- •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:
4.2.8. Study each of the prosodic contours in the text.
— Use the following analysis as a model:
Some English characteristics, upon which both natives and visitors have tended to agree, have to do with national psychology: egoism, self-confidence, intolerance of outsiders, ostentatious wealth, independence, social mobility, love of comfort, and a strong belief in private property.
The first sentence of the text consists of 10 contours. The first one is:
'Some English characteristics'
a) There are no accents here.
It is said with a High-Falling tone.
b) The contour is a typical case of the Descending Scale which relies on the three level-tones on the stressed syllables 'soon', 'Eng-', 'char-' and a low-rising tone on '-ris-'.
— Analyze each of the component contours of the text in a similar way.
4.2.9. What prosodic means are used in different cases of accent in the text?
4.2.10. 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.
4.2.11. Comment on the modifications of tempo, loudness and pitch in the following parts of the text:
'equally marked';
'until the rise of spectator sports';
'last but by no means last'.
— What is the function of these modifications in each of these cases?
71
— 4.3. The English Articulation Basis — Sounds —
4.3.1. Listen to the way the following words are said by the speaker on the tape.
— Transcribe them with the help of the English Pronouncing Dictionary.
characteristics microcosm
psychology evolution
egoism domestic
intolerance spectator
outsiders competition
ostentatious subtly
independence decisive
mobility aspects
equally Reformation
illustrated formation
urge Empire
wander expense
microcosm repercussions
Dover insularity
Calais moat
separate
4.3.2. What is the basic peculiarity of the fricative in the stressed and unstressed syllables of the following words which makes them completely different from their Russian counterparts?
some setting
self-confidence spectator
ostentatious sports
wealth less
social special
strong feeling
belief sea
love seaside
earth subtly
both decisive
domestic so
aspects
history
system
last
least
72
— How does the English Articulation Basis affect these consonants?
— Study consonants of the same class in some other words from the text:
characteristics physical
visitors appearance
psychology illustrated
intolerance described
outsiders products
independence English
comfort informal
have landscape
sailors
also
fact
course
growth
expense
often
separate