Текст книги "Практический курс английского языка 1 курс"
Автор книги: Владимир Аракин
сообщить о нарушении
Текущая страница: 6 (всего у книги 30 страниц)
91
b) Check your sentences with the key.
III. a) Make questions beginning with What ... using the statements, b) Make
questions beginning with How many ... using the combinations of words, c) Make
questions beginning with How much ... using the combinations of words.
IV. Form special questions using the statements. (The questions should be formed
to the given word.)
M o d e l : My sister is at the University, (my sister) Who is at the
University?
V. Listen to the sentences. Supply short questions expressing surprise, doubt.
V. Change, the sentences as in the model.
VII.
Give sentences opposite in meaning to the given ones.
M o d e l : There are a lot of pens in the box. There
are few pens in the box.
VIII.
Listen to the disjunctive questions. They are not true to fact.
Correct them.
Lesson Eight
A
Ph
one A
tics: Сочетания гласных [aid], [аиэ]. Интонационное оформление
слова please и словосочетания Thank you в предложении.
Reading Rules: – Четыре типа слога (сводная таблица).
Text: Our English Lesson.
Grammar: Модальные глаголы can, may, must.
L l
[аю, аиэ] – трехэлементные сочетания гласных. Самый сильный и
отчетливый элемент этих сочетаний – первый, самый слабый – второй.
Графически их можно изобразить следующим образом: [aid], [аиэ].
Во избежание замены второго элемента сочетания [а!э] звуками [j]
или [й] не следует поднимать очень высоко среднюю часть спинки языка.
При произнесении сочетания [аиэ] не следует сильно выдвигать губы
и заменять второй элемент сочетания губ-но-губным сонантом [w].
Phonetic Exercise 36
92
fai3 аиэ беэг а– V Паиэг эпс! 'flausz vevnwea
w a i 3 /аиэ taid – 'taisd
>
taisd taus lain – 'laisn laian
раиэ kwait – kwaiat
'ailand – 'aislsnd
Примечание. Работая над упражнением, обратите внимание на
слитное произношение слов в предложении.
Phonetic Exercise 37
V kasn hi– *spi:k ,113911/ || jes hi– vkasn | -> пзи hi* vka:nt | -> пзи hi-
vkaenst ||
V m e i ai 'Lvm^in | -> jes ,pli:z | vdu: 'plfcz || jes ju* vmei || хпзи I ju-
vnusnt j its tu: vleit ||
V irust wi* 'rait_jt ,daun | -> jes ju– vnust | its э V veri 'gud vprDV3:b У
хпзи j ju– vntdnt | Vswitf ' DII дэ kavset r^kads | and -> hsn tu– it svgein |
Примечание. Работая над упражнением, обратите внимание на:
1. Произношение отрицательной формы глаголов сап и must: cannot, can't
(сокращенная форма), mustn't.
2. Сложные глаголы to come in, to switch on, в которых наречия in и on
обычно ударны
3. Неизменяемое качество звуков [и:] в словах [hi-], |wi-j, [ju-]
Чтение букв i и у в IV типе слога
CONTRACTED FORMS
i+ re [агэ]у + re [aia]fire
admiretyre
v Буква
Тип ^ слогааоиei/yI[ e i j
name[зи] note[ju:] tune1[i:] me[ a i ] time, typeII[ж]
mapМ not[л] but[e]
pen[ i ]
sit, mythIIIa + r
[о:] parkо + г
[э:] forku + r
[з:] fure + r
[з:] heri/y+ r [з:] girl, myrtleIVа + re
[ез] parentsо + re
[э:] moreu + re
UM pure2e + re
[13]
herei/y + re
[ai3] fire, tyre
1
После звуков [г], [1], [ф]
буква и читается [и:]. Например: rule [nil],
93
plume [plum], June [cfcu:n].
2
После звуков f, [ф], [г]
и сочетания согласная + 1 буква и читается
I Заказ 1271
[иэ] Например: sure ЦЪэ], jury
['фиэп], rural ['гиэгэ!], plural ['р!иэгэ1]
4. Использование в отрицательных ответах на вопросы с глаголом must
отрицательной формы другого модального глагола need – needn't
обозначающей необязательность выполнения действия.
TEXT
OUR ENGLISH LESSON
94
T e a c h e r : Good morning, all! Sit down, please! I expect no one is
away?
M o n i t o r : Nobody is. All are present. Ohr sorry, Ann is not here.
T e a c h e r : What's up? Is she ill?
M о n i t о r: It's flu with a high temperature.
T e a c h e r : That's too bad. Well now. Let's begin. We'll check our
homework. Mike, will you take your exercise-book and come to the board?
M i k e : Shall I write the words in transcription?
T e a c h e r : Do. And you, Helen, read Text 7, will you? The others
should write down the mistakes if she has any. Do you follow me? Will you
read a little louder, please. That'll do. Any mistakes noticed?
J u l i a : I believe there's some palatalization in the nouns «family» and
"Benny".
T e a c h e r : That's it. Please, Helen, pronounce the words. Now it's
correct. You must work more. Pronunciation is your weak point, I'm afraid.
H e l e n : Shall I read the text again for the next time?
T e a c h e r : Yes. Have another try and make your reading more
distinct. Now everybody look at the board!
M i k e : Shall I read the exercise?
T e a c h e r : Of course. {Mike reads). Is everything correct, Pete?
P e t e: I think it is.
T e a c h e r : Thank you, Mike. Clean the board, please, and go to your
seat. ( To the monitor). Have we got the headphones ? M o n i t o r : Here
they are.
T e a c h e r : Fine. Let's listen to the new text. Open your books at page
81. Will you please switch on the cassette-recorder? Thank you. t
VOCABULARY NOTES
I expect = I believe = I think to be
away ] -
. , , ' from – отсутствовать to be
absent J 3
Обратите внимание на отсутствие оглушения звука [Ь] в слове
absent.
to be present присутствовать (на лекции, собрании и т. д.) What's
up? Что случилось? temperature температура That's too bad. Очень
жаль.
to check (go through) the homework проверять домашнее задание
exercise-book тетрадь
transcription транскрипция. Shall I write it in transcription?
(Следует ли) написать его в транскрипции? Форма Shall I...?
соответствует русской конструкции вопроса, начинающегося с
95
инфинитива глагола. Запомните: Shall I begin? Начинать? Shall 1 read?
Читать? Shall 1 open the window? Открыть окно?
Обратите внимание на употребление количественных числительных
после существительных: Read Text 7. Write Exercise 3. ртикль в этом
случае не употребляется, а существительное чаще сего пишется с
прописной буквы, за исключением слова раде: ЧоЛ page 81.
to write (put) down записывать to
follow следовать; зд. слушать
louder громче. Предложение Will you read louder? выражает |1росьбу,
несмотря на его вопросительную конструкцию. That'll do. Достаточно,
noticed отмеченный, замеченный palatalization смягчение,
палатализация That's it. Вот именно.
to pronounce произносить; pronunciation произношение weak point
слабое место
have another try попытайтесь (попробуйте) еще раз distinct
отчетливый
headphones наушники, головной телефон Here
they are. Вот они!
to switch on включать; to switch off выключать
cassette-recorder (tape-recorder) магнитофон
TOPICAL VOCABULARY
Classroom
to have classes, after classes, to stay away from classes
Do you have classes on Saturday?
Good moming! Good afternoon! Good-bye!
Sit down. Go to your place. Stand up! Take your seat
Who is on duty today?
Is anybody absent today?
What's the pronunciation (spelling) of the word?
Is this right (correct, wrong)?
Go on reading (writing, retelling)
Don't go so fast! What date is it today? What's the date today? May I come
in? May I go out?
Shall I read (begin, answer your
question) ? What's the English (Russian)
for. .?
Will you repeat it? Can you
(could you) repeat it? Will you pronounce (translate,
spell) it?
Will you say it again (once more)? Please, pronounce (translate,
spell) it. That will do.
Stop talking. Silence, please.
96
Keep silent. No helping (whispering), please, to write a test
to do homework orally (in written form, in writing)
Expressions
to give (to set, to check) homework
to collect (to hand in) exercise-books (homework)
to give in (to give out, to hand out) papers
Come (up) to the blackboard!
to clean the blackboard
Wipe the word (sentence) off.
Let the others see the board.
Don't stand in front of the board.
Speak up!
Ask questions on (about) the text. Put questions to the sentence. May I ask
you a question? May I say it this way? May I put it like this? to make a report
to make a mistake, to correct
mistakes How long is it before the bell? break, in break at the Dean's office
group register; time-table; list of
students chalk; duster, to wet the duster head(ear)phones
to switch on (switch off) the cassette-recorder (tape-recorder)
to wind back = to rewind the tape – to play (back) the tape
to plug in, to unplug, to switch on, to switch off
The lesson is over.
a (student's) record book
an examination card
PHONETIC NOTES
1. Произношение слова please зависит от его места в предложении.
а) В начале предложения (или смысловой группы), оно ударно, но
обычно не образует отдельной смысловой группы. Например:
V Please, Helen, pro'nounce the vwords. |
–.
b) В середине предложения слово please может быть ударно или
безударно, но оно не образует отдельной смысловой группы. Например:
VWill you please 'switch 'on the /tape-recorder?]]
97
с) В конце предложения слово please безударно, не образует
отдельной смысловой группы и произносится с мелодией
предшествующей смысловой группы:
V Will you 'read /louder, please?
2. Обратите внимание на интонацию Thank you. Произнесенное
нисходящим тоном оно выражает искреннюю благодарность. Те же
самые слова, произнесенные восходящим тоном, служат выражением
лишь формально вежливой благодарности:
VWill you please 'switch 'on the ,tape-recorder?|| xThank you.|
STUDY THE FOLLOWING
/Thank you, Mike. | ] -* Go to your xseat. 11
MODAL VERBS
T a b l e No 1
Can
I
He (She) We You Theycan (cannot, can't)write it in transcription, read louder, write
Exercise 5. read English.CanI
he (she) we you theywrite it in transcription? read louder? write Exercise 5? speak
English?
e. g. Can you read louder? – Yes, I can. No, I can't.
Heasks meto
wait for
him.Shetel s
meto do it at
I
once.FatherY
He (She) We You Theymay (may n
o o
u t)t
T a
h ke
e
yathe
sk exercise-book.
meno M
t t a
o y
stay at home.
go
take the headphones.MayI
there
he (she) we you theytake the exerci
al se
on -b
e. o
T ohk?
e
girlstell
stay at home?
menot to stay
take the headphones?
there any
longer.
98
Note. Обратите внимание на слитное написание отрицательной формы
глагола can: cannot.
e. g. May I stay at home? – Do, please. Yes, you may. – I am afraid not.
No, you mustn't.
Note. В отрицательной форме глагол must означает категорическое за*
прещение.
T a b l e No. 3 Must
a
I
must (must not)
forget it. listen
)
He (She)
to him. read this
We You They
book.
b
I
)
he (she)
repeat the nouns?
Must
we
read this book?
you
translate the story?
they
e. g. Must I read this book? – Yes, you must. No, you needn't.
Note. В отрицательных ответах на вопросы с глаголом must используется
отрицательная форма другого модального глагола need – needn't,
обозначающая необязательность выполнения действия.
EXERCISES
I.
a) Study Substitution Tables No. 1, 2, 3 and compose as many
sentences as you can. Let the members of the class ask and answer
questions as in the model. Give a short answer using contracted forms
and add a sentence of your own.
M o d e l : May I stay at home on Saturday?
No, you mustn't. You are to go to your classes.
b) Respond to the negative sentences of your fellow-student as in the model. Use
contracted forms in speech.
M o d e l : I can't write Exercise Three.
You needn't do it now.
99
II.
a) The material below is to be prepared for reading. Mark the
stresses and tunes. Concentrate your attention on the vowel [ае]. b) Let
your fellow-student read this exercise aloud for you to detect his possible
errors in sounds. Tell him what must be done to eliminate them:
[жI 1. That's the man who sat on my hat in the tram. 2. Once there lived a
lad who was always very sad. For he hadn't any mother and he hadn't any dad.
3. Where are you going to, my little cat ? I'm going to
town to buy a hat! What! ? A hat for a cat? A cat in a hat?
Who ever saw a cat in a hat?
III.
Write the following words and phrases in transcription and explain the
reading rules:
share, store, here, cure, fur, term, more, firm, spare, sphere, wire, mere, a
spare moment, a famous painter, a rare ring, the upper teeth, the thick wood,
the first letter, the next room, the full moon, the vast territory.
IV. Before you start working at the text practise the sounds in the following words
and word combinations;
!• [i:] – please, read, believe, weak, clean; [i] – ill, begin, transcription,
distinct, listen, switch; [e] —lesson, present, temperature, let, exercise, check,
text, rest, any, correct; [ae]– absent, bad, palatalization, family, thank.
2. a) Alveolars replaced by dentals: inwthe nouns, at^the board, readjthe
text, cleanjthe board;
b) Loss of plosion: sit-down, reac^Text 7, write-down, nextjime;
c) Clear [I] before [j:]: willwyou take, willwyou please switch on the
cassette-recorder?
V. a) Listen to the recording of the text «Our English Lesson». Mark
the stresses and tunes, b) Practise the text for test reading. Listen to the
text very carefully until you can say it in exactly the same way. c) Me-
morize the text and dramatize it.
VI. Transcribe the following sentences, mark the stresses and tunes.
Read the sentences aloud:
1. Don't go to the cinema tonight. 2. Don't forget. 3. Get us some chalk. 4.
Pronounce the sentence. 5. Find page twenty-nine. 6. Stand up, please. 7.
Good morning, everybody. 8. Sit down, please. 9. Any mistakes noticed? 10.
Is everything correct, Pete? 11. What's the pronunciation of this word? 12. Do
you follow me?
VII. Answer the following questions:
100
A* 1. Can you speak English well? 2. Can you speak French well? 3. Can
you understand Spanish? 4. Can you count the chairs in this room? 5. Can we
write without a pen or a pencil? 6. What can we do with a fountain-pen ? 7.
May I take your textbook? 8. May Helen leave the classroom? 9. May we go
to the pictures? 10. Must we speak English now? 11. What must we have if
we want to write a letter? 12. What must we have if we want to buy
something? 13. What must we use if we want to wash our hands? 14. What
must you do when you have flu? 15. What must you do to make your reading
distinct?
ВЛ. Is this your pen or mine? 2. Whose bag is this? 3. Is this watch yours
or mine? 4. Is that watch hers or his? 5. Is this your room or theirs? 6. Is this
box yours or ours? 7. Is this your desk or their desk? 8. Is this notebook mine
or yours? 9. Is this cassette-recorder ours or theirs?
С. 1. How many students are there in your group? 2. How many students
are absent? 3. How many students are present? 4. Who is the monitor in your
group? 5. What is the monitor's name? 6. Have you got any bag? 7. Where is
your bag? 8. Have you got a ball-pen? Is it a good one? What colour is it? 9. Is
there much chalk at the board? 10. Have you many books at home? 11. Are
there Russian or English books in your bag? 12. Have you got a watch? Is it
right or wrong? 13. Is N's watch fast or slow? 14. Is A's dress black or brown?
15. Is B's ball-pen green or yellow?
VIII. a) Write the interrogative and negative forms of the following sentences:
1. She can spell the noun correctly. 2. You may take your exercise-book. 3.
He can write this in transcription. 4. There are some mistakes in her dictation.
5. My sister has got two interesting magazines. 6. Doctor Sandford is busy in
his study. 7. Spelling is her weak point.
b) Express your surprise at the given statement as in the model.
M o d e l : You may take those pencils. Oh,
may I? Of course, you may.
с) Respond to the same statement in the negative.
M o d e l : You may take those pencils.
Oh, no. I'm afraid, I may not take them.
IX. Work in pairs. Ask your fellow-student logical questions on the
given statements and answer them. Use the modal verbs:
101
1. We have got headphones for the whole group. 2. Everybody must
go to the laboratory today. 3. Mary can help us with the
cassette-recorder.
X. Fill in the missing modal verbs:
1. You ... go out today. It's too cold. 2. Д-Д take your fountain-pen? – Do,
please. 3. We not carry^the bookcase upstairs. It is too heavy. 4. When ... you
come to see us? – I come only tomorrow. 5. Shall I write a letter to him? —
No, you it is not necessary. 6. Mary finish the work at once. 7; :ь you cut
something without a knife? 8. Peter ../return the book to the library. We all
want to read it. 9. Why'.//* not you understand it? It is so easy. lOuu we do the
exercise at once? 1 l/rfЈl)you pronounce this sound?
XI.
a) Write sentences according to the following models using the
words and word combinations given below.
M o d e l 1: Let's begin our morning exercises.
read the text; write on the blackboard; do the exercises; speak to the dean.
M o d e l 2: Shall I write it in transcription ?
clean the blackboard; bring some chalk; do my homework; answer your
question; spell the noun; press the button; pronounce it.
M o d e l 3: Listen to the new song.
the teacher; your fellow-students; the radio, the story; the text; the tune;
the cassette-recorder; the actor.
M o d e l 4: Look at the clock.
the picture; the house; the blackboard; the bird; the child; the lamp; the
cup; the plate.
b) Give sentences of your own using the same models.
c) Make up micro-dialogues, as in the following models. Use the above-
mentioned words and word combinations. Give short answers. Add a sentence or
two of your own.
M o d e l 1: Let's begin our morning exercises.
Yes, let's. (I'm afraid I can't.) In half an hour we must have breakfast.
M o d e l 2 : Shall I write it in transcription?
Do, please. (No, you needn't.) We are to discuss it then.
M o d e l 3 ; Let's listen to the new song.
I'd love to. I'm fond of folk songs.
102
M o d e l 4 : Look at the clock.
Oh, it's beautiful (lovely, ugly, etc.). I'd like to have one.
XII.
a) Make up sentences on the following model. Make your sentences
interrogative and negative.
M o d e l ; We have got skates.
b) Express your surprise at the given statements as in the model.
M o d e l : I have got a cassette-recorder.
Have you really got a new one?
c)
Respond to the same statements in the negative.
M o d e l : I have got a new cassette-recorder.
That can't be true. You haven't got any (cassette-recorder).
XIII.
Make up sentences according to the model.
M o d e l : This apple is mine.
XIV.
Translate the following into English using classroom expressions:
1. Кто сегодня дежурный? – Елена. Сегодня кого-нибудь нет? – Да.
Трех студентов нет. 2. Никто сегодня не отсутствует. Все девять
студентов сегодня здесь. 3. Виктор здесь? – Нет, он отсутствует. 4. Какое
сегодня число? – 15 октября. 5. Можно задать вам вопрос? —
Пожалуйста. – Где комната № 48? – Я не могу ответить на ваш вопрос.
Спросите, пожалуйста, секретаря. 6. Как
по-английски «наушники» («письменный стол», «палатализация»)? 7.
Включить магнитофон? – Да, пожалуйста. Выключить магнитофон? —
Нет, подождите немного. Мне начинать читать? – Да. Стереть с доски?
– Пожалуйста. Открыть окно? – Нет, не надо. Прочитать это
предложение снова? – Да, пожалуйста. 8. Читайте громче, пожалуйста.
Говорите громче, пожалуйста. Пойте громче, пожалуйста. Достаточно. 9.
Повторите предложение два раза. Прочтите текст три раза. 10. Давай
пойдем в деканат во время перерыва. Давай исправим ошибки в
диктанте. 11. Не принесете ли вы классный журнал (мел, тряпку список
студентов, наушники)?
12.
Вы можете сделать это упражнение сегодня? – Да. Вы
можете написать текст сегодня? – Нет. Я не могу написать текст
сегодня.
13.
Эти упражнения трудны. Повторите их. Эти тексты легкие.
Вам незачем повторять их. 14. Можете садиться (идти, начинать читать).
15. Продолжайте читать (писать, говорить, работать). 16. Тише,
пожалуйста. Занятие не окончено. Сколько времени до звонка? – Только
103
две минуты. 17. Как произносится слово «палатализация»
(«транскрипция», «оглушение»)? 18. Как пишется слово
«произношение» («журнал», «достаточно», «отвечать»)? 19.
Поставьте вопросы к тексту. 20. Не подсказывайте, пожалуйста. 21.
Сдайте тетради, пожалуйста. 22. Сначала поставьте кассету, а затем
включите магнитофон. 23. А теперь, пожалуйста, перемотайте кассету.
24. У вас есть занятия в пятницу? – Да, есть, но они кончаются рано. 25.
Можно Бобу не ходить в школу сегодня? – Нельзя. Он должен идти в
школу. 26. Попробуйте еще раз и читайте громче.
XV.
a) Write the following numerals in words:
395, 745, 1950, 13 408, 282 867, 345 296, 5 712 133.
b) Read the following numerals:
273, 1882, 19 176, 30 016, 55 744,81 614, 389 107,6 271 398.
XVI.
a) Ask your fellow-student for permission ...
to go out; to come in; to open the window; to take the newspaper; to read;
to go home; to begin reading; to close the door.
(The person you ask must give any o f the following answers:
Certainly. You may. Do, please. I'm afraid not. You mustn't.)
M o d e l : May I speak to the dean? – You may. May I
leave now? – I'm afraid not.
b) Give your permission to perform the actions given above.
M o d e l : You may speak to the dean.
c) Ask your fellow-students to perform the actions given above. Don't forget to
be polite.
M o d e l : Speak to the dean, please. (Will you speak to the dean?)
d) Ask your fellow-students not to perform the actions given above.
M o d e l : Please, do not smoke here.
XVII.
Arrange short dialogues using modal verbs.
M o d e l s : 1. May I take your pencil? – I'm afraid not, I need it.
Have you got a pen? – Yes, I have. – May I take it? – Certainly. (Of
course, you may.)
104
2. Can you come to see us tonight? – Sorry, I can't, but I can come
tomorrow. – All right.
3. Shall (must) I read this exercise once more? – No, you needn't. That
will do. Your reading is quite good.
XVIII.
Write a short description of your classroom using the construction there
is, there are.
XVIII. Act as a teacher of English. Ask your pupils:
1. to clean the blackboard; to use the duster; to bring some chalk; 2. to tell
you the date; to write it on the board; not to stand in front of the board; 3. to
come up to your desk; to read the text; not to go so fast; to go to his place; 4.
to check homework; to correct the pronunciation or spelling of some word; 5.
to collect the exercise-books and to hand them in; 6. to switch on the cassette-
recorder; to listen to the text; 7. to wind (play) it back; to switch off the
cassette-recorder; 8. to have another try and read distinctly.
XX.
Stage a dialogue between a teacher and a student using class-
room expressions:
1. beginning a lesson; 2. checking homework; 3. reading the text; 4.
writing on the blackboard; 5. listening to the cassette-recorder; 6. giving
homework.
ADDITIONAL PHONETIC EXERCISES
1. Read the exercises several times before the minor.
2. Record your reading and listen to it, detect your errors.
3. Listen to your fellow-student reading the exercises. Detect his errors in
sounds and intonation and tell him what he must do to get rid of them:
'traisl
э feimss xsaiantist
'kwaist
э -> freigrant xvai3lit
'taiarant
э -> k3uld Jaus
ad'maia
э kltn xtau9l
di'zais
э -> frAnt xvau9l
LABORATORY WORK
I. Repeat the sentences after the tape.
105
II. a) Listen to the questions and record your answers in the intervals, b) Listen to
the key and correct your mistakes.
II. a) Make the given sentences interrogative and negative. Record your
sentences, b) Check your sentences with the key.
III.
a) Make questions beginning with Where ... to the given statements, b) Make
questions beginning with When ... to the given statements, c) Make questions
beginning with Why ... to the given statements, d) Make questions beginning with
Whom ... or To whom ... to the given statements.
IV. Listen to the sentences. Supply short questions expressing surprise, doubt.
V. Listen to the sentences. Change the construction using the absolute form of the
possessive prononns.
M o d e l : This is her coat. – This coat is hers.
VII.
Compose sentences on the model using have got or has got
VII.
Translate the sentences into English.
VII.
Listen to the disjunctive questions. They are not true to fact. Correct them.
X. Listen to the poem «The Arrow and the Song» by H. W. Longfel-
low. Mark the stresses and tunes. Read and memorize it.
Lesson Nine
Phonetics: Сочетание [ W 3 ] Интонация обстоятельственной группы Интонация
сложносочиненного предложения
ding Rules: Сводная таблица правил чтения гласных диграфов Чтение диграфов
перед буквой г
Text: Doctor Sandford's House
Grammar: Повествовательно
Примечание. Работая над упражнением, обратите внимание на отсутствие
призвука [к] или [д] при произнесении сонанта [д] между гласными
tat – 0o:t – so:t – fat 'WAII ba0 – 'On: ba6z
'wAn mau0 – 'Gri: maudz 'WAII pa0 – '0rL padz
'wAn ju:0 – '0rL* ju:6z
э V sn3U wait vteibl klt)0 | -> redi meid хк1зибг |
Примечание. Работая над упражнением, обратите внимание на отсутствие
гласного призвука между согласными при произнесении сочетания [6z]
106
Чтение диграфов перед буквой г
Диграф 4– г
Звук
Примеры
ai + r ei + r ее + г
еа + г
оа + г оо + г ои + г
[еэ]
[»]
[ю] [еэ]
[о]
[из]
[аиэ]
air, chair their
beer, deer near, dear1 bear board poor2 our, flour
1
В некоторых словах диграф еа + г читается [ з ]
Например learn, earth
2
Но в словах door, floor диграф читается [ о ]
107
TEXT
DOCTOR SANDFORD'S HOUSE
Doctor Sandford's house is not large, but it is comfortable and we|l-
planngd. It is a small two-st6reyed cTottdge.
In fron^f the house there is a green ifclWn and a lot of flowers. Behind
it there is a little ordi&Vcf with av ^ew fruit trees in it. On the ground
floor v there is a kitchen, a pantry, a
108
dining-room, a cosy sitting-room and Dr Sandford's study There are
tfisb" several rooms frpstЈrЈ on the first floor the Sand-fords' bedrooms,
109
Grandmother's room, which is also Benny's nursery, Betty's room and the
bathroom
The furniture is modern and quite nЈw But Doctor Sandford sa^ys. he
must pay a lot of money for the house and th^ furniture He must pay fthe
money for many years, before he can call the house his own
VOCABULARY NOTES
comfortable удобный
well-planned хорошо спланированный
two-storeyed двухэтажный
cottage коттедж, загородный дом
in front of перед чем-либо
lawn лужайка, газон
orchard фруктовый сад
the ground floor первый этаж
kitchen кухня pantry
кладовая
dining-room столовая; living-room общая комната (в семье)
cosy уютный
sitting-room гостиная
study кабинет
several несколько
upstairs вверху, вверх
bedroom спальня
nursery детская
bathroom ванная комната
furniture мебель; built-in furniture встроенная мебель modern
современный, модный own собственный
TOPICAL VOCABULARY
Articles o f furniture: bed, sofa, divan-bed, chair,' armchair, dressing
stool, table, bookcase, cupboard, wardrobe, dressing-table, mirror, lamp,
standard-lamp, stool, unit(s), cabinet, bedside cabinet, wall-furniture, suite
Modern conveniences: electricity, gas, running-water, central heating,
telephone, toilet, a rubbish chute, tiled walls, lift
Electric and other equipment: lamp, standard-lamp, upper-lights,
refrigerator (fridge), gas-stove, electric stove, vacuum-cleaner, television-set,
radio-set, music-centre
110
PHONETIC NOTES
1.
О б с т о я т е л ь с т в е н н ы е
г р у п п ы
в начале
предложения, как правило, выделяются в отдельную интонационную
группу и произносятся низким восходящим тоном. Например:
In -> front of the, house.
e j
On the ground, floor. ч j
2. Оба предложения, входящие в состав сложносочиненного
предложения (категорического утверждения), как пра
вило, произносятся нисходящим тоном, что объясняется их
смысловой законченностью. Например:
Doctor V Sandford's1 house is 'not vlarge | but it is vcomfortable.
Большая смысловая взаимосвязь между двумя самостоятельными
предложениями может быть выражена восходящим завершением первого
предложения. Например:
Doctor V Sandford's'house is 'not ,large | but it is ^comfortable.
3. Предложение, вводящее прямую речь, может произноситься как
восходящим, так и нисходящим тоном. Например:
Не ,says: | "I'm from vMoscow." Не vsays: | "Fm from ^Moscow."
При переводе в косвенную речь это предложение обычно не образует
самостоятельной смысловой фуппы. Например:
Doctor V Sandford 'says he must 'pay a1 lot of vmoney.
4. Постепенно нисходящая последовательность ударных слогов может
быть нарушена, если по смыслу необходимо выделить одно из
промежуточных слов (the Broken Descending Scale). Некоторое
повышение тона на ударном слоге выделенного слова сопровождается
дальнейшим постоянным понижением тона последующих слогов.
Например:
Не must Vpay the 'money for trnany vyears now.
– – , – ^
t
111
STUDY THE FOLLOWING
T a b l e No. 1 STATEMENTS I N INDIRECT SPEECH
I
he is a good student.
say
We You
she can speak English well.
tell him
They
(that)
the students must work more at
He She
says tells
their pronunciation.
me
Tom must be in Room No. 7.
Direct Speech
Indirect Speech
Tom says: "I have a few Eng– Tom says he has a few English
lish books." Betty says: "I am a writer." Bob says: "There are three
rooms in our flat."
books. Betty says she is a writer. Bob says there are three rooms
in their flat.
EXERCISES
I. Study Substitution Table No. 1 and compose as many sentences as
you can.
II. Read the following words and word combinations and explain the reading
rules:
a) weight, lain, coin, play, neighbour, neutral, grew, pie, pool, took, toy,
autumn, how, know, narrow, true, group, bread, peace, feel, dare, mere, where,
sore, ore, nasty, salt, lure, sure, jerk, jaw, fruit, foe, paw, hair, dear, chair, peer,
learn, car, moor;
b) a white bear; a poor fellow; a new dish; a low couch; a big mouth; a
narrow path; a broken chair; an old gypsy; chilly weather; brown bread; good
maize; bitter beer; fresh air; red hair; bad flour; repeat each word; correct
these mistakes; close the window; take the pill.
III.
The material below is to be prepared for reading. Mark the stresses and
tunes. Concentrate your attention on the vowel [зи]. Let your fellow-student read this
exercise for you to detect his possible errors in sounds:
|зи] 1. Oh, no, don't go home alone, nobody knows how
lonely the road is.
112
2. Soames never boasts of what he knows. But Rose never knows of what
she boasts.
3. As you sow you shall mow.
4. Little strokes fell great oaks.
5. If many men knew what many men know, If many men went where
many men go,
If many men did what many men do.
The world would be better – I think so, don't you?
2. a) No devoicing before voiceless consonants: Sand-ford'sjhouse,
