- •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:
4.4.7. Translate the text of Audio-Target 2 into Russian with special attention given to the following basic sequences:
upon which both natives and visitors have tended to agree;
have to do with (national psychology);
a strong belief in...;
are more easily illustrated than described;
an urge to (wander over the earth);
to make England a microcosm of the world;
a preoccupation with (home);
that has led to the evolution of...;
which led to the formation of...;
the English home — informal, relaxed and domestic;
the rise of spectator sports;
competition was less important than enjoyment;
that special feeling for...;
made Englishmen not only great sailors, but also...;
come back to the cliche that...;
a fact that has been subtly decisive in so many aspects of...;
determined the course of...;
the growth of...at the expense of...;
and, last but no means least... .
4.4.8. Make up your own sentences or short contexts on the basis of sequences singled out in 4.4.7.
— Follow as closely as you can the rhythm and the pitch-movement of the target.
— Here are some examples to show how it can be done:
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— As history teaches us, the geographical position of the country helps to shape both the and the culture of its people. The cultural moat between Russia and Japan, for example, has often been wider than the 26 miles of the La Perouse Strait that separate Sakhalin from Hokkaido.
— Margaret Mitchell, the author of 'Gone with the wind', seems to have had an urge to depict all the aspects of people's life during the Civil War, to make her novel a 'microcosm' of the American world at that period.
— We come back to the cliche that the Middle Ages are 'the dark ages' in the history of Europe — a fact that has been subtly decisive in forming a particular general attitude towards the art of the period in the Post-Renaissance time.
— A preoccupation with new poetic forms at the beginning of the 20th century had led to the evolution of the attitude towards literature and gave rise to 'futurism'.
4.4.9. Translate the following into English applying the target principle expounded in 4.4.7. — 4.4.8. Use the Basic Word Combinations Dictionary and the Explanatory English Dictionary wherever necessary.
INSTRUCTIONS — Try not to give a word-for-word translation. Your main task is to show how well you know this target — as well as the previous ones, — and how easily you can 'process' it to express another idea in another context.
Как я понимаю слово «дом»? Это не простой вопрос, который сегодня волнует много молодых людей. Для меня дом — это не просто место, где я живу, но и та особая атмосфера, которую создали мои родители и друзья, тот особый мир, в котором есть свои условности и :вои традиции. Это то место на земле, где твои родные с нежностью вспоминают все твои успехи и неудачи, которые способствовали формированию твоих взглядов и интересов и составили твой первый и самый важный жизненный опыт.
Некоторые причины, которыми можно объяснить, почему мне так порог мой дом, — глубоко личного характера: это любовь к родителям, жажда покоя и стабильности в семье, твердая уверенность, что дома я нахожусь в полной безопасности. Есть и другие причины, для меня не менее очевидные, которые связаны с моими детскими воспоминаниями. Их трудно описать, гораздо легче привести в пример соответствующие эпизоды из моего детства.
Хотя я уже выросла, и мне очень хочется путешествовать и открывать для себя мир, я до сих пор не потеряла ощущения, что мой дом —
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это весь мир в миниатюре. Такое совершенно особое место, которое всегда занимал дом в моей жизни, постепенно сформировало мое отношение к окружающему миру и себе самой. Вообще говоря, любовь к дому, где (по крайней мере у русского человека) душевность и уют гораздо важнее комфорта, играет огромную роль в нашей жизни.
Таким образом, мы опять возвращаемся к тому, что дом для нас — это мир в миниатюре, — то есть тому представлению о доме и о мире, которое в каком-то смысле стало решающим в формировании целого ряда особенностей нашей психологии: наших духовных ценностей, которые определили весь уклад нашей жизни; привычки, из которых в значительной степени складывается наш характер; то, как мы строим свою семью, когда становимся взрослыми; и даже наше отношение к родине.
Итак, «дом» это совершенно особый, неповторимый мир, в котором развивается наша индивидуальность. Вот почему иногда получается так, что людей, живущих по соседству, нередко в духовном плане разделяет целая пропасть.