- •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:
5.4.11. Make up your own sentences or short contexts on the basis of the sequences singled out in 5.4.10.
— 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:
I suppose this must be one of the most famous views in the world — the Great Wall of China, which was built in the III century ВС to separate China from (and) the nomad world.
* * +
I suppose this must be one of the most famous mysteries in the world — Loch Ness Monster, which is said to live in the deep waters of the lake. The mysterious creature, which has not been scientifically proved to exist, is a pretty good symbol of present-day Scotland.
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5.4.12. Translate the following into English applying the target principles expounded in 5.4.11.
— Use the Basic Word Combinations Dictionary and the Explanatory English Dictionary wherever necessary.
Вчера вечером я был на международной выставке современной электронной техники в Торговом Центре на Красной Пресне. В Москве немного найдется мест, где бы влияние человека на окружающий мир ощущалось бы так сильно. У современной электроники блестящее будущее, но вместе с тем она порождает и целый ряд проблем социального и психологического плана. Компьютер, например, это то, что практически каждый человек сегодня хотел бы иметь у себя дома. Широкие возможности, которые открывает перед человечеством электронная техника, представляются нам весьма заманчивыми. Для многих молодых людей как в нашей стране, так и за рубежом, Интернет стал своеобразным центром притяжения с самого начала своего существования во второй половине XX века. Сегодня им пользуются миллионы людей. Можно сказать, что это одна из наиболее часто используемых компьютерных систем.
Давайте посмотрим на одно из самых удивительных изобретений двадцатого столетия — телевизор как необходимую составляющую жизни современного человека, отделяющую его от устоев и представлений прошлого. Высококлассное оборудование, которое нас сегодня окружает, является прекрасной иллюстрацией того воздействия, которое оказала на человека научно-техническая революция — понятие, которое пришло к нам с Запада. Через несколько лет телевидение неизбежно станет основным источником информации для большого количества людей, чье сознание уже сегодня во многом определяется средствами массовой информации. Две цивилизации, восточная и западная, которые до сих пор считались несовместимыми, сегодня обнаруживают много общего в том, что касается их отношения к телевидению. Обе верят в его неограниченные возможности, в то, что главной задачей специалистов является его дальнейшее усовершенствование, и (хотя многие считают, что разумнее было бы избегать чересчур категоричных высказываний) в то, что это искусство и культура будущего, что телевидение обогащает интеллект и что быть хорошо информированным — это то же самое, что быть хорошо образованным.
5.4.13. Make up your own extended context on a subject of your own choice.
— It is also important to understand that the subject should be interesting enough to hold the audience (it mast be one of the 'topical issues' such as, for example, culture, education, world views',' history, the psychology of human relations, etc.).
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— Here is an example to show how it can be done if you have really understood the target principle:
Last year I went to Edinburgh where I learnt about Roslin Institute and the problems of genetic engineering. There are few places where you can see more clearly how man is stepping up the pressure on the living cell. The laboratories of the institute seem to have a bright scientific future, but who knows what problems can arise from their success. Roslin Institute is what most of the developed countries of the world would like to have. A potent vision of what genetic engineering can offer has been terribly seductive all over the world. For quite a few scientists Roslin laboratories have been a magnet, since the first clone Dolly, the sheep, was created there by the experts in 1996. Nearly half discoveries in the field were made here — the most promising achievements in biology, the most striking inventions of our times. But I've gradually come to believe that we cannot solve our problems simply by coming up with yet more answers based on genetics alone. Every so-called achievement seems to unleash a whole\new generation of problems. What interests,me is the debate going on beneath the actual issues. It's the debates abour values, about what we mean by things like individuality and uniqueness.of every living thing.
————— 5.5. Grammar —————