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ТОП 10 на сайтеПриготовление дезинфицирующих растворов различной концентрации
Техника нижней прямой подачи мяча.
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Обработка изделий медицинского назначения многократного применения
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ЗНАЕТЕ ЛИ ВЫ?
Влияние общества на человека
Приготовление дезинфицирующих растворов различной концентрации
Практические работы по географии для 6 класса
Организация работы процедурного кабинета
Изменения в неживой природе осенью
Уборка процедурного кабинета
Сольфеджио. Все правила по сольфеджио
Балочные системы. Определение реакций опор и моментов защемления
Listen to the Verbal Context and reply in the intervals.
In order to fix Intonation Pattern X in your mind, ear and speech habits, pronounce each reply several times until it sounds perfectly natural to you.
Listen to your fellow-student reading the replies, tell him (her) what his (her) errors in intonation are.
6. Listen to the Verbal Context suggested by the teacher. Reply by using one of the sentences below. Pronounce it with Intonation Pattern X. Say what attitude you mean to render:
Give your own replies to the Verbal Context of Ex. 1 and 6. Use Intonation Pattern X.
8. The teacher or one of the students suggests a Verbal Context The students reply to it in turn using:
a) statements conveying personal concern, involvement or protest;
b) special questions sounding unpleasantly surprised, displeased or protesting;
c) general questions sounding impatient, protesting;
d) imperatives sounding lively, with a note of critical surprise;
E) exclamations conveying affronted surprise, protesting. Continue the exercise until everyone has participated. Work in pairs.
9. Read the following extracts. Observe the position of the logical stress:
"Tell her that you intend to marry her, but after you return from this outing, not before." (Гл. Dreiser. "An American Tragedy")
"You don't live here?" — "No," I said, "I don't. You wouldn't if I did." [J. K. Jerome. "Three Men in a Boat")
"She was so pretty and cute. Yet she was a working girl, as he remembered now, too — a factory girl, as Gilbert would say, and he was her superior. But she was so pretty and cute." (Th. Dreiser. "An American Tragedy")
"In the taxi, returning at last to Chesborough Terrace he proclaimed happily: "First rate chaps these, Chris! Has been a wonderful evening, hasn't it?" She answered in a thin steady voice: "It's been a hateful evening!" (Cronin. "The Citadel")
Look for similar situations in the books you are reading at the moment
11. This exercise is meant to practise the intonation patterns you already know.
a) Listen to the dialogue "Guessing Game", sentence by sentence. Write it down. Define the intonation pattern of each sentence and the attitude expressed by it
b) Record your reading. Play the recording back for your teacher aad fellow-students to detect the possible errors:
A.: And the next object is vegetable.
В.: Does one eat it?
В.: Do you eat it?
В.: Do you eat it at breakfast?
В.: Do you eat it at dinner time?
В.: Well then at tea time.
В.: Is it a raw vegetable?
В.: Is it nice?
A: Very nice.
В.: Did we have some for tea today?
Practise the dialogue for test reading. Memorize and dramatize it.
12. This exercise is meant to develop your ability to bear and reproduce intonation in different speech situations.
a) listen to the dialogue "Sightseeing" carefully, sentence by sentence. Write it down. Mark the stresses and tunes. The teacher will help you to correct your variant Practise reading each sentence of your corrected variant after the cassette-recorder.
b) Record your reading of the text Play the recording back immediately for the teacher and your fellow-students to detect your errors. Practise the dialogue for test reading. Memorize and play it
c) Make up conversational situations with the following phrases:
Is it possible ...? That's not a bad idea.
What do you think ...? I suppose it is.
Rather. What about...?
Well, you might... . Let me see ... .
Is it much of a walk? Do you think I shall have time for...?
d) Make up a talk about your recent trip. Use the phrases from the dialogue above. Work in pairs.
E) Imagine you are telling the class about your recent trip to London.
13. This exercise is meant to revise Intonation Pattern IX. Read the following dialogue. Use the High Fall to express personal concern, involvement:
— What are you going to do this week?
— Well, we don't really know.
— Why not visit Kew Gardens?
— Well, we've been there.
— You've seen much, haven't you?
— Yes, we've seen all the usual things. The Tower of London, and the Zoo, and the Houses of Parliament.
— Have you visited Westminster Abbey?
— Yes, we went there a fortnight ago. But I haven't seen St. Paul's Cathedral since I was here in 1991.
— I have! I've been there two or three times.
— But I really ought to think about the business side of my visit.
— Yes. You must visit a motor-car factory. After all, that is your main interest.
— That's true. I haven't been to one yet. I expect things have changed since 1991.
— I'm sure they have. Yes, there have been some very big developments since you were here last.
This exercise is meant to develop your ability to hear intonation and reproduce it in different speech situations.
a) Listen to the Joke "A pretty well-dressed young lady..." sentence by sentence. Write it down. Mark the stresses and tunes. Practise the joke for test reading.
b) Listen to the narration of the joke. Observe the peculiarities in intonation-group division, pitch, stress and tempo. Note the use of temporizers. Reproduce the model narration you have listened to. Tell the joke in your own words.
This exercise is meant to test your ability to analyze material for reading.
a) Read the joke silently to make sure you understand each sentence. Find the sentence expressing the essence of the joke. Split up each phrase into intonation-groups if necessary. Locate the communicative centre of each sentence. Mark the stresses and tunes, concentrating your attention on the attitude expressed. It is not expected that each student will mark the story in exactly the same way. Discuss your variants in class. Your teacher will help you to choose the best variant. Practise your corrected variant for test reading.
b) Tell the joke in your own words.
A Frenchman who had learned English at school, but had half forgotten it, was staying in London on business. It was in the month of November, and the weather was most unpleasant, disagreeable, damp and foggy.
The Parisian, not being accustomed to the English climate, had caught a severe cold, and was coughing day and night. At last he decided on getting a remedy for his cough but as he did not remember this English word, he looked it up in his French-English dictionary. There he found that the English for it was cough. Unfortunately his dictionary did not tell him how to pronounce it. Remembering, however, the pronunciation of the word plough, he naturally concluded that cough must be pronounced [kav].
So he entered a chemist's shop and said: "Will you, please, give me something for my cow!" The chemist, thinking he had misunderstood him asked politely: "I beg your pardon, sir?"
The Frenchman repeated his request for some remedy for his cow.
"For your cow, sir?" replied the chemist. "Are you a farmer then?"
"A farmer?" answered the Frenchman rather indignantly. "What in the world makes you think so? Oh, no, I came from Paris, from beautiful Paris," he added proudly.
The chemist now almost began to think that he was dealing with a madman. In great bewilderment he asked again: "But your cow, sir? Where is your cow?"
"Here!" cried the Frenchman, coughing very loud and pointing to his chest. "Here it is! I have a very big cow in my chest!"
Luckily, the chemist understood him and gave him the remedy he wanted.
SECTION FOUR. Intonation Pattern XI
The High Fall starts from a higher pitch than the preceding syllable of the Falling Head.
If the head contains only one stressed word the High Fall starts from the level of the stressed syllable.
е.g. How nice!
This intonation pattern is used:
1. In statements, conveying personal concern, sounding light, airy, warm but without the disgruntled effect of Pattern X.
е.g. Why don't they work in the evenings? — `Some of them `do, I believe.
2. In questions:
a) In special questions, sounding interested, brisk, business-like.
е.g. I've just seen that new musical. — `What is it `called?
b) In general questions, conveying mildly surprised acceptance of the listener's premises; sometimes sounding sceptical, but without the impatience of Pattern X. (The question is put forward as a subject for discussion.)
е.g. Shall we try again? — Well 'would it be any `use?
3. In imperatives, sounding lively; suggesting a course of action to the listener.
е.g. The tea's too hot. — `Put some more `milk in it.
4. In exclamations, conveying mild surprise but without the affront of Pattern X.
е.g. Look, it's snowing. — `Oh, `yes!
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
2. Listen tothe replies and repeat them is the intervals. Make your voice follow the intonation line exactly.
3. Listen to the Verbal Context above and reply in the intervals concentrating your attention on the intonation line.
4. In order to fix Intonation Pattern XI in your mind, ear and speech habits pronounce each reply several times untilitsounds perfectly natural to you.
5. listen to your fellow-student reading the replies. Tell him (her! what his (her) errors in pronunciatioa and intonation are,
6. a) Listen to a fellow-student reading the Verbal Context below. Pronounce each of the following replies in two ways: first with Intonation Pattern X, then with Intonation Patters XI. Observe the intonation line. State the difference in attitude. Ask a fellow-student to comment oa the attitudes you are trying to render:
b) listen to a fellow-student reading the first sentence of the Verbal Context above. Reply in your own way, using Intonation Pattern XI. The drill will continue until every student has participated. Keep the exercise moving rapidly. Be careful about the intonation line and try to convey the proper attitude.
7. Read the following dialogue with a fellow-student» using Intonation Pattern XI. Special questions should sound interested, lively, brisk. The replies sound lively, friendly and warm:
A: What was that you said?
B: Where did you go for your summer holiday?
A: First to London and then to Cornwall.
B: How long did you live in London?
A: Just a week.
B: Which part of your holiday did you prefer?
A: Oh, our fortnight in Cornwall.
B: Where did you stay while you were down there?
A: In a little village near Penzance.
B: What sort of weather did you have in London?
A: The best we could possibly have hoped for.
B: What did you do there?
A Sightseeing mostly.
8. A student will read the Verbal Context below. Other students will read the replies in turn, using the High Fall and the logical stress on the same word to make the utterance emphatic. Define the attitude you are trying to express:
9. Listen to your teacher read the context sentences below. Pronounce each of the following replies in two ways: first with Intonation Pattern II, then with Intonation Pattern XI. Observe the intonation line. Convey the suggested attitudes:
10. Listen to a fellow-student say the context sentences below. Pronounce each of the following replies, trying to convey the suggested attitudes. Be careful with the intonation line. Define the Intonation Pattern of your reply:
11. listen to the Verbal Context and reply expressing critical surprise or suggesting a course of action to the listener. Use the proper intonation pattern:
12. This exercise is meant to develop your ability to hear and reproduce intonation in conversation.
a) Listen to the dialogue "Dinner-table Talk" carefully, sentence by sentence. Write it down. Mark the stresses and tunes. The teacher will help you to correct your variant. Practise reading each sentence of your corrected variant
b) Record your reading. Play the recording back immediately for your teacher and fellow-students to detect your errors. Practise the dialogue for test reading. Memorize and play it with a fellow-student.
c) Pick out of the dialogue sentences pronounced with Intonation Patterns IX, X, XI. Define the attitudes conveyed in them. Make up conversational situations with these phrases.
d) Make up conversational situations, using the following phrases:
13. Translate into English. Use the corresponding phrases from item(d) above. Do not let your Russian pronunciation habits interfere:
1. Я так рада, что вы смогли мне позвонить. 2. Он так рад, что я смогла его пригласить. 3. Я так рада, что вы смогли сделать это вовремя. 4. Чай готов. Ужин готов. Статья готова. 5. Сколько времени вы находитесь в Москве? 6. Вы давно живете здесь? 7. Это твое первое представление? 8. Это ваша первая картина? 9. Это ее первое сочинение? 10. Я чувствую себя на юге как дома. 11. Я чувствую себя у Петровых как дома. 12. Я чувствую себя в Петербурге как дома. 13. Простите, пожалуйста, сколько вам лет? 14. Я не расслышала, что вы сказали. 15. Я вас спрашивала, где вы родились. 16. Я вас спрашивала, как пройти к гостинице «Минск». 17. О, Кавказ — превосходное место. 18. О, я думаю, Петербург — превосходный, город. 19. О, я думаю, это превосходный рассказ. 20. Как вам нравится наша еда? 21. Как вам нравится наша кухня? 22. Как вам нравится это утро? 23. О, это довольно скучно, не так ли? 24. О, она довольно капризна, не так ли? 25. Вообще-то она не такая уж плохая, если к ней привыкнуть. 26. Не хотите ли еще рыбы? 27. Не хотите ли еще овощей? 28. Суп превосходен. Обед был так вкусен. Торт великолепен. 29. Я так рада, что вам нравится. 30. Я так рада, что у тебя это есть. 31. А что ты будешь есть на сладкое?
14. Head the following dialogue:
Ordering a Meal
— Is this table free, waiter?
— I'm sorry, sir, those two tables have just been reserved by telephone, but that one over there's free.
— What a pity! We wanted to be near the dance floor. Still, it doesn't matter, we'll take it... The menu, please.
— Here you are, sir. Will you dine a la carte or take the table d'hote?
— Well, let's see. What do you think, darling?
— Oh, I don't want much to eat. I'm not very hungry. I think I'll have — er — some oxtail soup and fried plaice with chips.
— Hm. I'm rather hungry. I'll start with some hors d'xuvre.
— And to follow?
— A grilled steak with baked potatoes and peas,
— Will you have anything to drink, sir?
— Well, I'm rather thirsty. Bring me half a pint of bitter. What about you, darling?
— Well, I don't care for beer, but I will have a glass of cherry.
— Very good... What sweet would you like?
— I'll have fruit salad.
— So will I. And we'll have two coffees, please.
— Black or white?
— White, please. Oh, and two liqueur brandies.
— What a lovely waltz they are playing. Shall we dance?
— Yes, I'd love to...
— Waiter! The bill, please.
— Very good, sir.
— Here you are.
— Thank you very much, sir.
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