- •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:
Institutions
superiority
parliamentary
suburbs
2.3.3. The words below are divided into groups according to a certain principle.
— Explain the principle.
— Find the words which fall out of the group; tell why.
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war-torn
people
world
achievements
always
more
answer
art
green
charm
rural
wide
water
free
easily
slide
parliamentary
sought
revive
4. How can the following words be divided into groups according to the stressed vowel?
— What do the stressed vowels in these words have in common?
— How does the English articulation basis affect the quality of these vowels?
sought
continent
long
Impossible
continuity
conscious
economy
charm
art
knowledge
always
war-torn
water
Tudor
parliamentary
what
psychology
foreigners
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2.3.5. What peculiarity of articulation do the stressed vowels in the following words have in common?
— What vowels have this peculiarity?
more men
water sense
what sought
knowledge still
people land
green charm
free spirit
which look
runs much
art one
answer long
world war-torn
stretch meant
2.3.6. Study the words below and explain the basic peculiarity that distinguishes the articulation of consonants which precede the stressed vowel.
— What makes them completely different from their Russian counterparts?
— How does the English articulation basis affect these consonants?
character
country
Institutions
people
retains
coastline
psychology
continuity
parliamentary
superiority
unconsciously
Tudor-style
encouraged
conscious
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2'з 7 What kinds of word-junctures can you find in the following sequences from the text? __ Divide the sequences into groups according to the kind
of word-junctures they represent. __What are the main difficulties in the articulation of each
of these junctures? How can you avoid them?
Is the world that English men and women
have created
centuries of history
of those Centuries
have moulded the institutions
and the people of the island nation'
was the character of the country
that have experienced them
at the English landscape
despite the Industrial Revolution
and the psychology
of the English nation
of the English character
that there was a wide stretch of water
a sense of security
Into one of superiority
was free from invaders
meant that there could be
a continuity of tradition
conscious of the history
the history that surrounds them
have sought at every level
remind themselves of that history
2.3.8. What consonant do all the following words have in common?
— Is the articulation of this consonant the same in all these words?
— How does it correlate with its Russian counterpart?
— Divide the words into groups according to the way this consonant is pronounced:
English, world, lived, people, failures, moulded, religion, landscape, island, England, always, Englishman, let, look, closely, pleasant, land, still,
rural, Revolution, Industrial, coastline, helped, psychology, knowledge,
unconsciously, assimilated, childhood, easily, slide, long, royal, impossible, traditional, parliamentary, villas, level, themselves.
31
——— 2.4. Words and Word-Combinations ———
2.4.1. Explain the meanings of the words below in which they occur in the text (use the explanatory dictionary for this purpose):
achievements
failures
experience (v.)
recognize
retain
conscious
encourage
security
superiority
tradition
continuity
slide
2.4.2. Explain the meaning of the following elements of the text (use Longman Dictionary of Contemporary English and Oxford Advanced Learner's Dictionary for this purpose):
the achievements and failures of those centuries the English spirit
recognized, if not always understood, by the non-Englishman encouraged a sense of security that could easily slide into one of superiority
a continuity of tradition
2.4.3. Comment on the following elements of the text (use Longman Dictionary of English Language and Culture, Encyclopaedia Britannica, "Великобритания. Страноведческий словарь" for this purpose):
the people of the 'island nation'
the long centuries during which the land was free from invaders
royal and parliamentary ceremonies
Tudor-style villas in the suburbs
2.4.4. Test yourself.
— Read the following and guess what English word is explained in this way.
— Write the word and transcribe it.
32
1 -to meet with, to feel, to undergo (pleasure, treatment, fate etc.)
2 'something important that you succeed in, doing by your own effort
3 'to accept and admit, often, unwillingly, that something is true'
• 'noticing or realizing something, aware, knowing (of fact, or external circumstances)
5 'to make something more likely to happen, or to make people more likely to do something'
6 'to go unconsciously or by imperceptible degrees (into...)'
7 "to keep something or continue to have something; keep possession of, not lose'
8 'opinion, or belief, or custom handed down from ancestors to posterity; the way in which things are done in a particular country'
9 'over-confidence; safety; protection from bad situations'
10. 'an attitude that shows you think you are better from other people'
11. 'the state of being uninterrupted in time or sequence, unbroken; the continuing of an event, system etc. over a long period of time, without problems happening when there is a change'
12. 'a lack of success in achieving or doing something'
2.4.5. Translate the sentences from Russian into English using the words in the box.
people, to live, world, to create, centuries, character, to run, to understand, always, to look, still, much, closely
1. Кто эти люди?
2. На собрании было много народу.
3. На улицах было много народу.
4. Все народы Европы выступают против войны и терроризма.
5. Большинство горожан предпочитают проводить отпуск вне города.
6. Древние греки были храбрым и мужественным народом.
7. Правительство должно сделать все, чтобы улучшить жизнь простых людей.
8. Эти храмы составляют культурное наследие русского народа.
9. Они прожили долгую и счастливую жизнь и дожили до глубокой старости.
10. Когда-то мои родители жили в деревне, а потом переехали в город.
11 У них одна дочь, и она живет вместе с ними.
12. Ему приходится очень много работать, потому что его семья живет только на его зарплату.
13 Он жил здесь во время войны.
14 Пифагор жил за сто лет до Сократа.
* * *
33
1. Они отправились в кругосветное путешествие.
2. Это растение известно в разных частях света.
3. Его знают во всем англоговорящем мире.
4. В то время Рим был самой могущественной страной в мире.
5. В XX веке было две мировых войны.
6. Когда она согласилась выйти за меня замуж, я был самым счастливым человеком на свете.
7. Я бы ни за что на свете ее не обидел.
8. Ничто на свете не доставило бы мне большего удовольствия.
9. Как тебе все-таки удалось его найти?
10. Родители хотят, чтобы мир, в котором будут жить их дети, был лучше.
11. Мир преображается благодаря современным информационным технологиям.
12. Меня интересует художественная культура мира древних римлян.
13. Он стал влиятельной фигурой в мире политики.
* * *
1. Он благородный человек.
2. Для того, чтобы узнать характер человека, мы должны знать, что он чувствует, о чем он думает и как он поступает в разных ситуациях.
3. У него сильный характер.
4. Все главные персонажи его пьес большие оптимисты.
5. Я читала этот роман очень давно и не помню и половины его героев.
* * *
1. Мне пришлось бежать изо всех сил, чтобы успеть на автобус.
2. Каждое утро мы бегали к реке, купались, а потом возвращались домой.
3. Она бежала ко мне навстречу и что-то кричала.
4. Как только они узнали о случившемся, они бросились ему на помощь.
5. Ему пришлось спасаться бегством.
6. Я простужен, у меня насморк.
7. «Весь мир — театр, и люди в нем — актеры», как говорится у Шекспира в его известном монологе.
8. Один из героев Моэма, Майкл Гослин, имел свой театр.
* * *
34
1 Вы можете объясниться на испанском языке?
2 Я к сожалению, не понимаю, что вы имеете в виду. Вы не могли бы еще раз мне это объяснить.
3 Я понимаю, в чем ваша проблема, но, боюсь, ничем не смогу вам помочь.
4 Легко понять, почему он так рассердился.
5 Если я правильно вас понимаю, вы отказываетесь принять участие в конференции?
6 Он хорошо понимает детей, и они его любят.
* * *
1 Он всегда пишет с ошибками.
2. Мы всегда приходим во время.
3. Она всегда права, с ней бесполезно спорить.
4. Я всегда думала, что Сидни — это женское имя.
5. Всегда нужно быть внимательным, переходя улицу.
* * *
1. Она посмотрела на него, как будто хотела ему что-то сказать.
2. Он посмотрел в окно, но ничего не увидел — было слишком темно.
3. Если вы внимательно посмотрите, то увидите, что все гораздо сложнее, чем может показаться на первый взгляд.
4. «Нам давно пора идти. Уже поздно», — сказал он, глядя на часы.
5. Я ищу свою сестру, — ты ее видел?
6. Нужно посмотреть это слово в словаре, — я не уверен, что оно пишется именно так.
7. Не беспокойтесь, я присмотрю за детьми, пока вас не будет.
8. Ему нужно, чтобы кто-то о нем заботился.
9. Я отношусь к нему, как к другу.
0. Он считает, что этот дом принадлежит ему.
1. Ты хорошо выглядишь сегодня.
2. Он производит впечатление неглупого человека.
3. Он похож на своего отца.
4. У вас расстроенный вид — что-нибудь случилось?
5. Похоже, что будет дождь.
* * *
1 Телефон все еще занят.
2- Он высокий, но его брат еще выше.
3 Он еще будет здесь, когда вы придете.
4 Боль в ноге была очень сильной, но все же он не жаловался.
5 Она еще только студентка и не может преподавать.
* * *
35
1. Это не такая большая сумма.
2. Времени мало — складывай вещи побыстрее.
3. Много из того, что он говорит, правда.
4. Сколько стоит этот словарь?
5. По-моему, для одного человека здесь слишком много работы.
6. Вы часто его видите?
7. Он не очень хорошо водит машину.
8. Я сейчас чувствую себя намного лучше.
2.4.6. Translate the text of Audio-Target 2 into Russian with special attention given to the following basic sequences:
- through centuries of history
the achievements and failures of those centuries •
the people that have experienced them
(that) runs through the history of England
recognized , if not always understood by... "
to answer these questions
let us look more closely at
(that) still retains much...charm
to shape both, the history of..., and the psychology of...
the knowledge, unconsciously assimilated since... '
encouraged a sense of...
meant that there could be a continuity of tradition
• ...have always been conscious of '
the history that surrounds them '
have sought at every level to revive and remind themselves of...
2.4.7. Make up your own sentences or short contexts on the basis of the sequences singled out in 2.4.6.
— 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:
The creative world of the writer is the world that he has created, the world his characters live in through their achievements and failures.
The achievements and failures of the Middle Ages have moulded the art, the religion, the philosophy, and the man of the period.
To understand more deeply the origin of Pushkin's poetic inspiration let us look more closely at the Russian landscape — a wide and beautiful land which still remains much of its rural charm.
36
948 Translate the following into English applying the target principle expounded in 2.4.6. — 2.4.7. 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 one, — and how easily you can 'process' it to express another idea in another context.
Мир русского человека создавался в течение многих столетий на протяжении всей истории России. Как успехи, так и неудачи этого исторического процесса во многом сформировали как русский национальный характер, так и особые представления об общественном и экономическом устройстве, искусстве и религии. В чем же заключались эти успехи и неудачи, что представляет собой страна и люди, которые их пережили? Что такое «русская душа», с которой ассоциируется вся история России — понятие общепризнанное, хотя и не всегда понятное иностранцам?
Для того, чтобы ответить на эти вопросы, обратимся, прежде всего, к особенностям русского ландшафта, который чрезвычайно разнообразен в разных частях нашей страны: это леса и равнины, поля и горы, реки и озера — земля, которая все еще сохраняет свою первозданную красоту и очарование, несмотря на последствия научно-технической революции. Вполне возможно, что именно это разнообразие и богатство природы повлияло на образ жизни наших предков и определило их отношение к миру. Возможно, именно этим объясняется и их душевная щедрость, не утерянная и в наши дни наперекор жестокой и непростой реальности.
Суровый климат России и ее холодные зимы способствовали формированию таких черт русского характера, как стойкость и долготерпение. Долгие столетия, на протяжении которых сохранялись усвоенные с раннего детства предания о героических подвигах русских людей, позволяли обеспечить непрерывность традиции: события давно ушедших лет представали в воображении людей как живая реальность.
2.4.9. 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 may be one of the 'topical issues' such as, for example, culture, education, world-views, history, the psychology of human relations, etc.)
37
— Here is an example of how it can be done if you have really understood the target principle.
THE UNIVERSITY WORLD
I suppose this must be one of the dearest views for the Muscovites — the Main Building of Moscow State University, hazy in the light of a fine February morning. The Main Building is a pretty good symbol of the unique University spirit, which runs through the history of the Russian culture, recognized, if not always understood, by non-University people. The University world is the world that the best representatives of Russian intelli-gensia (which is not quite equal to the European notion of the intellectual elite) have created and lived in through two and a half centuries of history. The scientific achievements and failures of those years have moulded the traditions, the laws, the education, and the people of the University.
What were those achievements and failures? What is the character of the higher educational institution that has experienced them? What is 'the University spirit', which makes this place absolutely unique in its spiritual atmosphere? To answer these questions let us first look more closely at the history of the University — the largest higher educational institution in Russia, that still retains its scientific traditions, despite the wars and revolutions, political and social changes in the country. Moscow State University has helped to shape both the scientific and educational principles in Russia and the psychology of its students and graduates. The knowledge — consciously (or, perhaps, unconsciously) assimilated since entrance examinations — that there was a world of difference between the University people and everybody else, encouraged a sense of University solidarity, or brotherhood, that could easily slide into one of superiority. The long centuries, during which the University could always have its own view on whatever influences or impacts from the outside, meant that there could be a continuity of scientific and scholary tradition, impossible in any other higher educational institution. The students have always been conscious of the customs of the University, and, from traditional celebrations on January 25 to scientific schools and generally recognized independent thinking and creativity, as well as the never-ending zest of knowledge and the incessant strive for perfection, have sought at every level to revive and remind themselves of their incredible and really democratic history.
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—— 2.5. Grammar —————
Explain the differences between the verbal forms which occur in the following sequences from the text (see the two boxes below)
have created and lived in
( that English men and women have created and lived in through centuries of history.)
have moulded
(The achievements and failures of those centuries have moulded the
institutions, '...)
have experienced
(.. .and the people that have experienced them?)
has helped
(England's coastline has helped to shape both...)
have... been
(Englishmen have always been conscious of the history that surrounds
them)
have sought
(...have sought at every level to revive and remind themselves of that
history) _______________________
were
(What were those achievements and failures?)
was
{What was the character of the country and the people...)
was
(■ -that there was a wide stretch of water...)
was
(The long centuries during which the land was free from invaders...)
meant
(The long centuries...meant that there could be a continuity of tradition...)
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2.5.2. Translate the following sentences with a view to the distinction between Present Perfect and Simple Past (Past Indefinite) forms discussed in 2.5.1.
1. Вы уже прочитали эту книгу? — Нет, но, надеюсь, что к завтрашнему дню уже прочитаю.
2. Мы закончили работу над первой главой.
3. Я много раз задавал себе этот вопрос, но до сих пор не знаю, как на него ответить.
4. У вас такая красивая собака. Она у вас давно?
5. Влияние этого события на нашу жизнь всегда было и остается весьма значительным.
6. Он пишет эту книгу уже 5 лет, но закончил только первые 3 главы.
7. Зачем вы это сделали? Разве я вас об этом просила?
8. Когда ты об этом узнал? Это она тебе об этом рассказала?
9. Когда мы были молоды, все было иначе.
10. Много лет тому назад здесь был большой парк. Теперь же здесь построили несколько жилых домов.
11. С каких пор вы здесь живете? — Мы сюда переехали три года назад.
12. Где ты об этом прочитала? — Это было в последнем издании литературного журнала. Он вышел в мае.
13. Последняя часть этого романа вышла в свет в этом году.
14. Я не совсем понял, что вы сказали.
15. Последнее время я не так часто его вижу.
16. Вы уже пообедали? — Что вы, я еще не завтракал!
17. Он еще не приехал?
18. Многое из того, что он сказал, правда.
2.5.3. Translate the following sentences into English focusing on the use of the 'There is / are' — construction and its modifications:
1. Поблизости находился парк.
2. Он заглянул в ящик, но там ничего не было.
3. Неожиданно в дверь громко постучали.
4. Опять звонит телефон! Он все утро звонит не переставая.
5. Что у нас сегодня на ужин?
6. Можно мне еще один лист бумаги? — Вот, пожалуйста.
7. Почему вы думаете, что не сможете перевести этот текст? По-моему, здесь нет ничего сложного.
8. В нашей библиотеке есть несколько изданий этого романа.
9. Мы уже ничего не можем здесь сделать — единственное, что нам остается, это ждать.
10. Мы еще не закончили обсуждение (дискуссию). Остается еще один вопрос.
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11. Не понимаю, почему все так хвалят этот фильм, — по-моему, в нем нет ничего особенного.
12. В этой статье есть несколько мест, которые мне было трудно перевести.
13 Привет, сто лет тебя не видел! — Простите, но это, похоже, какая-то ошибка: мы с вами раньше никогда не встречались.
14 Мы не исключаем возможности, что в тексте были допущены опечатки.
2 5.4. Explain the meaning of 'one' in the text ("The knowledge, unconsciously assimilated since childhood, that there was a wide stretch of water that separated Englishmen and •foreigners', encouraged a sense of security that could easily slide into one of superiority").
— Comment on each of the following cases: are they the same as the 'one' in the text?
1. He is one of the best tennis-players here.
2. We've arranged to meet at one o'clock.
3. I want only one ticket, not two.
4. We ran from one end of the street to the other.
5. I shall tell you all about it one day .
6. One who paints pictures is called an artist.
7. I don't want this color — give me another one.
2.5.5. Translate the following sentences into English — see how different kinds of 'one' can be used in them.
— Use the BWCD for that purpose as well as the Explanatory Dictionary.
1. Он единственный человек, которому я доверяю.
2. Одно дело — сдать экзамен на право вождения автомобиля, а другое дело хорошо водить машину.
3. Их дети близнецы. Они так похожи, что их практически невозможно отличить.
4. Один за другим студенты подходили к столу и брали билеты.
5. Нужно еще кое-что уладить.
6. Однажды утром, когда я завтракал, в дверь постучали. Это был один из моих старых школьных друзей.
7. Я всегда хотел иметь хороший компьютер, и мне как раз удалось скопить необходимую сумму, чтобы его купить.
8. Как вам известно, я не из тех, кто жалуется. Но мне кажется, вы могли бы почаще нас навещать. 9. Вы знаете, что Lewis Carroll и Charles Lutwidge Dodgson — это
одно и то же лицо?
10. Oтвет на этот вопрос вы найдете в главе первой, на 41 странице.
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UNIT 3 THIS IS OUR PLANET'
———— 3.1.
Listening Comprehension ......
3.1.1. See video-Target 2
Answer the following questions:
1. What is the text about? Formulate the main idea of the text in a few words.
2. Why does the speaker call a stretch of empty moor 'a desolate place'?
3. What is meant by 'environmental crisis'?
4. Do you agree with the author that 'a stretch of empty moor' may become 'infinitely precious to us' today?
5. Can you see any connection between the problems of the environment and 'the debate about values — about what we mean by wealth, progress and growth'?
3.1.2. See Video-Target 2 once more with the help of the text below:
Only a few years ago this stretch of empty moor would have been dismissed by most people as of no interest or importance. And certainly of no economic value: you couldn't grow anything on it, you couldn't keep animals here — no one would want to live in such a desolate place.
But recently our attitude has gone through a dramatic change. We've come to value places like this, precisely because they are so remote and so wild. They've become infinitely precious to us, because they are the last stretches of wilderness left in the world.
We've suddenly become aware of just what a devastating impact we've made on the world. In the last few decades, with our huge advances in technology, that impact has reached the point of crisis.
Whatever the case, I've certainly reached the conclusion that there are no easy answers — political or technological — to the environmental crisis; even if it is hard to believe sometimes that such a crisis exists. We are still tempted to believe that this is all the result of excessively alarmist talk. It has been extraordinary to witness the surge of interest that there has been in the subject over the last couple of years: "the ozone layer", "marine pollution", "toxic waste", "acid rain", "global warming" — these rather 'fateful phrases' have gradually become part of our daily lives.
These are the cunning questions, which concern me deeply for more than twenty years. I am, to say the least, no scientific expert — there are plenty of
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others who seem to know a great deal more about the subject than I do. But I uld like to raise a few questions. I've gradually come to believe that we nnot solve our environmental problems simply by coming up with yet more swers based on technology alone. Every so-called solution seems to unleash whole new generation of problems. What interests me is the debate going
on beneath the actual issues. It's the debates about values — about what we
mean by things like wealth, progress, and growth.
3 1.3. Listen to the pragmaphonetic variant of Video-Target 2, where some of the most important peculiarities of English speech are specially brought out and pragmalinguistically modelled:
1) the energetic articulation of stressed syllables (especially the closed ones);
2) the intensification of consonants as part of English syllabification;
3) the exaggerated stress-timed rhythmical pattern;
4) the greater clarity of pitch-movement within the Descending Scale contour and before pauses (against the general background of slowed down tempo);
5) the greater resonance of enunciation.
——— 3.2. Syllables, Stress, Rhythm, Prosody —
3.2.1. Divide the text into fully-meaningful and syncategorematic ones.
— Mark off the fully-meaningful words by underscoring them in the printed text.
— Which of the words of either group is going to be stressed and why?
3.2.2. Listen to the text and comment on the pronunciation of the stressed syllables in the following words:
economic dramatic whatever gradually
value precious political scientific
anything stretches technological issues
animals devastating excessively every
desolate decades toxic
attitude technology acid
— What are the basic principles that have to be followed here?
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