Владимир Аракин - Практический курс английского языка 3 курс [calibre 2.43.0]

S p e c i a l q u e s t i o n s (challenging, antagonistic,

disclaiming responsibility)

You could surely find the money somewhere.

Where?

You'll have to accept.

Why?

You pay for it.

How?

Well, borrow a ruler.

Whose?

I can't see you today.

When, then?

I've left my hat behind.

Where, pray?

Would you mind passing the book?

What book?

I'll make it soon, I promise.

Yes, but how soon?

Don't forget to bring your camera.

Which one?

Would Max have a game?

Why not ask him?

I've had this pain for days.

Why don't you do something about it?

G e n e r a l q u e s t i o n s (impressed, challenging, an-

tagonistic)

You can't go in there. I'll punch your head.

Can't I? (We'll see about that.)

They've nowhere to live.

Wil you? (And who'll help you?)

I wouldn't put up with it.

Haven't they?

You ought to apologize.

Wouldn't you?

You don't know what you're talking about.

Oh, ought I, indeed?

It was a shame he had to give up.

Oh, don't I?

Larry will be terrible as Hamlet.

Yes, wasn't it?

Can you imagine him?

May I take this newspaper?

I m p e r a t i v e s (discloiming responsibility, hostile)

How do you advise me to get there?

Do. Please.

Who are the flowers from?

Fly.

I hate it, but what can I do?

Guess.

I don't really want to go.

Tell them you hate it.

Don't talk with your mouth full.

Refuse, then.

It's not much of a cut.

Don't you do it, then.

So far I haven't had time.

Then don't make so much fuss about it.

Thank you very much.

Start now, then.

May I borrow this book for a while ?

Don't mention it.

I'm going to risk it, in spite of what you say.

Keep it as long as you like.

I'm most terribly sorry.

Don't say I didn't warn you, then.

Don't give it another thought.

E x c l a m a t i o n s (impressed)

John's got it now.

Oh! (That's different.)

You can have it back on Sunday.

Fine! (That's plenty soon enough.)

I've finished that.

I'll introduce you to him.

Good! (You were quicker than I expected.)

Did you finish that job?

Thanks!

Did you pass your exam?

Heavens, yes!

I'm so sorry I was rude.

Ages ago!

I'm awfully sorry.

Of course!

John may treat us.

I should think so, indeed.

I've missed my turn.

No doubt! (But it's too late for apologies.)

May I come too?

Not him! (He's far too mean.)

Thank you so much.

Serves you right! (You should pay more attention.)

The more the merrier.

Not at all! Thank you!

2. Listen to the replies and repeat them in the intervals. When pronouncing the Rise-Fall make your voice rise from a fairly low to a high pitch and

then fall quickly to a very low note. Do not forget to blend the words together.

3.Listen to the verbal context and reply in the intervals.

4.In order to fix Intonation Pattern XIV in your mind, ear and speech habits repeat all the replies yourself until they sound perfectly natural to you.

See that your Russian pronunciation habits do not interfere.

5.Listen to a fellow-student reading the replies. Tell him what his errors in intonation are.

6. Listen to your teacher reading the verbal context below. Reply by using one of the drill sentences. Pronounce it with Intonation Pattern XIV. Say

what attitude you mean to render.

Verbal Context

Her parents will never approve of her taste.

Wil they touch upon all the questions in the article?

Drill

You have very little experience in teaching English.

Surely, not.

Has he made any effort to fix the tent?

Precisely.

He is going on a hiking tour.

Probably. (But I'm going to gain some.)

She arouses everybody's admiration.

Certainly. But it's not so easy.

Spare her nerves.

I thought you knew about it.

How long will it take you?

We are not surprised. She is so beautiful and clever.

How did he accept it?

I don't think you quite understand what she's done.

They are going to make some inquiries about the affair.

A month or two, at any rate.

They can't spare you any time now.

He was full of indignation, I think.

Make a note of her telephone number now.

When?

Frankly speaking I am quite well aware of it.

But why didn't they tell us before?

She displays no enthusiasm about the work.

Why didn't you do it in time?

She refuses every present of his.

What difference does it make, may I ask?

Eight o'clock won't suit her either.

Whoever would if the work isn't interesting?

I can't admit she is wrong.

Her name is on the list.

What's the use of doing that?

Has he proposed to her?

What time is suitable for her then?

He promised to do everything in time.

Who can? Why not, I wonder?

We are far from indifferent to what you're doing.

Why should you worry about it?

You shouldn't have touched upon such things in public.

Everybody without exception is ready to do it.

Did he do it, in fact? Are you really? Shouldn't I?

She dreams of having this book.

The ten o'clock train won't suit us.

Yes, I know, but can you? Buy it for her, then.

How can I make inquiries about the train's departure?

Wil you enter her name in the list?

Go by the six o'clock one. Phone them.

I reminded him of his promise.

With pleasure!

Wil they accept my apology?

Good of you! Why, naturally! No doubt!

Wil you make an effort to do it again?

Yes, do.

May I help myself?

Be sensible, then. Well, then invite her.

Don't treat me like a baby.

You suggest a better one. With pleasure!

I ought to invite her.

Why, certainly!

That's a silly plan.

Good for you! Well done!

Wil you lend a hand, Tom?

So much the better!

I got really cross with them.

No wonder the car wouldn't start!

Nikki's not coming.

The petrol tank was empty.

7. Pronounce the drill sentences with Low Fall. Observe the difference in attitude.

8. Your teacher will suggest a verbal context. You in turn respond to it by using Intonation Pattern XIV. The drill will continue until every

student has participated. Keep the exercise moving rapidly.

R e f e r e n c e m a t e r i a l f o r t h e t e a c h e r

Why didn't you take advantage of an opportunity to tell them the truth?

Isn't it a decent film?

What are you going to do to clear everything up?

Who told you the time doesn't suit us?

Why didn't he try to propose to her?

Jane is on the list of students going to London.

What inspired the poet to write the verses?

She couldn't accept his gifts.

His action aroused everybody's indignation.

Their unexpected coming was a surprise to us.

Why were you not frank with him?

Can you spare me a few minutes?

Why don't you do anything to gain more experience in writing essays?

We can't approve of her being idle all the time.

Is he dreaming of a good collection of stamps?

He made no effort to make everybody sure he was right.

Couldn't you let me know about it before?

My shoes are too tight.

He was cross because you beat him.

What weather we're having!

Don't treat me like a baby.

You seem very happy about your success.

Can we afford to buy it?

We ought to stay in tonight.

9. Your teacher will suggest a verbal context. You in turn respond to it by using:

a).statements, sounding self-satisfied, challenging, censorious, disclaiming responsibility;

b)special questions, sounding challenging, antagonistic, disclaiming responsibility;

c)general questions, sounding impressed, challenging, antagonistic;

d)imperatives — disclaiming responsibility;

e)exclamations — impressed.

10.Make up a conversation between two hikers using phrases with Intonation Pattern XIV.

11. This exercise is meant to develop your ability to hear and reproduce intonation. Listen to the extract from "Three Men in a Boat" by Jerome

K.Jerome carefully sentence by sentence (see p. 356). Mark the stresses and tunes. Practise reading the text according to the model you have listened

to.

12.This exercise is meant to develop your ability to read and narrate a text with proper intonation.

a) Listen to the text. Write it down. Mark the stresses and tunes. Practise reading the text.

b) Listen carefully to the narration of the story. Observe the peculiarities in intonation-group division, pitch, stress and tempo. Note the use of

temporizers. Retell the story according to the model you have listened to.

13.Read and retell any extract from "Three Men in a Boat" by Jerome K. Jerome.

SECTION THREE

Temporizers. Emphatic Stress

Temporizers

EXERCISES

l. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies.

Verbal Context

What about you, darling?

And what do you think of London, Mrs. Thompson?

Would you like to stay up on deck or go down below?

There's apple tart and cream, or chocolate trifle.

Is it possible to see anything of London in one or two days?

(While shopping.)

I've been told that there are no winter sports in England.

Do you think I shall have time for that?

How many rooms are there in the house?

Do you want it short or just trimmed?

Wil you have anything to drink, sir?

What would you say are the most popular games in England

Let me see, one, two, three ...

today?

Well, I'm rather thirsty.

Well, I don't care for beer.

Oh, I don't know.

Drill

Well, yes, but, of course, not half enough.

Well, you might, but if I were you, I should leave that for some

Er — I beg your pardon, I didn't quite catch what yoü said.

other day.

Now, let's see, what else did I want.

Well, you see, the English winter isn't very severe as a rule,

Er — not too short.

Well, I suppose football.

and we don't often have the chance of skiing, skating or

tobogganing.

2. Listen to the replies and repeat them in the intervals. Have a pause after the temporizers. Pronounce them on the low level and with the Low

Rise.

3. Listen to the Verbal Context and reply in the intervals.

4. In order to fix the intonation of the temporizers in your mind, ear and speech habits repeat the replies yourself until they sound perfectly

natural to you.

5. Listen to a fellow-student reading the replies. Tell him what his errors in intonation are.