Текст книги "Практический курс английского языка 1 курс"
Автор книги: Владимир Аракин
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16."** Read the text silently to make sure you understand each sentence. Split up each
sentence into intonation-groups if necessary. Underline the communicative centre and the
nuclear word in each phrase. Mark the stresses and tunes. It is not expected that each student
of the class will mark the text in exactly the same way. Your teacher will help all the
members of the class to correct their variants. Finally practise reading your corrected variant:
When you enter our sitting-room, the first thing you notice is the large
window opposite the door. On the left is an armchair with a small table by it. On
the table are some books and an electric table-lamp. There are two other
armchairs in the room and a settee.
"Aren't there any small chairs?"
"Only one, which is next to the radio-set, opposite the window. I have also a
small cassette-recorder, which I keep in my bedroom."
"Have you many cassettes?"
"Quite a lot... The mantelpiece is on the right pf the window and next to it is a
bookcase." "Do you read a lot?"
"Yes, everybody in our family likes reading. There are books in every room."
"What else is there in the room?"
"Nothing else. We don't like a lot of things in our room."
Section Five
I. Accidental Rise
M o d e l : VTom 'Brown is the f best 'pupil in vclass.
If the speaker wants to make one word of the descending head more
prominent than the others he pronounces it a little higher than the preceding
syllables thus breaking their descending succession. This non-final rise is called
a c c i d e n t a l . It never occurs on the first stressed syllable as this syllable is
always the highest in the descending head.
EXERCISES
1. Listen carefully to the following sentences. Concentrate your attention on
Accidental Rise:
1. In spring Nature awakens from her long winter sleep.
2. The trees are filled with new life. 3. The earth is warmed by
the rays of the sun. 4. The weather gets gradually milder. 5. The
fields and the meadows are covered with fresh green grass.
6. The woods and forests are filled with the songs of the birds.
7. When winter comes, we're obliged to spend more time indoors. 8. There's a
bus stop just over there. 9. Then he has to take great care of the young animals.
10. I should say that football is one of the most popular sports in Great Britain.
11. He sat thinking of his own children. 12. The scientist is known all over the
world. 13. Mary's umbrella is quite spoilt. 14. Ann was wearing a charming blue
hat.
2. Listen to the same sentences and repeat them in the intervals. Make your voice go
up a little on the word you want to make more prominent. Follow the intonation line
exactly.
3. In order to fix the intonation of sentences with Accidental Rise in your mind, ear
and speech habits repeat the sentences yourself until they sound perfectly natural to
you.
4. Read the following sentences using Accidental Rise on the words in bold type. Do
not forget to blend the words together:
1. I suppose it couldn't possibly happen again. 2. I'm sorry I couldn't quite
make out what you were saying. 3. My husband often does the washing up for
me. 4. We went for a day's walk in the forest in spite of the rain. 5. I'm reading a
most interesting book by a new writer just now. 6. You have not given me a
satisfactory explanation of your strange behaviour. 7. We hope to move into our
new house before the month is out. 8. George plays football every Saturday
afternoon. 9. I have an English lesson every day. 10. I haven't seen her for a long
time. 11. The doctor says she must stay in bed for two or three days. 12. Tom
Brown is the best pupil in his class.
II. Sequence of Tones Alternative Questions
M o d e l :
Has she a , niece | or a x nephew?
Alternative questions have the low-rising nuclear tone in the first intonation-
group and the low-falling nuclear tone in the final intonation-group. The fall and
the rise are of narrow range here.
EXERCISES
5. Listen carefully to the alternative questions. Concentrate your attention on the nuclear
tones of both intonation-groups:
1. Are the bedrooms on the ground floor or on the first floor? 2. Is the
furniture in his house modern or old? 3. Do the members of Dr. White's family
read the Times or The Worker? 4. Is it a large house or a small one? 5. Do you
prefer tea or coffee? 6. Is your wife a housewife or does she work? 7. Shall I go
on or stop here? 8. Does the dress fit you or do you want a larger one? 9. Have
you a son or a daughter? 10. Do you study French or English?
6. Listen to the same sentences and repeat them in the intervals. Follow the intonation
line of the model exactly.
7. In order to fix the intonation of alternative questions in your mind, ear and speech
habits repeat the sentences yourself until they sound perfectly natural to you. Listen to your
fellow-student reading the alternative questions. Tell him what his errors in the intonation are.
6. Complete the following sentences using the words in brackets:
1. Do you usually have dinner at home ...? (at the canteen) 2. Do you get up
at six ...? (at seven o'clock) 3. Will you have clear soup ...? (cabbage soup) 4.
How do you like your tea strong ...? (weak) 5. Do you do your morning exercises
in the room ...? (the garden) 6. Does she study French ...? (English) 7. Do you
usually have breakfast at eight ...? (nine) 8. Do you , usually sit up late ...? (go to
bed early) 9. Did it take you half an hour ...? (a quarter of an hour to get there)
10. Did you lay the table for 6 ...? (for 12 persons) 11. Did you take your exam in
English on the 15th ...? (on the 17th of January) 12. Will you
lave black ...? (white coffee).
9. Make up alternative questions using the following sentences.
VI о d e 1: She is twenty. She is twenty-five.
–* Is she /twenty | or 'twenty-xfive?
1. He lives in a new house. He lives in an old house. 2. Your :hildren have
milk in the morning. Your children have coffee in ;he morning. 3. He will have
black coffee. He will have white :offee. 4. They spend Sundays in town. They
spend Sundays in he country. 5. It is warm today. It is cold today. 6. She will go
to :he Caucasus next summer. She will go to the Crimea next summer. 7. Your
friend speaks English. Your friend speaks Spanish. 8. Her nephew lives in
Moscow. Her nephew lives in St.Petersburg.
10. Translate the following sentences:
1. Ваш друг живет в общежитии или с родителями? 2. Он уехал 5 Санкт-
Петербург или в Киев? 3. Он занимается в гимнастическом зале или ходит
на стадион? 4. Вы делали доклад в понедельник зли во вторник? 5. Вы
обедаете в столовой или дома? 6. Вы готовите свои домашние задания дома
или в библиотеке? 7. Вы принимаете ванну вечером или утром? 8. Вы
предпочитаете теплый или холодный душ? 9. Вы вчера ходили в театр или в
кино? 10. У вас (Осодит полчаса или четверть часа на то, чтобы добраться
до института? 11. Какой предмет вы больше любите, физику или
математику? 12. Вы будете пить чай или кофе, миссис Браун? 13. Вы будете
гить черный кофе или кофе с молоком?
11. Make up a dialogue using alternative questions. See that your
Russian pronnnciation habits do not interfere.
Disjunctive Questions
M o d e l s : You've vmet her, | ,haven't you?
You've xmet her, | xhaven4 you?
Disjunctive questions consist of two intonation-groups. The Sequence of
tones in disjunctive questions depends on the atti-:ude of the speaker towards the
significance of the utterance.
The first intonation-group has generally the low-falling nuclear tone. The
low-rising nuclear tone of the final intonation-group, or tag, shows that the
speaker is not certain of the facts expressed in the first part of the question. An
answer is expected.
е. д. I rang you up yesterday. You were -> meeting your vwife, j ,weren4
you? – Yes, I was.
The low-falling nuclear tone of the tag shows that the speaker is certain of the
facts expressed in the first part of the question. No answer is expected.
е. д. I saw you at the station. You were -> meeting your xwife, I ^weren't
you? She looked so young and happy.
EXERCISES
>
12. a) Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the replies:
Verbal Context
What a very nice house!
I rather like Mary.
James has quite a lot of talent.
And how do you like our weather?
You've broken the nail on this
finger rather badly.
You mustn't rely on this clock. We told him about your success. Arthur's
coming home today. But they only got blue or green. Peggy wants to stay at
home.
Drill
Yes, isn't it?
Very pleasant, isn't she? Yes, hasn't he? It's very changeable, isn't it? Yes, I
have, haven't I? Be careful with my right thumb, it's a bit painful. It gains,
doesn't it? He was surprised, wasn't he? He's due here at ten, isn't he? Blue's all
right, isn't it? That doesn't matter, does it?
b) Listen to the replies and repeat them in the intervals.
13.
Listen to the verbal context and reply in the intervals.
14. In order to fix the intonation of disjunctive questions in your mind,
ear and speech habits repeat the replies yourself until they sound perfectly
natural to you.
15. Listen to a fellow-student reading the replies. Tell him what his pors in intonation
are. I 16. Read the drill sentences according to the given models. Observe the pfference
in meaning.
M o d e l s : The -»text is xeasy, | /isn't it?
The -»text is veasy, j visn4 it?
1. She is better today, isn't she? 2. There is a lawn in front of pur house, isn't
there? 3. There are many new houses in your street, aren't there? 4. The New
Year is the most favourite holiday in our country, isn't it? 5. Great Britain is an
island, isn't it? 6. The Alps are higl>^r than the Urals, aren't they? 7. The
Mississippi is the longest river in the world, isn't it? 8. You don't speak
Hungarian, do you? 9. You don't take beer, do you? 10. You can't speak German
yet, can you? 11. You have learned this poem by heart, haven't you? 12. You are
fond of skating, aren't you? 1 3 . We must pay right now, mustn't we? 1 4 . They
shouldn't be late, should they? 15. She can understand nearly everything, can't
she? 16. It's my turn, isn't it?
17. Read the following conversational situations according to the models, suggested for
replies. Concentrate your attention on the intonation of the replies. Say what meaning is
rendered by them.
M o d e l 1: It's vhorrid, | visn't it?
Verbal Context
If only the day had been warmer. The work will never be ready in time.
Where could we get the book? It's a seat in the gallery.
Mary's broken the ski-jumping record.
It looks like rain.
What a delightful family the
jSmiths are!
Where did you meet him then?
Drill
Very cold, wasn't it? Never, will it?
It's very difficult, isn't it? She won't be able to see, will she?
Marvellous ski-jumper, isn't she?
It does, doesn't it?
They're so friendly, aren't
they?
In High Street, didn't we, John?
They thought we'd missed our chance.
What a boring evening!
None of us wants to go.
He rarely goes to the club these days.
You can't do it like that.
The parcel hasn't come.
So you've finished.
It wasn't his fault this time.
M o d e l 2: It's x horrid, | , isn't
What's happened to Mable? I've just been talking to Mary.
No, I didn't go to the cinema
with them.
Whose turn is it?
Peggy wants to stay at home.
Oh, all right. I'll get it for you.
Why've you brought me that
spoon?
Oh, do let's get out of here.
You can write to him at Warwick Street.
I may be late tonight.
Send that wretched boy to me at once.
Hullo, Jean. You are early.
They were quite mistaken, weren't they?
Jack's no sense of humovjff,
has he?
Someone will have to go, won't they?
He used to enjoy it so, didn't he?
Then I must try some other
way, mustn't I?
We'd better enquire at the
station, hadn't we?
Now it's your turn, isn't it?
But he should drive more
slowly anyway, shouldn't he?
it?
She wasn't invited, was shei She wasn't very helpful, was she?
You'd seen the film already, hadn't you? Mine, isn't it?
That doesn't matter, does it? You don't mind, do you? It's the one you asked
for, isn't it?
You're surely not frightened, are you?
That's not his home address, is it?
But you'll be home in time for dinner, won't you? You're not going to be hard
on him, are you? I'm not too early, am I?
18.
Complete the following sentences making them disjunctive questions. The
speaker is not certain of the fact expressed in the first part of the sentence. An answer is
expected. Concentrate your attention on the intonation of the tag:
1. You aren't reading this book now, ...? 2. She doesn't like tomatoes, ...? 3.
He lives in Kiev, ...? 4. They usually have dinner at one o'clock, ...? 5. You like
both pears and apples, ...? 6. He never uses pepper, ...? 7. It's high time to have a
bite, ...? 9. Going out in such weather is out of the question, ...? 9. She is leaving
for St.Petersburg, ...? 10. She can get rid of her mistakes, ...? 11. You finished
school two years ago, ...? 12. You have passed your exams, ...? 13. You've got a
letter, ...? 14. She hasn't finished school yet, ...?
19.
Complete the same sentences. You are certain of the fact expressed in the first
part of the sentence. No answer is expected. Observe the difference in the intonation of
the tag.
20.
Look throngh the exercise carefully. Mark the stresses and tunes. Read the
tags of the disjunctive questions with the intonation suggested by the conversational
situation:
The exams are over at last. Lovely party, wasn't it?
They have bought three copies.
This text is very difficult to
understand, isn't it?
What about another sandwich?
You see no mistakes in this paper, do you? It's so fine to see them again, isn't
it?
She is better today, isn't she?
Your sister is younger than you, isn't she?
You are not very well, are you?
You haven't got this record, have you?
It was difficult, wasn't it?
It was very nice to see them
all again.
We don't want so many, do we?
Not at all, It's very easy.
No, thank you, I've had enough, haven't I? Yes. I do, but not many.
Oh, yes. It is.
I'm afraid not. The temperature is still high. Oh, yes, she is.
Yes, I am. I'm much better now.
Yes, I have.
You lived on the ground floor, didn't you?
You were in England, weren't you?
The play was wonderful
You like these books, don't you?
You are thirsty, aren't you?
Yes.
No, I wasn't.
You like it, don't you?
Shall we ask how much they
are?
I'd rather have a glass of mineral water.
21." Listen to the following dialogue. Mark the stresses and tunes. Practise and
memorize it:
A: What a lovely day, isn't it?
B: Yes, it is,
A: How blue the sky looks, doesn't it?
B: Yes, it does.
A: What a lot of people, aren't there?
B: Yes, there are.
A: You're on holiday, aren't you?
B: Yes, I am.
A: It's a long one, isn't it?
B: Yes, it is.
A: You don't talk very much, do you?
B: No, I don't. You ask a lot of questions, don't you?
A: Yes, I do.
22. ** Listen to the dialogue. Practise and memorize it.
22.
Make up short dialogues with disjunctive questions.
22.
This exercise is meant to develop your ability to reproduce the text with correct
rhythm. Listen to the text. Split the text into intonation and rhythmic groups. Observe
correct pronunciation of rhythmic groups. Practise the exercise:
The weather in England can change very quickly. One day last week I went
for a walk in the country. When I started early in the morning the weather was
beautiful. The sun was shining, the sky was blue and there were no clouds at all.
In the middle of the morning a sudden change came. A cool wind started to blow,
black clouds covered the sun and in a very short time it started to rain heavily.
There were no houses in sight and I had no coat with me. So I got very wet
indeed and very cold too.
After about an hour I managed to catch a bus which took me home. But when
I arrived I was shivering and sneezing. And I've had a cold ever since. I ought to
have taken my coat. We sometimes say that England is the only country where
you can have four seasons in one day.
Section Six
I. Intonation Pattern V
(LOW PRE-HEAD + ) (DESCENDING HEAD + ) MID-LEVEL (4– TAIL)
Model: I think I saw you yesterday afternoon.
> Yesterday | I -* stayed vin ,all ,day.
I '
_____I________LiLfi___
Stress-and-tone marks in the text: Mid-Level Tone: | > |.
The mid-level tone in the nucleus is pronounced on the medium level with
any following tail syllables on the same level.
This intonation pattern is usually used in non-final intonation-groups
expressing non-finality without any impression of expectancy.
EXERCISES
1. a)* Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the non-final intonation-groups of the reply:
Verbal Context Drill
Let's hope so.
Hope that's all you can do.
How's Tim behaving?
Recently he's been very con-
siderate.
I'll give him a piece of my mind. I hope you'll do no such
thing.
Jane's forgotten her umbrella. Yes, she left it in such a hurry-
Fancy Max apologising!
But I get so air-sick.
Invite him again in January.
I'm not very interested.
Well, what time then?
He promised it for July.
It'll be difficult, you know.
When do you want me? Won't forty be enough?
He apologised because he
jolly well had to.
In that case, why not go by
train?
But in January, where will he be?
If that's how you feel, why bother about it? Shall we say ten or ten thirty?
July, well, that'll be soon enough, do you think? But do you consider it worth
trying?
If you can, come right away. To be on the safe side, take one or two more.
b) Listen carefully to the replies and repeat them in the intervals. Pronounce the
nucleus and the tail of the non-final intonation-group on the same medium level of
your voice, c) Listen to the verbal context and reply in the interval.
2. In order to fix Intonation Pattern V in your mind, ear and speech habits repeat
the replies yourself until they sound perfectly natural to you.
3. Listen to a fellow-student reading the replies. Tell him what his errors in
intonation are.
4. Your teacher will suggest a verbal context. You in turn respond to it by using
mid-level nuclear tone in the non-final intonation-groups:
Verbal Context
Where is his son now? Couldn't you help him? What about Saturday?
And how's the skirt?
I won't be free for another ten minutes, I'm afraid. Am I mistaken?
Drill
Frankly, I don't know.
At present I'm too busy.
On Saturday we'll go to the
country.
For my taste cut it a bit longer.
In the meantime I'll look through the papers. You are. In future try to be more
careful.
Shall I call on you on Sunday?
So you are expecting Johnson.
–low many books would you ike?
Nhen would you like me to :ome?
Alhai did Tom say? Nhy not speak to him? ny suggestions, Peter?
Will you have an ice-cream?
Why do you play tennis? How often do you play?
Did you meet the Nelsons
yesterday?
Why not buy a car?
I'm afraid I can't do it now.
What are you going to do then?
On Sunday I'll be glad to see you.
Yes, and when he arrives, show him in immediately. If possible, give me
three.
If you can, come right away.
Naturally, he was delighted. Frankly, I'm in two minds. If necessary, I'll let
him know.
Ice-cream I can have at any hour of the day. I play to keep fit. Generally, at
least once a week.
Yesterday I stayed in all day.
Frankly, I can't afford to.
In that case shall I have a
try?
Well, I don't know.
5. Pronounce the drill sentences with the low-rising tone in the non-final intonation-
groups.
II. Sequence of Tones
The Simple Sentence. Intonation of Adverbials.
M o d e l : /Generally. | I Vcome 'home xearly.
> Generally. | I V come 'home vearly. He is at vhome on Sunday.
Simple, sentences with adverbial phrases at the beginning are usually divided
into two intonation-groups.
The non-final intonation-group is usually pronounced with the low-rising or
mid-level tone.
e. g. At ~» two o'clock | we shall have xdinner. At -* two o'>
clock I we shall have ^dinner.
Adverbial phrases at the end of sentences do not form separate intonation-
groups, as a rule, and often remain unstressed.
e. g. We are -* going xout tonight.
EXERCISES
6. Listen carefully to the following sentences, repeat them in the intervals.
Concentrate your attention on the intonation of the adverbials. Observe the sequence of
tones. Repeat the sentences in the intervals:
1. In the dining-room we have our meals. 2. On the sideboard the Browns
usually have a bowl of fruit. 3. In front of the host there's a carving-knife and a
fork. 4. On the left of each person is a table-napkin and a plate with a roll on it.
5. Next to the piano is a tall bookcase standing against the window. 6. On the left
is a large window. 7. Under the window there's a radiator. 8. On the settee there
are two cushions. 9. On the ground floor there's the dining-room, the lounge or
sitting-room, the kitchen and the hall. 10. In the hall we see a stand for hats,
coats and umbrellas. 11. On this floor there are four bedrooms, a bathroom and a
lavatory. 12. On the top of the roof there are three chimneys. 13. In front of the
house we have a small garden. 14. At the back of the house there's a much larger
garden with a lawn and some fruit-trees. 15. At the side of the house is a garage
where 1 keep my car. 16. On the dressing table, in front of the looking-glass,
you'll see a hair-brush and a comb, a hand-mirror, a bottle of scent and a powder-
box. 17. In the wardrobe I keep my suits and other clothes, which I hang on coat
hangers. 18. On each side of the fireplace there's an armchair. 19. In the centre of
the mantelpiece there's a clock and above it an oval mirror. 20. On the right you
can see a standard lamp. 21. By the table there's a small chair. 22. On the
extreme right there's a radio-set. 23. After this there'll be fish, meat or poultry
with vegetables, then a sweet and perhaps cheese and biscuits to finish with. 24.
Once or twice a week we go to a theatre or to the pictures. 25. A few minutes
later we hear a ring at the door. 26. At night when I feel tired and sleepy I go up
to my bedroom and switch on the electric light. 27. After a few minutes I fall
asleep. 28. Punctually at seven thirty in the morning, the alarm-clock rings
and wakes me up.
7. Repeat the sentences yourself until they sound perfectly natural to you. Do not
let your Russian pronunciation habits interfere.
8. a) Read the sentences according to the given models. Observe the sequence of
tones: first Mid-Level + Low Fall, then Low Rise + Low Fall, b) Listen to a fellow-
student reading the sentences. Tell him what his errors in intonation are.
Model: On > Sunday | we shall be at xhome. Cn 7 Sunday I
we shall be at xhome.
1. On Tuesday we have six lessons. 2. On Friday they have grammar. 3. On
Saturday we go to the concert. 4. On Sunday we have dinner at home. 5. On the
1st of May we have a holiday. 6. On the 26th of October I leave for the Urals. 7.
On the 18th of November we have a test. 8. On the 9th of May we have no
classes. 9. At 4 o'clock he is at home. 10. At half past 7 I get up. 11. At 11 o'clock
I am in bed. 12. At a quarter to 8 I do my morning exercises. 13. In front of the
window there is a flowerbed. 14. On the ground floor there is a library. 15. On
the first floor there are bedrooms. 16. For the present he is not here. 17. In
January we have our exams. 18. At the club we usually meet our friends. 19. At
our faculty there is a good language laboratory. 20. In September we begin our
studies. 21. At our University there is a good drama circle.
9. Change the word order in the following sentences according to 'the model. Pay
attention to the intonation of the adverbials.
;M о d e 1: He is at the vhospital on Monday.
'■•
On 7Monday j he is at the xhospital.
1. We have our meals in the dining-room. 2. The Browns usually have a bowl
of fruit on the sideboard. 3. There's a carving-knife and fork in front of the host.
4. There is a tall bookcase next to the piano. 5. There is a large window on the
left. 6. There is a radiator under the window. 7. There are two cushions on the
settee. 8. We see a stand for hats, coats and umbrellas in the hall. 9. There are
three chimneys on the top of the roof. |0. There's an armchair on each side of the
fireplace. 11. You can lee a standard lamp on the right. 12. There's a small chair
by the table. 13. There's a radio-set on the extreme right. 14. We
go to the theatre or to the pictures once or twice a week. 15, We heard a ring
at the door a few minutes later. 16.1 fell asleep after a few minutes.
10.
Your teacher will suggest an adverbial phrase. You in turn give a complete
sentence beginning with the adverbial. Use the sequence of tones: Mid-Level + Low Fall,
then Low Rise + Low Fall. Keep the exercise moving on rapidly.
Reference material for the teacher:
On Monday .... On Tuesday .... On Saturday .... On Sunday .... In August.... In
September .... In November .... On the 9th of May ... . On the 1st of September ...
. In June ... . At four o'clock .... At half past seven .... At a quarter to 2 .... In the
morning .... In the afternoon ... .At night.... Yesterday .... For the present.... Once
or twice a week .... Punctually at seven .... A few minutes later .... On the ground
floor .... Upstairs .... Behind the house ... . On the sideboard ... . Next to the piano
... . Under the window .... On the settee .... In the hall ... . On the dressing table ...
. In the wardrobe ... . On the right ... . By the table .... Opposite the fireplace ....
As a rule .... As you come into the room.... After a few minutes .... At the club ....
At our faculty .... In front of the house .... In the dining-room .... In front of the
host.... On the left.... On this floor. .. On the top of the roof.... At the back of the
house .... In the chest of drawers .... In the centre of the mantelpiece....
11. Translate the following sentences:
1. Перед домом есть небольшой сад. 2. На первом этаже есть библиотека. 3. Справа
стоит большой диван. 4. В центре комнаты – стол. 5. Слева стоит пианино, два кресла
и торшер. 6. На стене две картины. 7 В классной комнате нет карты. 8. В воскресенье
мы встаем позже. 9. В четверг отец работает дома. 10. В субботу мы дома после двух.
11. В девять часов ребенок должен спать. 12. В семь часов мы ужинаем. 13. В
институте есть столовая. 14. В половине одиннадцатого я обычно ложусь спать. 15. В
половине восьмого я завтракаю. 16. Без четверти восемь я иду в институт. 17. Во
вторник у нас нет грамматики. 18. В январе у нас экзамены. 19. Перед окном клумба.
20. На втором этаже есть читальный зал. 21 В институте есть хорошая библиотека. 22.
В два часа они обычно обедают. 23. В зале много студентов. 24. В этой английской
книге много хороших иллюстраций. 25. На его столе много книг
26 На земле много снега. 27. На небе мало облаков. 28. На полях много
цветов
12.
Listen to the dialogue. Mark the stresses and tunes. Practise and memorize it:
E1 s a: Patrick, what do you all do every day?
P a t r i с k: Do you really want to know? Well, on Monday we begin our
work for the week. On Tuesday Mother usually cleans the kitchen. Then on
Wednesday we send our dirty clothes to the laundry; Mother doesn't wash them.
On Thursday my Father often brings his friends home to dinner. My club holds a
meeting once a week, usually on Friday. And on Saturday we all go to the
cinema.
13.
Make up a micro-dialogue of the same kind. Your fellow-student will suggest a
question. Respond using the proper sequence of tunes. Continue the talk.
14/** This exercise is meant to develop your ability to hear and reproduce
intonation, a) Listen to the text 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 possible errors. Practise the text for test
reading.
The Browns' Dining-Room
In the dining-room we have our meals: breakfast in the morning, lunch in the
middle of the day, tea in the afternoon, and supper or dinner in the evening.
Here you see Mr. and Mrs. Thompson who've just arrived from abroad and
are having dinner with the Browns. The host, Mr. Brown, is sitting at the head of
the table, and the hostess, Mrs. Brown, is at the other end. Mr. and Mrs.
Thompson are sitting on either side, facing each other.
The dining-room table is covered with a white cloth. Mrs. Brown has laid the
table in the usual way, and has put the right number of knives, forks, spoons and
glasses for each person. There's also pepper and salt, oil and vinegar, and
mustard. On the left of each person is a table-napkin and a plate with a roll on it.
In front of the host there's a carving-knife and fork.
On the sideboard the Browns usually have a bowl of fruit: apples, pears,
plums, cherries, grapes, oranges or bananas, according to the season. The
mistress of the house has just served the soup. After this there'll be fish, meat or
poultry with
vegetables, then a sweet, and perhaps cheese and biscuits to finish with.
15. Mark the stresses and tunes. It is not expected that each member of the group
will mark the text in exactly the same way. Practise reading your corrected variant:
The flat is not large but it is comfortable. In it there are two rooms, a kitchen,
a bathroom, a lavatory and a small hall.
The sitting-room is through the door on the left. There is a piano in it. There
is a picture on the wall over the piano. It is a still-life. In the picture there is a
silver tea-pot, a silver dish with three oranges in it, and a vase of red roses. The
picture is by a famous woman artist. The sofa is by the wall opposite the door. It
is of a rich red colour. There is a small round table in front of the sofa. There are
two modern armchairs on both sides of. the large window. On the window there
are curtains of a very pretty colour. There is not a sideboard in this room, but
there is one in the kitchen.
The bedroom is not large. It is square. The walls are light pink. There is a
silvery grey carpet on the floor. The effect is very fine. There are two beds here
with bedside tables beside them. In the right-hand corner near the window there
