Владимир Аракин - Практический курс английского языка 1 курс

уедет в Санкт-Петербург, им будет очень скучно 26. Когда наступит ночь,

мы не найдем дороги. 27. Когда наступит утро, мы снова двинемся в путь.

28. Когда я останусь одна, у меня будет много времени. 29. Когда наступит

осень, мы

поедем в город. 30. Когда отец приедет, мы поедем на вокзал. 31 Когда она

пришла, она никого не застала дома. 32. Когда я зашел к ним, они обедали. 33. Когда я

позвонил ему, его не было дома. 34. Когда мы спросили его об этом, он отказался

отвечать. 35. Когда мы вошли в комнату, Наташа пела.

6. Listen to the dialogue. Memorize it. Make up your own dialogue of the same type.

II. Logical Stress

M o d e l : I can xdo it.

XI can do it.

If the nucleus is shifted from the last notional word to some other word of the

intonation-group the sentence stress is called logical.

EXERCISES

7. The words in bold type are the nucleus of the sentences below. While reading

concentrate on the change in meaning in sentences with logical stress. Intone the sentences:

1. Jack lived there alone. Jacklived there alone. 2. We met Mark in our

English club.We met Markin our English club. Wemet Mark in our English

club. 3. He's lost his father's book.He's lost his father'sbook. He's losthis

father's book. He'slost his father's book, 4. John's sister speaks French perfectly.

Johnrs sister speaks Frenchperfectly. John's sisterspeaks French perfectly.

John'ssister speaks French perfectly. 5. He told them not to gothere. He told

them not to go there.He told them notto go there. He told themnot to go there.

He toldthem not to go there. Hetold them not to go there. 6. My brother knows

you well.My brother knows youwell. My brother knowsyou well. My brother

knows you well. Mybrother knows you well. 7. Her father likes them very

much.Her father likes them verymuch. Her father likesthem very much. Her

father likes them very much. 8. His last story was long.His last story waslong.

His last

story was long. His last story was long. 9, My cousin helps the boy a lot. My

cousin helps the boy a lot. My cousin helps the boy a lot. My cousin helps the

boy a lot. 10. Group 102 will take their exam next week. Group 102 will take

their exam next week. Group 102 will take their exam next week.

8. Read the sentences according to the situation suggested in brackets. Use the logical

stress to single out the elements of contrast. Make your reading expressive:

1. The students were listening to the text at the laboratory (not in Room 15).

2. The students were listening to the text at the laboratory (not to the poem). 3.

The students were listening to the text at the laboratory (not recording it). Л The

students were listening to the text at the laboratory (not the teachers). 5. The

first-year students sang a Russian folk song (not an American song). 6. The first-

year students sang a Russian folk song (not a modern song). 7. The first-year

students sang a Russian folk song (not the third-year students). 8. It rained hard

on Sunday in Pushkino (not yesterday). 9. It rained hard on Sunday in Pushkino

(not in Moscow). 10. It rained hard on Sunday in Pushkino (not just a little as

you say). 11. He was taking his exam in Literature on Monday (not on Friday).

12. He was taking his exam in Literature on Monday (not in Linguistics). 13. He

was taking his exam in Literature on Monday (not having a consultation).

9. Vour teacher or fellow-student will read the questions below. While answering them

concentrate your attention on the distribution of sentence stress:

1. Are you in the first or in the second course? 2. Is the girl in Group 213 or

in Group 313? 3. Does your father work at a Medical Institute or at a Teachers'

Training Institute? 4 Which season do you like best of all? 5. Do you like early

autumn or late autumn? 6. Are they reciting a poem or reading it? 7. Have they

spoken to their new neighbour or have they just seen him? 8. Will you go boating

or cycling on Saturday? 9. Will you go skiing to the forest next week or will you

stay at home? 10. Is it my fountain-pen or yours? 11. Is it your coffee or mine?

12. Would you like coffee or cocoa for breakfast? 13. Have you had dinner or are

you going to have it? 14. What street do you live in? 15. What exam are you

taking on Friday?

10.

The tines below are taken from books by different authors. How do you think the

authors intended them to be stressed and why?

1. "Do you prefer the inside or the outside, John?" I said I generally preferred

to sleep inside a bed. 2. She said slowly: "If you don't know, nobody does." 3.

"It's all very well for you, fellows," he says, "you like it but I don't." 4. "I had

their promise, their written promise..." 5. M i s s B e e c h . But your mother

likes him? — J o y . (Sullenly). I don't want her to like him. 6. "I say our

chairman. Why do I say our chairman? Because he is not my chairman, you

know." 7. "Speak out," said Martin, "and speak the truth." "I fear this is the

truth." 8. "She'll be pretty," he muttered. "1 shouldn't wonder." "She is pretty,"

said Emily; "she ought to make a good match." 9. George said that if anything

was broken, it was broken, which reflection seemed to comfort him. 10. "Oh!"

exclaimed George, grasping the idea; "but we can't drink the river, you know!"

— "No, but you can drink some of it," replied the old fellow. "It's what I've

drunk for the last fifteen years."

11.Look for similar situations in your books for home reading.

11.This exercise is meant to develop your ability to hear and reproduce intonation in

proper speech situations, a) Listen to the dialogue sentence by sentence. Mark the stresses

and tunes. Practise reading it. (See p. 219) b) Record it. Play the recording back immediately

for your teacher and fellow-students to detect the possible errors, c) Give a conversational

context with the following phrases:

1. Do you think it's ... . 2. Don't speak too soon. 3. Don't worry, (Robert) .... 4.

Never mind. 5. Oh, dear, ....

13.

Make up a conversation with the same phrases.

13. *" This exercise is meant to develop your ability to hear the intonation and to

reproduce it in the text, a) Listen to the text "Seasons and Weather" sentence by sentence.

Mark the stresses and tunes. Practise the text, b) Record your reading. Play the recording

back immediately for your teacher and fellow-students to detect the errors in your

pronunciation, c) Practise the text for test reading:

Seasons and Weather

The year is divided into four seasons: spring, summer, autumn and winter. In

spring nature awakens from her long winter sleep. The trees are filled with new

life, the earth is

warmed by the rays of the sun, and the weather gets gradually milder. The

fields and the medows are covered with fresh green grass. The woods and forests

are filled with the songs of the birds. The sky is blue and cloudless. At night,

millions of stars shine in the darkness.

When summer comes the weather gets warmer still and sometimes it's very

hot. It's the farmer's busy season — he works in his fields from morning till

night. The grass must be cut and the hay must be made, while the dry weather

lasts. Sometimes the skies are overcast with heavy clouds. There are storms with

thunder, lightning and hail.

Autumn brings with it the harvest-time, when the crops are gathered in and

the fruit is picked in the orchards. The days get shorter and the nights longer. The

woods turn yellow and brown, leaves begin to fall from the trees, and the ground

is covered with them. The skies are grey, and very often it rains.

When winter comes, we're obliged to spend more time indoors because out-

of-doors it's cold. We may get fog, sleet and frost. Ponds, lakes, rivers and

streams are frozen, and the roads are sometimes covered with slippery ice or

deep snow. The trees are bare. Bitter north winds have stripped them of all their

leaves.

15. This exercise is meant to develop your ability to read and narrate a story with proper

intonation, a) Listen to the joke. Write it down. Mark the stresses and tunes. Practise reading

the joke, b) Listen carefully to the narration of the joke. Observe the peculiarities in

intonation-group division, pitch, stress and tempo. Note the use of temporizers. Retell the

joke according to the model you have listened to.

16. Read the joke silently to make sure you understand each sentence. Find the main

sentence in the text. Underline the main word in every sentence. Split up each sentence into

intonation-groups if necessary. Mark the stresses and tunes. Practise reading the joke several

times. Retell the joke following the model above:

Rather Late

It was a dark night. A man was riding a bicycle without a lamp. He came to a

crossroad and did not know which way to turn. He noticed a pole with sofnething

white which looked like a sign. Climbing to the top of the pole he lit a match and