Текст книги "Практический курс английского языка 1 курс"
Автор книги: Владимир Аракин
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is not as large as yours
T a b l e No 4 PERSONAL AND POSSESSIVE
PRONOUNS
Nominative CaseObjective
Case
/Conjoint form Absolute form i "■ -■ ■ ■ -
r
me mymineyou heyou himyour hisyours
hissheherherhers itititsits weusourours theythemtheirtheirs
SPELLING RULES
1. Если прилагательное оканчивается на согласную, кото-
рой предшествует ударная краткая гласная, то в сравнитель-
ной и превосходной степенях при прибавлении суффиксов
–err -est конечная согласная удваивается big – bigger – big-
gest
2, Если прилагательное оканчивается на -у с предшеству-
ющей согласной, то перед -err -est у переходит в i busy —
busier – busiest, dry – drier – driest, но gay – gayer – gay-
est v
3. Если прилагательное оканчивается на немое -ег то перед -err -est
оно опускается: large – larger – largest.
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4. Имена существительные, оканчивающиеся на -s, -ssf -xf -shr -chr во
множественном числе принимают окончание -es |iz]: bus – buses; glass
– glasses; box – boxes; dish – dishes; match – matches.
5. Окончание
-es
принимафт также существительные,
оканчивающиеся на -о; potato – potatoes.
Однако существительные piano и photo принимают окончание -s:
piano – pianos; photo – photos.
6. Имена существительные, оканчивающиеся на -у с
предшествующей согласной, меняют у на i перед окончанием -es: study
– studies; family – families.
Если конечной букве -у предшествует гласная, то у не меняется: day
– days.
7. В сложных существительных типа
brother-in-law форму
множественного числа обычно принимает главное в смысловом
отношении слово: brothers-in-law.
8. Существительные, оканчивающиеся на -f или -fef принимают
окончание -s или -es, причем f меняется на v: leaf – leaves; wife —
wives.
Однако существительные roof, chief, handkerchief образуют
множественное число по общему правилу путем прибавления окончания
–s: roofs, chiefs, handkerchiefs.
9. Существительные child, ox во множественном числе принимают
окончание -en: child – children; ox – oxen.
10.
Следующие существительные образуют множественное число
путем изменения корневой гласной: man – men: woman – women;
mouse – mice; tooth – teeth; foot – feet; goose —■ geese.
11.Некоторые существительные имеют одну форму для единственного
и множественного числа: swine, sheep, deer, fish.
EXERCISES
I. Study Substitution Tables No. 1—4 and compose as many sentences as you
can.
II. a) Read aloud:
speed, loaf, loom, reach, rose, fill, coal, aim, cube, weave, faint, steam,
tool, freeze, mutton, crystal, tense, shoot, trainer, coast, raze, float, beach,
least, boot, fee, rein, author, veil;
a merry song, a big boat, a simple riddle, a little star, a black bag, an old
goat, a good cook, a fat cock, a good accent, an old oak, a good tool.
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b) Concentrate on the rhythm, sentence stress, weak forms of the pronouns and
the low falling tone:
His -> mother is xill. Her -> cousin is xright. My -> sister is xin. His ->
brother is xout. The -> man is xwrong. His -» wife is xout. The -> man is xbad.
The ^ woman is xgood. The -> girl is xclever. His -> daughter is xpretty.
III. a) Write five words with each of the following digraphs: oo, ее, ea, oa. b)
Copy out in columns the words with the digraphs from your book on home reading.
IV. Write the plural form of the following nouns. Transcribe them:
college, writer, family, wife, child, mouse, parrot, house, bird, man, goose,
woman, leaf, roof, day, son-in-law, turkey, swine, box, dish, sheep.
V. Before you start working at the text practise the sounds in the following
words and word combinations:
1. [i]
– is, in, visit, still, pity;
[e]
– Betty, Benny, well, better, bed, yet, then;
[ae]
– matter, bad, have, glad, Saturday, Sandford;
[зи]
– oh, no, so, old, home," cold;
[D]
– doctor, hospital, sorry, long.
2. a) Alveolars replaced by dentals: in_the hospital; inwthe park. -
b) No glottal stop: Is Doctor Sandfordwin? She_is_in the park.
Shejs^always glad; is not_at home yet.
c) Loss of plosion: badj:old, gladjto see you.
VI.
a) Listen to the recording of the dialogue «A Visit». Mark the
stresses and tunes, b) Practise the text for test reading. Listen to it very
carefully until you can say it in exactly the same way. c) Memorize the
dialogue and dramatize it.
VII.
a) Read the following special questions. Concentrate on the intonation.
Observe the weak forms of the pronouns and the verb to be:
1. ->When is she vbusy? 2. -»Why are you vlate? 3. -»When are you vfree?
4. -»When are you vbusy? 5. ->Why are you xsad? 6. VWhy is 'Betty in the
vpark? 7. VWhy is Mrs. 'Sandford in vbed? 8. VWhy is he 'still at the
^hospital? 9. -»When is she at vhome? 10. VWhy is she 'still at vhome?
b) Change the special question into general ones and answer them as in the
model. Work in pairs.
M o d e l : Why is he in bed? Is
he in bed? Yes, he is.
58
"V.
VIII.
Answer the following questions:
1. Is Doctor Sandford in? 2. Where is he? 3. Is Mrs. Sandford at home? 4.
Is Mrs. Sandford in the park with Benny? 5. She isn't in the garden, is she? 6.
Old Mrs. Sandford isn't ill, is she? 7. Is she in bed? 8. She is better today, isn't
she? 9. Is Mr. Sandford at home after four on Saturday? 10. Is he at home after
four or at half past four on Saturday?
IX. a) Complete the following general questions to make them alternative.
M о d e 1 :-4s he,busy? –»Ishe,busy |orvfree?
1. Are they in the garden ...? 2. Is your sister at the Institute ...? 3. Is
Doctor Sandford at the hospital...? 4. Is his wife in the park ...? 5. Is the
exercise easy. .? 6. Is Betty nineteen ...? 7. Is the hall big...? 8. Are you free on
Saturday ...? 9. Are these lessons difficult...? 10. Is this sentence long...?
b) Change these general questions into disjunctive ones. Mind the intonation.
M о d e 1: -»Is he ,busy? – He is vbusyt | ,isn't he?
X. Give the following sentences in the plural.
M o d e l : This is a pen. These are pens.
1. This is a box. 2. This is a spoon. 3. That is a fork. 4. This is a park. 5.
That is a garden. 6. This is a desk. 7. That is a door 8. This is my bird. 9. That
is his dog. 10. That is her daughter.
XL Give the degrees of comparison of the following adjectives and transcribe
them:
short, tall, large, nice, long, big, red, high, dirty, fast, easy, good, bad, few,
busy, near, far, old, late, thin, thick, comfortable, interesting, difficult, narrow.
XII.
Rewrite the following sentences changing as ... as into not so as or not as ...
as:
1. She is as young as you are. 2. He is as clever as his father is. 3. I am as
tired as you are. 4. My mother is as old as yours. 5. This book is as interesting
as that one. 6. These dictations are as bad as those ones. 7. My father is as tall
as yours. 8. His daughter is as beautiful as his wife. 9. My room is as light as
yours. 10. This new house is as big as the old one. 11. This boy is as clever as
that one.
XIII.
Rewrite the following sentences changing not so ... as into less ... than:
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1. She is not so tired as I am. 2. The child is not so sleepy as you are. 3.
This task is not so important as that one. 4. This book is not so interesting as
that one. 5. Spanish is not so difficult as Chinese. 6. There is not so much ink
in my fountain-pen as in yours.
XIV.
a) Respond to the following sentences. Express your surprise or doubt as
in the models.
M o d e l 1 : This is a good car. Is it?
M o d e l 2: This isn't a good car. Isn't it?
1. This is a light room. 2. This is a big dog. 3. This is a dark garden. 4.
This isn't a bad book. 5. This is a nice animal. 6. T!..^ isn't a good shop. 7.
This isn't a big city. 8. This is a long sentence. 9. This isn't a thick exercise-
book. 10. This is a difficult test. 11. This is an interesting story. 12. This isn't a
bad idea. 13. This isn't a clever answer. 14. This isn't a small park.
Ы Go on with the exercise until everyone has participated. Work in pairs.
XV.
a) Let the members of the class ask and answer questions as in the model.
Give a short answer using contracted forms. Add a sentence of your own.
M o d e l ' Is your sister a student?
No, she isn't. She is still a pupil.
b) Respond to the negative sentence of your fellow-student as in the model. Use
contracted forms. Work in pairs.
M o d e l : His father isn't a doctor.
No, he isn't. He is an officer.
XVI.
a) Give questions to the following sentences:
1. On Saturday Mr. Sandford is at home after four. 2. My brother is still at
the office. 3. Mr. Smith is a good doctor. 4. My mother is glad to see you.
b) Each sentence describes a certain situation in a concise way. Some points of
the situation are already known to you. Find out some more details about the
situation by asking questions. Work in pairs. Use conversational phrases expressing
approval and disapproval where possible.
M o d e l : Mrs. Sandford is in the park.
Nice, isn't it? Is she alone there?
No, she isn't.
With whom is she there?
With Benny, her son, you know.
Yes, I see.
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XVII.
Let the members of the class ask and answer questions as in the model.
Use contracted forms.
M o d e l 1 . Is she as tall as her friend?
She's much taller than her friend. M o d e l 2 : Is
Nina active?
She's the most active of all.
XVIII.
Translate the following into English:
1. В чем дело (что случилось)? – Джон болен. 2. Он лежит? – Да, но
ему сегодня лучше. 3. Том дома? – Нет, его нет. Он обычно бывает дома
в пять. 4. В субботу я бываю дома в четыре. 5. Где Бэнни? – Он в парке.
6. Кто он? – Он врач. 7. Доктор Сэндфорд дома? – Он еще в больнице.
8. Бэнни в парке, не так ли? 9. Когда они бывают дома в субботу? – В
шесть. 10. Они всегда рады видеть вас. 11. Какая жалость, что его нет
дома. 12. Какая жалость, она все еще в постели.
ADDITIONAL PHONETIC EXERCISES
1. Read the exercise several times before the mirror.
2. Record your reading and listen to it, detect your errors.
3. Listen to your fellow-student reading the exercise. Detect his errors in sounds
and intonation and tell him what he must do to get rid of them.
a) pi:t – pit – pet – pset – pat – pot – p3:t – po:t – put
ri:d – rid – red – reid – raid – r3ud – ru:d
b) -» тлдэг iz at vh3um || -> fadar iz in di' vofis | -> sistar iz ill
бэ vga:dn || -> Ьглбэг iz at дэ vsteidi3m | дэ тэеп iz in дэ vstri:t | дэ
–> woman iz in дэ vmakit | дэ -> дз:1 iz in дэ xpa:k ||
LABORATORY WORK
I. a) Repeat the sentences after the tape, b) Make them interrogative and
negative.
II. Repeat the general questions and give short answers to them.
III.
Give the sentences in the plural.
IV. Supply short questions expressing surprise, doubt.
61
III. Repeat the alternative questions and change them into disjunctive ones.
Observe the intonation.
III.
Repeat the special questions and change them into general ones. Observe
the intonation.
III.
Transcribe the words given on the tape.
VIII.
These disjunctive questions are not true to fact. Correct them.
M o d e l 1: Mr. Sandford is at home, isn't he? – Oh, no (I am afraid, you
are mistaken), he is not in.
M o d e l 2: Mr. Sandford is not a doctor, is he? – But he is.
Lesson Six
Phonetics: Согласные [tfl, [
предшествующими согласными Связующее г Сравнительная таблица русских и
английских гласных фонем Интонация приложения Интонация вводной синтагмы в
конце предложения Ударение в составных прилагательных
Penmanship: Начертание букв Gg, Jjr Hh, Ww.
Reading Rules: Правила чтения диграфов au, aw, ouf ow, оа и некоторых
буквосочетаний
Text: Betty Smith
Grammar: Притяжательный падеж имен существительных Глагол to have в
Present Indefinite Tense Неопределенные местоимения some, any, no. Предлоги места
Числительные от 1 до 100
1-
[tfli
–
п е р е д н е я з ы ч н ы е
а л ь в е о л я р н о -
п а л а т а л ь н ы е с м ы ч н ы е а ф ф р и к а т ы , т е. сложные
согласные звуки, первый компонент которых – взрывной звук [t] или [d],
а второй – фрикативный [Л или [3] При их произнесении кончик языка
касается альвеол, одновременно средняя часть языка поднимается к
твердому нёбу. Постепенно кончик языка отходит от альвеол. Таким
образом, эта полная преграда переходит в неполную
Английское [tf] по сравнению с русским [ч] звучит тверже.
Английское [<&] не имеет соответствующего звука в русском языке.
Нельзя допускать раздельного произнесения компонентов аффрикаты
[<&], как в русских словах джаз, джем.
62
Phonetic Exercise 29
tfiz
tfcaem
tfaild
tfeu'lai
–* cfcein an(d) xЈfeDn
tfo:k
'vihtfe
d3unt 'utf 5э Xv/Dtf
t r . tr
tfemcfe
Примечание. Работая над упражнением, обратите внимание па
1 Отсутствие полного оглушения [cfcl в конце слов
2 Слитное произнесение компонентов аффрикаты [cfc]
3 Слитное произнесение слов в предложениях
2. hi] —д и ф т о н г . Я д р о д и ф т о н г а – з в у к
з а д н е г о р я д а н и з к о г о п о д ъ е м а , л а б и а л и -
з о в а н н ы й . Оно представляет собой звук, средний меж-
ду [и] и [э:]. После произнесения ядра язык движется в на-
правлении гласного [i]. В случае ошибки типа [ой] следует
сделать первый элемент дифтонга более открытым и менее
лабиализованным, а второй элемент значительно ослабить.
Phonetic Exercise 30
n o i z – VDIS
dis xboi – -» di:z Nbsiz
bnii – tfois
–» dis 4tDi – -» di:z NtDiz
кэш – ik'sploit
–» dast sVDIS– -* дзиг svoisiz
бэ V boi 'spnilz дэ yioiz
Примечание. Рабская над упражнением, обратите внимание на.
1 Различие в позиционной долготе дифтонга [oi].
2 Отсутствие аспирации [р] в положении после [s]
3 Произнесение указательных местоимений
3. С о ч е т а н и я
с о н а н т о в
с
п р е д ш е с т в у -
ю щ и м и с о г л а с н ы м и . Сонанты [г, 1, w, j] в сочета-
нии с предшествующим согласным произносятся слитно.
Например: [breik, glaid].
Сонанты [г, 1, w, j] в положении после глухих согласных частично
оглушаются. Например: [tn:, plei, 'twenti, tju:n].
Альвеолярная артикуляция согласных [t, d] переходит в
заальвеолярную под влиянием последующего заальвеоляр-ного сонанта
[г]. Например: [trai, drai].
В сочетании сонантов [1 + j] произносится светлый оттенок [1].
Например: [,wiijir].
63
Phonetic Exercise 31
tri:
fri:
twinz
trai
frend
twelv
~* wil^Jir ,ri:d
tra
praud
kwik wiiwju* /клт ~*
m
wil^Jir ,дзи
dra
'ргзипаип
kwait
wilwju* ЬЭУ 'braun 'bred ,brekf9St
i
drL
0гзи
'kwes
4. С в я з у ю щ е е г. Если за словом,
m
tfn
оканчивающимся на согласную букву г,
следует слово, начинающееся с глас-
3 Заказ 1271
65
ного звука, то на стыке слов звучит согласный [г], который носит
название «связующего г» (linking г). Если эти слова разделены паузой, то
связующее г исчезает.
Phonetic Exercise 32 ai hsev э -> fa:darw3nd э
хтлдэ ||
–> hiEv ju– eni ,a:nts | xjes | ai hsev vtu: | -» пзи ai haev xnot || хпзи I ai
hsev хпзи a:nts || хази | ai xhaevnt eni ,a:nts || -» hsez Ji* eni чдз:1 frendz in
mt>sk3U || Jes | Ji* xhaez SAITI | bst -» not чтеш |
64
Примечание. Работая над упражнением, обратите внимание на силыгую форму
безударного глагола to have, употребляемою в своем основном значении
Буквы Gg [cfei:], Jj [cfeei], Hh [eitfb Ww ['dAblju:] пишутся:
Сравнительная таблица русских и английских гласных фонем
РядПодъемПереднийПередний отодвинутый на, задЦентральный или
смешанныйЗадний продвинутый впередГлубокий заднийВысокийУзкая
разновидностьи 1ыУ
и
Широкая разновидностьiиСреднийУзкая разновидностье3
3о
Широкая разновидностьэ
сэ
лНизкийУзкая разновидностьэ
эШирокая разновидностьа*аD
а
ПРАВИЛА ЧТЕНИЯ ДИГРАФОВ И НЕКОТОРЫХ
БУКВОСОЧЕТАНИЙ
Звуковые значения некоторых диграфов совпадают, несмотря на то,
что их буквенное выражение разное. Как правило, это пары диграфов, на
которых один встречается в начале или середине слова, а другой – в
конце:
65
Диграфы II группы
Диграфы III группы
аи Л author aw J law
оа ] . . boat ow ) I3"' low
ou1 1 r . out ow J now
Как видно из таблицы, диграф ow отличается от других диграфов
тем, что его можно отнести как ко II группе (звуковое значение диграфа
не соответствует чтению входящих в него букв – [аи|), так и к III группе,
когда он читается по названию первой буквы, т. е. [зи].
Невозможно указать какое-либо четкое правило, с помощью которого
можно было бы решить, к какой группе диграфов относится диграф ow в
том или ином слове. Поэтому произношение слов, содержащих этот
диграф, следует запоминать в каждом отдельном случае.
Буква о перед буквами mF n, v и сочетанием th в большинстве случаев
читается [л]: come [клт], son [SAn|, love [Lv]r mother [1тлбэ].
Слова, читающиеся не по правилу: move, novel, gone, shone, approve,
proverb, woman, women, honour.
Заметьте: в слове cousin диграф читается (л), в слове group – | u j
Буквы а, о после w, qu в II и 111 типах слога читаются не по правилу,
а именно:
|wo:| —■ war (kwo:| – quarer
[wt>] – want, was, watch |kwt>]
– quantity
w + or [w3:l – work, word
В сочетании wr буква w не читается: writer ['raits].
В сочетании wh читается только первая буква w: white [waitI. Но
перед буквой о, наоборот, читается только вторая буква h: who [hu:|,
whole [пзи1], whose [hu:zj.
Буква g перед e, ir у читается [cfej: page [peicfel, gin [cfein], gymnast
['cfeimnaest], в остальных случаях [g|: good, gray.
Слова, читающиеся не по правилу: give, girl, get.
Буква j читается (c±5): just.
66
Сочетание th читается [G] в большинстве знаменательных слов: thin,
Smith. В служебных словах, местоимениях и в конце знаменательных
слов между гласными читается (д|: the, this, that, they, bathe.
Сочетание sh читается [J]: she.
Сочетание ch читается [tf|: chin.
Сочетание gh в середине и в конце слова не произносится (немое):
eight [eit], sigh [sai], но ghost [дзш1].
Буква i перед gh имеет алфавитное чтение ]ai|: high |hai|. Буква i перед
Id и перед nd читается [ai]: child, kind. Сочетание ph читается [f|: phone.
Сочетание ture читается (tfs]. Например: picture ['pikt/a], lecture
[MektjD |.
В сочетании kn в начале слова буква к не произносится: know [пзи],
knife [naif].
Диграфы II группы au( ou перед ght читаются [э:|: daughter ['data],
thought [Go:tJ.
T E X T
BETTY SMITH
I am Betty" Smith. My full name is Elizabeth Louise Smith. I am
twenty-two. I am a college graduate. I am a writer, just a
beginner, you know. I have a lot of friends. Most of them are my former
school-mates. My best companions are two girl-friends. They are
very kind, jolly and well-bred.
My brother-in-law, Henry Sandford, is married to my elder sister Helen. I
am a member of her family. My brother-in-law is a doctor. He has a mother,
but he has no father. My sister is a house-wife. They have only one child,
Benny. Benny is my nephew, he is four. Sometimes he is naughty. He is
fond of birds and animals. We have white mice, a hedgehog and a parrot in
the house. Now Benny is eager to have a rabbit. But his mother is against
it, we have no peace because of all Benny's animals and birds.
VOCABULARY NOTES
I am twenty-two. Мне 22 года. How old are you? I am nineteen (years
old).
a college graduate выпускник колледжа; I'm a college graduate
у меня высшее образование
just a beginner новичок former
бывший
school-mate соученик, школьный товарищ; сравни: a fellow-student
товарищ по институту companion товарищ
67
girl-friend подруга; boy-friend товарищ, друг jolly
веселый, славный well-bred хорошо воспитанный
elder старший (о членах семьи); older старше. Например: My elder
sister is 28. She is two years older than I. I am two years younger than my
sister.
house-wife домашняя хозяйка
naughty непослушный, шаловливый
to be fond of smth; to like любить, нравиться
to be eager очень хотеть
to be against быть против
peace покой; сравни: piece кусок
TOPICAL VOCABULARY
Relations by Birth: parents, father, mother, sister, brother, son,
daughter, grandfather, grandmother, grandson, granddaughter, grandchildren,
grandparents, great-grandfather, great-grandmother, great-grandchildren,
uncle, aunt, cousin, nephew, niece
Relations by Marriage: husband, wife, father-in-law, mqther-m-law,
son-in-law, daughter-in-law, brother-in-law, sister-in-law, stepmother,
stepfather, stepchildren, stepbrother (sister, son, daughter) v t
People's Age*
What's your age? (How old are you?)
I am seventeen. I am seventeen years old. I am under seventeen.
I am over seventeen. I am nearly eighteen.
I am under age yet. = I am not yet eighteen.
In three month's time I'll come of age.
She is still in her teens (13—19). She is a teen-ager.
She is in her (early, mid, late) teerfs.
She is in her (early, late) thirties [ i . e. between 29 and 40). She is a
middle-aged person. She is an elderly person.
Animals and birds [domestic): horse, cow, dog, cat, goat, pig, swine,
ass, rabbit, hen, cock, goose (geese), duck, turkey
Animals and birds (wild): lion, tiger, wolf (wolves), bear, fox, hare,
elephant, mouse (mice), monkey, hedgehog, eagle, swan, sparrow, swallow,
parrot, pigeon, donkey
CONVERSATIONAL PHRASES
68
Agreement: Sure. Why, yes of course. By all means. That'd be lovely. I'd
be glad to. How nice of you. It (certainly) is.
Disagreement: By no means.'Far from it. I'm afraid I don't agree. I think
you're mistaken. Just the other way round. I'd like to say yes, but... I'm awfully
sorry but you see...
1. Приложение обычно выделяется в отдельную смысловую группу,
ударно и произносится тем же тоном, что и определяемое слово, но на
более низком уровне.
My -> brother-in-law, | -» Henry ,Sandford... # %%j
2. You know – вводная смысловая группа. Вводная смысловая
группа в конце предложения безударна и продолжает мелодию
предшествующей смысловой группы :
Гт a х writer, | —> just a bevginner, you know.
_liu
3. Слово well-bred является составным прилагательным. Составные
прилагательные обычно произносятся с ударением на каждом из
составляющих слово элементов. Например: 'well-'known, 'good-'looking,
'kind-'hearted, 'absent-'minded.
В связной речи под влиянием ритма одно из ударений может
опускаться. Например: She is а -»good-looking vgirl.
STUDY THE FOLLOWING
T a b l e No 1
POSSESSIVE CASE OF NOUNS
the room of my sister – my sister's [z] room
the son of my friend – my friend's [z] son
the answer of the student – the student's [s| answer
the works of Marx – Marx's [iz] works
the books of the students – the students' books
the flat of my mother-in-law – my mother-in-law's [z] flat
69
e, g. My brother's flat is large. The girl's lace is
pretty. These are Byron's poems. The students'
answers are correct. My daughter-in-law's room is
small.
T a b l e No. 2
THE VERB TO HAVE IN THE PRESENT INDEFINITE TENSE
I (we, you, they)have (got)1afather, cousin, book, flat.He (she)has (got)
I (we, you, they)have (got)someink, time, work. French books, new maps, good
pictures.He (she)has (got)
Hav
e
I (we, you, they)
a
father, cousin, book, flat?
Has
he (she)
Hav
any
ink, time, work? friends?
e
I (we, you, they)
cousins? children?
Has
he (she)
PREPOSITIONS OF PLACE
I (we, you, they)haven't
•
have no haven't (got)any aink, time, work, books, cousins, maps, mother-in-
law.hasn'tanyink, time, work.He (she)has nochildren.sisters-in-law.hasn't (got)ason,
book, map.
Примечание.
Неопределенное
местоимение
some
употребляется
в
утвердительных предложениях; any – в вопросительных и отрицательных
предложениях, по – только в отрицательных; not any предпочтительно в
разговорной речи
1 В разговорной речи глагол to have очень часто заменяется формой have got.
70
The book is on the table. The pencil is in the box.
The ball is under the table. The boy is at the window.
Go into the room!
Take the newspaper out of the bag!
Go to the blackboard.
Take the book from the library.
Go down the stairs.
Look up.
NUMERALS 1—12
13—19
CardinalOrdinalone[ WAn ] the first[f3:st]two[tu:]the second['sekand]three[6ri:]the
third[9 :d]four[fo:]the fourth[fo:9]five[faiv]the fifth1[fife]six[siks]the
3
sixth[siksG]seven['scvn]the seventh['sevnO]eight[eitlthe eighth[eite]nine[nam]the
ninth[патв]ten[ten]the tenth[ten9]eleven[I'levn]the eleventh[I'levne]twelve[twelv]the
twelfth[twelfG]
1 Полужирным шрифтом выделены числительные, представляющие особые
трудности в написании.
Cardinal
Ordinal
thirteen
['03:lti:n]
the thirteenth
['Gsi'tknG]
fourteen
['fo:'ti:n]
the fourteenth
['fo:ti:nei
fifteen
.['fifti:n]
the fifteenth
[TiftiinG]
sixteen
['siks'ti:n]
the sixteenth
['siks'tr.nG]
seventeen
['sevn'ti:n]
the seventeenth
['sevn'tknG]
eighteen
['ei'tiin]
the eighteenth
[*ei'ti:nG]
nineteen
['nain'tkn]
the nineteenth
['nam'ti:n0]
20—100
Cardinal
Ordinal
71
twenty
['twenti]
the twentieth
['twentnG]
twenty-one
['twenti
the twenty-first
['twehtrf3:st]
Wn]
twenty-two
['twenti
the twenty-
['twenti'seksn
'tu:]
second
d]
thirty
[•03:ti]
the thirtieth
['GsitnG]
forty
[*fo:ti]
the fortieth
[TD-.tnG]
fifty
['fifti]
the fiftieth
I'fiftuG]
sixty
['siksti]
the sixtieth
['sikstuG]
seventy .
['sevnti]
the seventieth
['sevntiiGj
eighty
Teiti]
the eightieth
['emiG]
ninety
I'namti]
the ninetieth
I'namtnG]
a (one) hundred
['rundrad]
the hundredth
['rundradG]
Примечания. 1. Числительные, оканчивающиеся на суффикс -teen, имеют два
равных ударения: 'thir'teen. В связной речи под влиянием ритма одно из ударений
может* опускаться: 'fourteen books, но 'page fourteen.
2. Номер телефона читается 5687 – five six eight seven. Есл-рг~две первые (или
последние) цифры номера телефона одинаковые, употребляется слово double: 4417
– double four one seven: 3477 – three lour double seven. Если две средние цифры
номера телефона одинаковые, то слово double не употребляется: 7889 – seven eight
eight nine. Цифра 0 читается [зи]. Номера 1000, 2000 и т. д. читаются one thousand,
two thousand и т. д.
3. При обозначении номеров домов, квартир, автобусов и т. п., а также часто
страниц, глав, упражнений употребляются количественные числительные.
Существительные в таких случаях употребляются без артикля, и оба слова пишутся
с прописной буквы. Например1 The meeting will take place in Room Thirty.
I. Study Substitution Table No. 2, page 72 and compose as many sentences as you
can.
II. Transcribe the following words and explain the reading rules:
five, tip, bed, pipe, land, fry, rule, ton, tone, pupil, love, cut, shade, brother,
shall, bus, snack, blame, poke, found, aloud, green, town, toy, farm, yellow,
glove, warm, some, won, worse, nothing, mild, world, month, worth,
company, worship, none, find, wild, ought, above, brought.
III.
Explain the pronunciation of the consonants in bold type in the following
words:
face, eight, yet, gate, cage, engine, lock, wrong, write, job, white,
gymnastics, Alice, chest, light, cheek, fish, sigh, gently, knight, bright, ginger,
knock, physics, phlox, Gypsy, whole, whip, whisper.
72
IV. Before you start working at the text practise the sounds in the following words
and word combinations:
1. [ae] – companions, married, family, parrot, rabbit;
( h ) – a house-wife, a hedgehog, in the house, to have a rabbit, his
mother, we have no peace;
[ 3 v ] —a lot of friends, most of them, a member of her family, is fond of
birds, because of all.
No palatalization: Smith, Elizabeth, beginner, sister.
2. a) No glottal stop: is JElizabeth, my^elder, have_only,
and^animals, isjeager, becausejof_all;
b) Linking [r|: my brother-in-law, a member^pf, my sisterjs, his
motherjs.
V. a) Listen to the recording of the text «Betty Smith», Mark the stresses and
tunes, b) Practise the text for test reading very carefully . until you can say it in
exactly the same way.
V. Transcribe the following sentences, mark the stresses and tunes:
1. My brother-in-law, Mr. Smith, is a writer. 2. Have you a sister? 3. How
old is she? 4. Whatrs her name? 5. Is Betty a member of his family?
VII. Answer the following questions:
1. What's Betty Smith's full name? 2. What is she? 3. Has she got many
companions? 4. Are her companions kind and jolly? 5. Who is Betty's elder
sister Helen married to? 6. Is Betty a member of her sister's family? 7. What's
her brother-tn-law?
9. Has Doctor Sandford parents? 9. Is Helen a doctor? 10. Have
they got any children? 1. How old is Betty's nephew? 12. Is he a
good child? 13. What's he fond of? 14. Is Benny eager to have
a dog? 15. Have they got any animals and birds in the house?
VIII. Ask and answer questions. Use contracted forms where possible.
Work in pairs.
M o d e l 1: What's his name? – (It's) Benny.
1. What's your name? 2. What's your mother's name? 3. What's her
nephew's name? 4. What is her sister's name? 5.1s "Benny" a boy's or a girl's
name? 6. What's your school-mate's (girl-friend's, boy-friend's) name? 7.
What's Betty's full name?
73
M o d e l 2: Has your brother a large family? – Yes, (he has). No, (he
hasn't).
1. Has Betty Smith a large family? 2. Have you a large family? 3. Has your
cousin a brother (father, mother, friend, wife, parents, grandfather)? 4. Has
Benny got a hedgehog? 5. Has Benny got a rabbit? 6. Have you got a dog in
the house? 7. Has Benny friends? 8. Has Benny books (toys, pens, pencils)?
IX. Change the given groups of words as in the model.
M o d e l : the room of my sister – my sister's room
the friends of my sisters – my sisters' friends.
1. the brother of my mother; 2. the friend of my sister; 3. the husband of
his daughter; 4. the house of my parents; 5. the table of my father; 6. the work
of my mother; 7. the notebook of this student; 8. the books of these students;
9. the sister of my friend;
10.
the friend of our cousin; 11. the photo of my grandfather;
12. the room of Pete; 13. the son of her brother; 14. the daughter
of Ann; 15. the sister of my mother.
X. a) Form questions to which the following statements are the answers, b) Each
sentence states a certain fact. Find some more details about it by asking questions.
Work in pairs, Use conversational phrases of Lessons 5 and 6 wherever possible.
1. We are students of the English Faculty. 2. Her brother-in-law is a doctor.
3. Betty Smith is a writer. 4. Mo sister-in-law is a house-wife. 5. His family is
not large. 6. ТЙеу have only one child. 7. She has a daughter. 8. Their child's
name is Benny. 9. Her name is Helen. 10. His nephew is four. 11. He is in the
park. 12. She is an English student. 13. Betty is the sister of Helen. 14. She
has some books on the table. 15. Benny has no brothers. 16. Their
grandmother is an elderly person. 17. Doctor Sandford is a middle-aged
person.
XL a) Change the following sentences into interrogative and negative, b) Ask one
