The First Four Minutes
- •Literature used
Laboratory Work
1. Choose the appropriate reply for the given context:
-
They are leaving in an hour.
(In an hour. In an hour.)
-
They are leaving in a few minutes.
(In an hour. In an hour.)
-
He can speak three foreign languages.
( Three. Three.)
-
He can speak two foreign languages.
( Three. Three)
-
His spoon is made of gold.
( Gold. Gold.)
-
It’s a silver chain.
( Gold. Gold.)
2. Correct the following statements or contradict them:
Model: His name is John – Harry.
-
The grammar test was not at all difficult.
-
It was.
-
You’ve kept me waiting for an hour.
( For half an hour only.)
-
Her new dress is a bit loud.
(It isn’t. Gay colours are in fashion now.)
-
The party was terribly boring.
(It wasn’t. I met a number of highly interesting people there)
-
Tom is good at French, they say.
(He studies English as far as I know)
-
I think it’s more convenient to go there by train.
(It isn’t. Going by plane is much quicker and more comfortable)
3. Answer the following questions expressing hesitation, doubt, uncertainty:
Model: - Will the weather keep fine this week?
-
I think so.
-
Do you think this bag will go well with my coat?
(I think so. I’m quite sure.)
-
Do you know where Sam has gone?
(He’s gone to see his friend, I think)
-
What’s the time, please?
(I suppose it’s about nine.)
-
Has your sister decided what she’s going to do after she finishes school?
(She’s going to enter the Medical College, I think)
-
How long will you be staying in London?
(About a week or so.)
4. Respond to the following utterances expressing warning or apology.
Model: - Let me carry the suitcase for you.
-
It’s rather heavy.
-
Can you spare me a minute?
-
I am very busy just now.
-
May I open the window?
(You may catch a cold.)
-
Let’s telephone Bill.
(It’s rather late.)
-
Let’s drop in at the Central Department Store.
(We’ve no time for that.)
-
Would you like to dance?
(I’d rather not. Thank you.)
-
May I use you iron?
(I’m afraid it’s out of order.)
5. Extend the following utterances by adding a concluding remark that sounds as an afterthought.
Model: You may have a nervous breakdown.
You may have a nervous breakdown if you don’t take care of yourself.
-
I can call on you tomorrow night (if that suits you).
-
We’ll miss our train (unless we take a taxi).
-
He spends his holiday in the country (as a general rule).
-
You will fail your exam (if you don’t work hard).
-
A lot of things have changed in my native city (since I was there last).
6. a). Read the following text silently, entitle it. Divide it into communicative blocks, entitle them. Locate the communicative centre of each sentence. Mark the stresses and tunes. Practise reading the story.
b). Retell the story in your own words.
Structurally, the English language is fairly homogeneous all over the world, but there are marked differences in pronunciation between its many dialects. It is interesting to note that some of the most striking of these differences occur in the small island of Britain, a fact for which there is of course a perfectly logical historical explanation. Visitors from the United States of America, where only three main dialects are recognized, are often taken aback when they hear these widely different British accents.
During the Second World War, a number of British and American mechanics who were stationed in a certain country in the New East were living together in a local boarding house. One day at tea-time an American who hailed from Kansas was sitting opposite a Yorkshireman who had a strong local accent and two Londoners, one of whom spoke in the Received Pronunciation while the other had a marked Cockney accent. After listening for some time to the conversation of these three persons the Kansan suddenly burst in with “Say, I can’t figure out how you Britishers understand one another”.
7. a). Listen to dialogue 30 Part I, Part II from E.L.C. Recognize the intonation pattern of each utterance, mark the nuclear tones in each intonation group. Practice reading the dialogue imitating the speaker’s intonation.
Part I
Asking the way
b). Complete the following situations according to the dialogue. Check yourself against the key.
-
– E xcuse me, can you tell me the way to Trafalgar Square?
Pause.
Key: Certainly. Go down Regent Street to Piccadilly Circus and then go down the Haymarket.
-
– Turn to the left at the bottom and in less than a minute you’ll be in Trafalgar Square.
Pause.
Key: Thank you very much. How far is it from here?
-
– If you walk, it’ll take you ten minutes or a quarter of an hour.
Pause.
Key: Is there a bus?
-
– Ex cuse me, officer is there a bus from here to Trafalgar Square?
Pause.
Key: Yes, sir, any bus’ll take you. There’s a bus-stop just over there.
-
– Fares, please.
Pause.
Key: Tra falgar Square, please … and will you tell me when we get there?
c). Choose the pattern used in the dialogue for the response. Check yourself against the key.
-
– Ex cuse me, can you tell me the way to Trafalgar Square?
– Certainly . Go down Regent Street to Piccadilly Circus and then go down the Haymarket.
– Certainly. Go down Regent Street to Piccadilly Circus and then go down the Haymarket.
-
– Turn to the left at the bottom and in less than a minute you’ll be in Trafalgar Square.
– Thank you very much. How far is it from here?
–Thank you very much. How far is it from here?
-
– If you walk, it’ll take you ten minutes or a quarter of an hour.
– Is there a bus?
–Is there a bus?
-
– Ex cuse me, officer is there a bus from here to Trafalgar Square?
– Yes, sir, any bus’ll take you.
–Yes, sir, any bus’ll take you.
-
– Fares, please.
– Trafalgar Square, please … and will you tell me when we get there?
– Trafalgar Square, please … and will you tell me when we get there?
Keys:
-
a
-
a
-
b
-
b
-
a
Part II