Яков Аракин - Практический курс английского языка 2 курс

Really?

I like the way he speaks.

You do?

I believe he is in St. Petersburg

In St. Petersburg?

now.

They spent the whole day on the

The whole day?

beach.

Will you pass me the pencil,

The red one, you mean?

please.

It's getting warmer.

You think so?

Where are you going?

Where?

How much do I owe you?

How much?

Why couldn't you warn me?

Why couldn't I?

How do you like his new essay?

His new what?

I'm exhausted.

You're what?

What did he promise that day?

What did he promise?

He is a talented young man.

Is he?

I'm afraid I can't believe it.

Can't you believe it?

We don't blame him for all that.

You don't?

I can't force him to go there.

Can't you force him?

They haven't changed anything

Haven't they?

here.

I enjoyed every minute of it

Did you?

Splendid)

Splendid?

Show him out!

Show him out?

Give it up!

Give it up?

Disgusting!

Disgusting?

Hurry up!

Hurry up?

Leave it as it is!

Leave it?

7. Respond to the following sentences. Use Intonation Pattern ХП casing for a

repetition of the information already given.

Model: This sad story made the listeners cry.

— Made the 'listeners 'do 'what?

I want you to ring me up again.

You want me to 'do 'what?

The boy's behaviour made me think he was ill.

His stare made me feel ill at ease.

The rain made us return home.

The cold made us put on our coats.

The play made us laugh a lot.

His letter made me change my plans.

The foreigner wants me to tell him something about my country.

She wants you to leave her alone.

He wants you to start immediately.

She wants her son to enter the University.

He wants us to go there at once.

He wants me to translate this article.

8. This exercise is meant to develop your ability to near and reproduce

intonation in different speech situations.

a) listen to the dialogue "At the Station" carefully, sentence by sentence. Write it down.

Mark the stresses and tunes. Your teacher will help you to correct your variants. Make a

careful note of your errors in each tune and work to avoid them. Practise reading each

sentence of your corrected variant after the cassette-recorder.

b) Record your reading. Play the recording back immediately for the teacher and your

fellow-students to detect your errors. Practise the dialogue for test reading. Memorize it. Play

it with a fellow-student.

9. Make up conversational situations, using the following phrases:

Try and find me ... if you can.

You're due to arrive at... .

Have you got your ... yet, sir?

Well, I've still got a few

Not yet.

minutes to spare.

Come along with me and I'll.. .

Mind you don't miss the ....

Here it is.

That's all right.

Do I have to ...?

It won't take me more than

Here you are.

five minutes to ... .

What time do we get to ...?

10. Read the following dialogues. Define the communicative type of the

sentences and say what attitudes you mean to convey:

— There you are, then, I thought you might be here earlier. Was your train late?

— No, I don't think so; just about on time. Which one did you think I was catching then?

— Wasn't it the one that gets in at five ten?

— No, that's Saturdays only. Didn't you know?

— Of course, how silly of me, anyway, it doesn't matter.

------------------

— Excuse me, will this road take me to the station?

— Yes, straight on. Turn to the left when you get to the end. You'll see a notice there. You

can't go wrong.

— Is it far?

— About three or four minutes.

— Thank you very much.

11. Make up a dialogue of your own, using some of the phrases from the

dialogues above.

12. Read the following sentences. The prompts in brackets will help you to

determine the position of the logical stress. Make up a situation to prove the position

of the logical stress:

We are going second class. (Not first)

I want a return ticket to Oxford. (Not single.)

What time do you get up in summer? (I usually get up at seven.)

What shall I do with his luggage? (I know what to do with yours)

Can I have a try? (Nobody seems anxious to do it.)

He ran all the way to the station. (He was afraid to be late.)

I saw Mary at the theatre yesterday. (Nor John.)

I'd like to have some tea. (Not Tom.)

I asked the porter to see to my luggage. (Nor you.)

13. Listen to the text on the tape ("Commerce and Industry"). Write it down.

Mark the stresses and tunes. Practise the text.

14. Read the following sentences. Use Intonation Patters VI to single out the

subject:

Model: \Bri/tain │ is one of the most important commercial and trading centres in the

world.

Australia is the smallest continent in the world.

Manchester is one of the most important industrial cities in Great Britain.

Oxford is one of the oldest centres of education.

Washington is the capital of the United States.

Mary is my best friend.

The piano is to the right of the window.

England is a highly developed industrial country.

15. This exercise is meant to develop your ability to hear the intonation and

reproduce it in proper speech situations.

a) Listen to the text "Mother's Day" sentence by sentence. Write it down. Mark the

stresses and tunes. Practise the text.

b) listen carefully to the narration of the text Observe the peculiarities in Intonation-

group division, pitch, stress and tempo. Note the use of temporizers. Reproduce the model

narration of the text.

16. Read the text "May Day" silently to make sure you understand each

sentence. Split up each sentence into intonation groups if necessary. Mark the

stresses and tones. Underline the communicative centre and the nuclear word of

each intonation group. It is not expected that each student will intone the text in the

same way. The teacher will help you to correct your variant

Practise reading the text several times.

Retell the text in your own words:

May Day

For over 100 years now May Day has been recognized in some countries of the world as the

workers' day. It is the day on which workers in these countries master their strength, and demonstrate

their determination to struggle to achieve the demands which happen to be particularly pressing and

urgent.

Last year's May Day in Britain broke new ground in two ways.

It was the largest-ever demonstration to be held on May 1 itself in addition to the traditional

demonstrations on May Sunday.

But it was more than a demonstration. It assumed the character of a national strike, involving

hundreds of

thousands of

workers who

downed tools

in

London and a

number of

other

major cities.

It was

the

culmination

of an

unprecedented campaign directed against the Government's intentions to put the clock back a

century and more on trade-union rights.

It was a high point in the continuous struggle of the trade unions for the unfettered right to

use the strike weapon in furthering the interests of their membership.

It was a historic May Day not only in the role it played in achieving the immediate demand

of retaining the sovereignty and independence of the unions.

Above all, the flexing of their muscles and the victory achieved the following July, gave the

workers of Britain a new sense of confidence and a deeper understanding that one hour of action is

worth more than a thousand hours of argument and pleas for justice.

SECTION EIGHT. HIGH PRE-HEAD

Stress-and-tone marks in the text: the High Pre-Head | ~ j.

The High Pre-Head never contains any stressed syllables. Before the High Fall it is said on

the same pitch as the beginning of the fall. Before any other nuclear tone or any head the pitch of the

High Pre-Head is higher than the beginning of the following stressed syllable.

As compared to the Low Pre-Head the High Pre-Head is used to add vivacity, liveliness or

excitement to the attitudes expressed in the sentence.

EXERCISES I.

HIGH PRE-HEAD + LOW FALL (+ TAIL)

Model: -I \do /think it's a Ipity.

1. Listen carefully to the following conversational situations. Concentrate your attention on

the intonation of the replies:

Verbal Context

Drill

You won't forget, will you?

Indeed I won't.

I'd love to help.

I know you would.

I don't believe you posted it.

I did post it.

John's the winner.

He will be surprised.

D'you think he's forgotten?

I'm sure he hasn't.

It's no good at all.

You're always dissatisfied.

It's quite true, you know.

Well you do amaze me.

I tell you I won't accept.

How can you be so obstinate?

I haven't time now.

When will you have time, may I ask?

That's not much good.

Well can you do any better?

What's up?

Be quiet for a minute,

Shall I or shan't I ask them?

Oh do make up your mind.

Hullo, Jack.

Good evening, Mr. Dean.

We've got to work on Saturday.

Oh no!

I have to go now.

What a pity you can't stay longer.

2. Listen to the replies and repeat them in the intervals. Make your voice rise

high when pronouncing the initial unstressed syllables.

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

4. In order to fix the High Pre-Head in your mind, ear and speech habits

pronounce each reply several times until it sounds perfectly natural to you.

5. Listen to a fellow-student reading the replies. Tell him (her) what his (her)

errors in pronunciation are.

6. Read the drill sentences according to the given model. Concentrate your attention on the

High Pre-Head:

Verbal Context

DM

He missed Ms lesson yesterday.

He always misses his lessons.

If you are in a hurry, why not take a taxi?

I think I will.

He won't come today.

When is he going to come?

He is not in.