Текст книги "Практический курс английского языка 1 курс"

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XXII.

Use the following questions in indirect speech according to the given model.

Make all the necessary changes.

M o d e l : The teacher asks: "Do you know any English words?" The teacher

asks if we know any English words.

1. Tom asks: "Do you know English well?" 2. She asks: "Do you like to

skate?" 3. My friends ask: "Are you free on Sunday?"

4. The student asks: "Have you any English books at home?"

5. She asks: "Do you want to read this book?" 6. The teacher asks: "Are there

any mistakes in spelling on the blackboard?" 7. The student asks: "Are there any

mistakes in my pronunciation?" 8. The teacher asks me: "Do you know any poem

by heart?" 9. Mary asks me: "Do you know many English words?"

10.

Betty asks Tom: "Must you go to the Institute today?"

11.The teacher asks the boy: "Is May a spring month?" 12. The students ask

me: "Do you like our University?" 13. Mr. White asks Betty: "Is Doctor Sandford

in?" 14. The children ask Betty: "Do you play the piano?" 15. The teacher asks the

boy: "Have you any brothers or sisters?" 16. The teacher asks the girls: "Can you

spell the word 'white'?" 17. The boy asks his sister: "Do you see anything on the

table?"

XXIII.

Make up short dialogues according to the given model. Use

the following questions.

M o d e l : A: Do you know Helen?

B: What do you ask me?

A: I ask you if you know Helen.

C: What does A. ask you?

B: A. asks me if I know Helen.

1. Are you busy? 2. Are the lessons over? 3. Is he already twenty? 4. Are there

any new words in Lesson Four? 5. Do you know the pronunciation of all the new

words? 6. Is this translation difficult? 7. Do the students of your group work much

at their English? 8. Who is the monitor of your group? 9. Can you swim? 10.

Must we finish this work today? 11. Are you fond of animals?

XXIV.

Translate the following into English:

1. Пока я ничего не могу сделать. 2. Никто'ничего не хочет есть. 3. Могу

ли я для вас что-либо сделать? 4. Можно прийти к вам в воскресенье? 5.

Четверг – пятый день недели. 6. Моей младшей сестре сейчас десять лет. 7.

Я пока не умею говорить по-английски. – Неужели? 8. Добрый день, мистер

Уайт. В чем дело? – Могу ли я поговорить с вами, мистер Сэндфорд? – Да,

пожалуйста. 9, Что значит это слово? 10. Должна ли я что-либо подписать?

– Вот, пожалуйста. – Где мне подписать? – Вот здесь. 11. Многие из

наших студентов работают осенью на фермах. 12. Вы умеете играть на

рояле? 13. Можете ли вы дать мне что-нибудь почитать? 14. Кто работает *в

129

комнате 4? 15. Откройте страницу 5 и прочитайте текст. 16. На девятой

странице нет никакой картинки. 17. В комнате ваших родителей есть кто-

нибудь? 18. Мой сын знает наизусть много английских стихов. – Неужели?

19. Ее дочь уже школьница. – Неужели? 20. Я могу дать вам эту книгу. —

Неужели? 21 Аня должна приехать в понедельник. – Неужели? 22. Наши

занятия кончаются в июне. 23. Никто в нашей семье не работает в субботу.

XXV.

a) Describe Mr. White's visit. Concentrate on the reported speech, b) Imagine

you come to see your fellow-student to discuss^certain items (points) of your homework.

Make up a dialogue, c) Suggest a situation for your fellow-students to give it in the form

of a dialogue.

XXV.

Build short conversations. Use the vocabulary of this lesson and

conversational phrases.

ADDITIONAL PHONETIC EXERCISES

1. Read the exercises several times before the mirror.

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:

hau xpnti Ji* iz

hao ^klevsr 9v ju' -+ hau xnais ju1 ,клт -> hau »streincfe dis 3old тэеп

V wot 'nasti xwed3

V wot 'wAndsfol xr3uziz

V wot 'Uvli xvai9lits ju*v got

IZ

LABORATORY WORK

I. Repeat the sentences after the tape.

II. a) Listen to the questions and record your answers in the intervals, b) Listen to

the record and correct the mistakes if you have any.

III. a) Make the sentences interrogative and negative. Record the interrogative

and negative forms in the intervals, b) Check your sentences with the key.

II. a) Listen to the sentences. Supply short answers expressing surprise or doubt

and record them in the intervals, b) Check your sentences with the key.

IV. a) Change the sentences from direct into indirect speech. Record your

sentences in the intervals, b) Check your sentences with the key.

130

VI.

a) Translate the sentences into English and record them in the intervals, b)

Check your sentences with the key.

VII. a) Listen to the words, translate them, write them down, transcribe them, b)

Check your spelling and transcription with the key.

VIII.

Listen to the disjunctive questions. They are not true to fact.

Correct them.

IX. a) Listen to the dialogues «Days and Months», ''Asking the Time".

Translate them. Write them down. Mark the stresses and tunes, b) Read

the dialogues and learn them by heart.

131

Lesson Eleven

Phonetics: Интонация сложноподчиненного предложения. Text: Dialogue.

Grammar Степени сравнения наречий. Употребление определенного артикля с

географическими названиями.

Phonetic Exercise 43

'sehbreit – ,seli'brei/n

mw5a хпэ:0

'demanstreit – .deman'streijh

mwfle xsau0

'sitjueit 'imiteit

i'Iju:mineit

'oiganaiz 'dekareit ,sitju'eijn .imi'teifn

.iljuimi'nei/n (o:g3nai'zeiJn ^eka'reijn

inwda xwest inwdr xi:st inwda pa'sifik x3ufn inwdi* 3txlaentik 3ufn

m^di* aenxtaktik

Примечание. Работая над упражнением, обратите внимание на:

1. Произношение многосложных слов, состоящих из четырех или более слогов. Они

чаще всего имеют два ударения: главное и второстепенное. Второстепенное ударение

стоит в начале слова и отмечено знаком [,].

2. Глаголы того же корня, которые произносятся лишь с одним ударением в начале

слова.

Сочетание [т_дэ], где альвеолярный согласный становится зубным перед

межзубным.

TEXT

DIALOGUE

Alex meets a group of foreign students.

A l e x : Excuse me, what country are you from?

V о i t e k: I am from Poland. A l e x : Do

you live in Warsaw?

V о i t e k: No, I don't. I live in a small town in the North of Poland. Let me

introduce you to my friend Lucy.

A l e x : I am ever so glad to meet you.

132

V o i t e k : Lucy is from France, from Paris. She is French. By the way, do

you speak French?

A I ex: I am afraid I don't. I speak only two foreign languages, English and

Spanish. And I prefer to speak Spanish, as I know it much better than English.

V o i t e k : Oh, that's fine! Lucy speaks Spanish rather well. Her mother is

from South America. As for me I can't speak Spanish but I understand nearly

everything. Lucy and I are pen-friends.

A l e x : Would you like to join me and my fellow-students? We can have a

good time together.

V o i t e k : That'd be lovely. • A l e x : Come on, then.

VOCABULARY NOTES

foreign иностранный; foreign language иностранный язык Exxcuse me!

Извините! (Apology used before troubling smb.), e. g.

Excuse me! May 1 ask you a question? Excuse my back! Извините,

что я сижу (стою) к вам спиной.

xSorry! (I beg your) ^Pardon! (Apologies used after doing smth.

wrong.), e. g. Sorry, I didn't mean to hurt you. Mind: ,Sorry! ,Pardon!

(Asking to repeat smth.), e. g. Sorry! (Pardon!) Which street did you

say?

introduce vt вводить, e. g. He introduced a new method of working, to

introduce smb. to smb. представлять кого-л. кому-л., e. g. Will you introduce

me to your sister? Let me introduce myself. (Note: to acquaint smb. with smb.

(or smth.) знакомить кого-л. с кем-л. (чём-л.), е. д. Mr. Hill acquainted Eric with

his work, to get acquainted with smb. познакомиться с кем-л. Syn. to meet

(со/.), e. g. We got acquainted last year. This is John Smith, Ann. – Oh, glad to

meet you. I've heard so much about you. Meet my sister Helen. I am ever so glad

to meet you. Рад с Вами познакомиться.

prefer предпочитать

as for me что касается меня

pen-friends друзья по переписке

to join smb. присоединиться к кому-л.

come on пойдем

TOPICAL VOCABULARY

Cardinal points: the North, the South, the West, the East.

Continents: Europe I'jusrap], Asia ['eifc], Africa, America, 'Australia

[xs'treiljs], the Antarctic.

Oceans: the Atlantic Ocean, the Pacific Ocean, the Indian Ocean, the Arctic

Ocean.

Seas: the Black Sea, the Baltic Sea.

Rivers: the Volga, the Thames [temz], the Mississippi.

133

Islands: Great Britain, Ireland.

Chains o f mountains: the Urals ['jusrslz], the Alps.

The Commonwealth of Independent States (CIS) consists of former Soviet

Republics.

They are: Russia (Moscow), Ukraine (Kiev), Belarus (Minsk), Uzbekistan

(Tashkent), Kazak(h)stan (Alma-Ata), Georgia (Tbilisi), Azerbaidzan (Baku),

Moldova (Kishinev), Kirghizia (Bishkek), Tadzhikistan (Dushanbe), Armenia

(Ereven), Turkmenistan, Turkmenia (Ashghabat or Ashkabad).

134

CountriesCapitalsLanguagesNationalities BulgariaSofiaBulgarianthe

Bulgarians[ЬлГдеэпэ]['S3Ufld](a Bulgarian)CzechiaPragueCzech(ish)the

Czechs['tjekia][ргад](a Czech)SlovakiaBratislavaSlovakthe Slovaks[sl3u'v

[.brsti'slaiva](a Slovak)

>CubaHavanaSpanishthe Cubans['kjuba][ha'vaena](a

Cuban)GermanyBoonGermanthe Germans['фз.тэгп](bu:n)(a

German)HungaryBudapestHungarianthe Hungarians[Ълддэп]['bu:d3,pest](a

Hungarian)MongoliaUlan BatorMongolianthe Mongolians[ггтп'дзийэ]['u:la:n 'baito](a

Mongolian)PolandWarsawPolishthe Poles (a Pole)['рзЫэпа]

['wd:sd:]R(o)umaniaBucharestRumanianthe Rumanians[ru:'meinja]['buikarest](a

Rumanian)Viet NamHanoiViet-Namesethe Viet-Namesef'vjet'ncrm][ha:noi](a Viel-

Namese)AustriaViennaGermanthe Austnans['arstria][vi'ena]w(an

Austrian)BelgiumBrusselsFlemishthe Belgians['belcfcam]['brAslz](a

Belgian)CanadaOttawaFrench,the Canadians['kaenada]['otswa]English(a

Canadian)DenmarkCopenhagenDanishthe Danes['denmaik]['ksupan'heign](a

Dane)FinlandHelsinkiFinnishthe Finns['finland]['helsirjki](a

Finn)FranceParisFrenchthe French[fra:ns]['pans](a Frenchman)*(-woman)Great

BritainLondonEnglishthe English (an['greit 'bntn]['UndsnJEnglishman

Countries

135

Greece [gri:s]

the

Netherlands fnedabndz] (Holland) ['holand]

India ['indja]

Italy ['itali]

Japan [с&э'рзеп]

Norway ['no:wei]

Spain [spem]

Sweden |'swi:dn]

the United States of America (the USA) [бз ju:'naitid 'steits 3v э'тепкэ]

Capitals

Athens ['aeGanz]

Amsterdam ['aemstadam]

Delhi ['deli]

Rome [гзит]

Tokyo [Чзик1зи]

Oslo fosbu]

Madrid [ma'dnd]

Stockholm ['stDkh3ulm]

Washington ['wDfintan]

Languages Greek

Dutch

Hindi

Italian

Japanese

Norwegian

136

Spanish

Swedish

English

Nationalities

the Greeks (a Greek)

the Dutch (a Dutchman) (-woman)

the Indians (an Indian)

the Italians (an Italian)

the Japanese (a Japanese)

the Norwegians (a Norvegian)

the Spanish (a Spaniard)

the Swedes (a Swede)

the Americans (an American)

Примечания.

1 .

У п о т р е б л е н и е

с у б с т а н т и в и р о в а н н ы х

п р и л а г а т е л ь н ы х ,

о б о з н а ч а ю щ и х

н а ц и о н а л ь н о с т ь .

Некоторые имена прилагательные в английском языке могут выступать в функции

существительных. В этом случае они приобретают и морфологические признаки

существительных: способность иметь единственное и множественное число, принимать

определенный или неопределенный артикль, употребляться в притяжательном падеже, а

также иметь при себе определения.

Английские прилагательные, обозначающие национальность и оканчивающиеся на

–an, -ian, могут употребляться как прилагательные и как существительные. При

употреблении в значении существительных они приобретают все морфологические

признаки существительных. Например, a Russian book – русская книга; a Russian —

русский; several Russians – несколько русских; the Russians – русские; that Russian's

report – доклад того русского.

В качестве предикатива для обозначения национальности, как правило,

употребляются прилагательные; существительные употребляются реже: She is not

English, she is Russian. She is not an English woman, she is a Russian.

Прилагательные, обозначающие национальность, оканчивающиеся на -ese и -ss,

выступая в функции существительных, могут употребляться с неопределенным

артиклем для обозначения отдельного лица данной нации (a Japanese) и с определенным

– для обозначения нации в целом (the Japanese). Однако эти существительные не имеют

ни окончания множественного числа -s, ни окончания притяжательного падежа, several

Japanese – несколько японцев, that Japanese' daughter

137

Прилагательные, обозначающие национальность, оканчивающиеся на -ish и -сп,

выступая в функции существительных, употребляются всегда с определенным артиклем,

имеют значение только множественного числа, но не принимают окончания -s. Они

употребляются для обозначения данной нации в целом* the English – англичане

Для обозначения отдельных представителей данной нации употребляются сложные

существительные, образованные из этих прилагательных с существительными man,

woman, men, women: an Englishman, an Englishwoman, two (several) Englishmen.

2. Названия некоторых государств, океанов, морей, рек, горных цепей употребляются

с определенным артиклем С определенным артиклем употребляются также следующие

названия, the United Slates of America, the Caucasus ['ko kasas], the Crimea [krai'mia].

PHONETIC NOTES

И н т о н а ц и я

с л о ж н о п о д ч и н е н н о г о

п р е д л о ж е н и я .

Главное предложение, предшествующее придаточному, может произноситься

как нисходящим, так и восходящим тоном в зависимости от степени его

смысловой законченности. Например:

I preVfer to 'speak х Spanish, | as I Vknow it 'much ЪеКег than xEnglish. В

главном предложении выражена основная мысль, придаточное предложение

представляет собой дополнительную мысль.

I preVfer to 'speak , Spanish, | as I Vknow it 'much 'better than ^English.

Главное предложение воспринимается незаконченным без разъяснения,

сделанного в придаточном предложении.

Однако в целом ряде случаев сложноподчиненные предложения образуют

одну синтагму. Например: I V don't 'think he is xright.

Придаточное предложение, предшествующее главному, как правило, не

выражает смысловой законченности и произносится восходящим тоном.

Например:

When it -> gets ,dark | V Moscow 'looks especially beautiful I

because of its -> splendid illuminations.

При образовании наречий прибавлением к прилагательному суффикса

-1у, буква у меняется на i: easy – easily, happy – happily, gay—gaily.

Memory Work:

Roadways

By John Masefield

138

One road leads to London, One road runs to Wales,

My road leads me seawards To the white dipping sails.

One road leads to the river As it goes singing slow. My road leads to shipping

Where the bronzed sailors go.

My road calls me, lures me West, east, south and north,

Most roads lead men homewards My road leads me forth.

*

EXERCISES

I. Study Substitution Table No. 1 and compose as many sentences as

you can.

II. Copy and transcribe the following words. Mark primary and secondary stresses

and read the words aloud:

anniversary, demonstration, revolution, illumination, the Mississippi,

nationality, Japanese, explanation, celebration, invitation, assimilation,

conversation, congratulation, palatalization.

III.

a) The material below is to be prepared for reading. Mark the stresses and tunes.

Concentrate your attention on sounds, b) Let your fellow-student read the exercise aloud

for you to detect his possible errors in sounds. Tell him what must be done to eliminate

them:

[э:] 1. George was born in August.

2. I saw more than forty horses.

3. Her naughty daughter Maud is at fault.

2. Of all the saws I ever saw, I never saw a saw as that saw saws.

[c&] 1. Julius was jealous.

2. Jane, Jim and George Jones.

3. John, put the orange juice into the frige.

4. A journalist made a journey over Japan.

IV. Before you start working at the text practise the sounds in the following words

and word combinations:

1. [e] —November, eleventh, seventh, celebrate, gets,

guests, red, let, French, pen-friends, fellow, members;

[a:] – part, march, dark, park, France, party, mark;

[J] – revolution, demonstration, illuminations, English, Spanish;

[o:] – Warsaw, small, North.

2. a) Alveolars replaced by dentals: i^Jhe eleventh, on^the

139

seventh, iswthe greatest, injthe parks, and^the guests, onJ;his day, inj;he

history, i^Jthe birthday.

b) Loss of plosion: tak^part, whatj:ountry, goodjtime.

c) No voicing before voiced consonants: thi^jiay, get^jlark, muchjsetter.

d) No glottal stop: thewanniversary, thewillumination, from^all, let

me^introduce you, better than^English, butwIwunderstand, nearlyweverything,

Lucy^andwI, common.

V. a) Listen to the dialogue. Mark the stresses and tunes, b) Practise the dialogue for

test reading. Listen to it very carefully until you can say it in exactly the same way, c)

Memorize and dramatize it.

V. Give the degrees of comparison of the following adverbs and transcribe them:

slowly, fast, hard, badly, much, well, early, far, near, often, late, quietly, easily,

little, warmly, seriously, comfortably, quickly. ,

VII.

a) Put the adverbs in brackets in the correct place:

1. (never) Alex is late for his classes. 2. (usually) He has dinner at two o'clock.

3. (seldom) I go to bed before twelve o'clock. 4. (often) I speak Spanish with my

mother, 5. (always) He works in the lab after his lessons. 6. (still) Do you think

that she is ill? 7. (already) I think she is at home. 8. (sometimes) I see him in the

library.

b) Form sentences of your own using the same adverbs.

VIII. Answer the following questions:

1. What traditional holidays in our country do you know? 2. How do you

usually see in the New Year? 3. Is there a New-Year tree at your place at that

time? 4. Where can you see the biggest and the most beautiful New-Year tree in

Moscow? 5. When do we celebrate Mother's Day? 6. How do you mark this day

in your family? 7. Is Victory Day a traditional holiday only in our country or is it

an international holiday? 8. How do we celebrate Victory Day in our country? 9.

How do people in other countries mark it? 10. Which is the traditional holiday of

teachers in our country? 11. When is your birthday? 12. Do you always invite

guests to your birthday party? 13. There is a tradition in some countries to put

candles on the birthday cake so that people can see how old you are. How do you

like this tradition? 14. Do you put candles on your birthday cake? Why? *

IX.

Put the adjectives in brackets in the required degree of comparb

son:

i

140

1. Asia is (large) than Australia. 2. The Volga is (short) than the Mississippi. 3.

Mary is a (good) student than Lucy. 4. There are (few) mistakes in my dictation

than in yours. 5. This garden is the (beautiful) in our town. 6. The Arctic Ocean is

(cold) than the Indian Ocean. 7. Chines^ is (difficult) than English. 8. Spanish is

(easy) than German. 9. Let's go to the (far) corner of the park. That is the (quiet)

place here.

X. Some adverbs have the same form as their corresponding adjectives. Make up

sentences of your own using the words below (first as adjectives, then as adverbs).

M o d e l : It's a bad mistake. She feels bad today, fast, early, late, hard, long,

far, low, well, quick.

XI. The following pairs of adverbs are different iu meaning. Make Up sentences of

your own to show the difference:

hard – hardly, near – nearly, close – closely.

XII.

Speak on your favourite holidays.

XIII.

Fill in prepositions if necessary:

1. When we go ... foreign countries we see and learn a lot ... things. 2. She says

she likes to go ... the Caucasus ... winter. 3. Japan is a country ... the western

part ... the Pacific Ocean. It consists ... many islands, large and small. Some ...

them are only a few miles long. 4. The Crimea is ... the South ... our country. 5.

My sister lives ... the Far East. 6. The Baltic Sea is ... the West. 7. Show us the

longest river ... Russia ... the map. 8. Slovakia is ... the centre ... Europe. 9. St.

Petersburg is ... the north-west ... Moscow. 10. Thousands ... students ... all

nationalities study ... the institutes ... our country. 11. One ... the students ... our

group is ... Rumania. 12. What's the capital ... Rumania? 13. What language do

they speak ... Bulgaria.

XIV.

Fill in the definite or indefinite article if necessary:

1. ... Russia occupies ... eastern half of ... Europe and ... northern third ... of

Asia. 2. ... climate of ... northern part of ... Russia is severe. 3. In ... European part

of ... Russia ... summer is warm and sunny. 4. This winter is ... true Russian winter

with hard frosts. 5. It is warm all ... year round in ... Crimea and ... Caucasus. 6. ...

Commonwealth of Independent States is one of ... biggest countries of ... whole

world. 7. Tbilisi is ... capital of ... Georgia. 8. I want to go to ... Alma-Ata some

day. 9. ... best vway to know and understand ... people of other countries is to meet

them in their own homes. 10. Is Australia ... island or ... continent? 11. ... Black

Sea is in ... South. 12. There are six continents in ... world, aren't there? 13. France

is to ... northwest of Italy.

141

XV.

Let the members of the class ask and answer questions as in

the models. Give a short answer and add a sentence of your own using

adverbs in the comparative and the superlative degree.

M o d e l 1 : Does she speak Spanish more fluently than her friend? Oh yes,

she does. Of all the students in our group she speaks most fluently.

. M o d e l 2 : He doesn't go to bed later than you, does he? No, he doesn't. He

goes to bed earliest of all, (or. But he does. He goes to bed latest of all.)

XVI.

Form questions to the following statements:

1. Russia is a very large country. 2. There are more than 100 nationalities in

the CIS. 3. In the North of our country winter is very cold. 4. There are a lot of

rivers and lakes in the North of Russia.

XVII. Answer the following questions:

1. How many oceans can you see on the map? What are they? 2. Is the Pacific

the largest ocean in the world ? 3. Which is the largest ocean in the world? 4. Does

the Pacific Ocean wash Western Europe? 5. Which ocean washes Western Europe?

6. Which ocean washes the northern part of Europe? 7. Which ocean washes

Eastern Asia? 8. What two American continents do you know? 9. What other

continents do you know? 10. Is Australia a continent or an island? 11. Is Ireland an

island or a continent? 12. The Alps are higher than the Urals, aren't they? 13. What

are the highest mountains in Europe? 14. The Mississippi is the longest river in the

world, isn't it? 15. Is the Thames as long as the Mississippi? 16. Which is the

longest river in the world? 17. Is the Black Sea in the South? 18. Is the Baltic Sea

in the South too? Where is it? 19. Is the White Sea in the North or in the South?

20. Is the United States in North or in South America? 21. Is Japan in the .West or

in the East? 22. Is Italy in the South or in the North of Europe? 23. What is the

capital of Bulgaria (Hungary, Rumania) ? 24. What language do the Spaniards (the

Japanese) speak?

XVIII.

Look at the map of the world, show and name all the continents, oceans,

seas, countries and other geographical names you know.

XVIII. Make up short dialogues on the topic: «At the Map of the World». Use

conversational phrases.

XX.

Change the following sentences from direct into indirect speech:

1. The pupil asks: "Is the United States in North America?"

2. The student asks: "Is the Volga longer than the Thames?"

3. The pupil asks: "Is the Thames as long as the Volga?" 4. My friend asks me:

"Is the Baltic Sea cold?" 5. The teacher asks: "Is Budapest in Hungary?" 6. The

teacher says: "The Indian Ocean is warmer than the Arctic Ocean." 7. Betty says:

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"My father speaks two foreign languages: German and French." 8. The teacher

says: "London is the capital of Great Britain." 9. The

teacher says: "Betty speaks German better than Mary." 10. My friend asks:

"Does Mary speak Italian?" 11. My mother asks: "Does Helen know any foreign

languages?" 12. The teacher says: "Japanese is a difficult language." 13. The

student asks: "Is Japanese more difficult than Russian?" 14. The pupil asks: "Is

Prague the capital of Czechia?" 15. The teacher asks me: "Can you spell the word

'Mississippi'?"

XXL a) Form sentences on the model using the following words and word

combinations.

M o d e l : He wants to take part in this work.

the game, the play, the football match, demonstration, concert, discussion.

b) Make the same sentences negative.

XXII.

a) Fill in much better.

1. He knows French ... than German. 2. He can do it ... than she. 3. He writes

dictations ... than his friends.

b) Give sentences of your own using the same model.

XXIII.

Replace the part of the model in bold type by the following:

M o d e l 1: Let me introduce you to my friends.

my mother, my teacher, my sister, my cousin, my father-in-law.

M o d e l 2 : 1 am ever so glad to meet you.

to see you, to listen to you, to do it for you, to join you.

M o d e l 3 : Would you join my fellow-students?

our group, my friends, our company, my family.

M o d e l 4 : What's his (her, their) nationality? He is (a)

Russian.

Greek, Armenian, English, ...

M o d e l 5: The Russians live in Russia. Poland,

England, Spain, France, ...

M o d e l 6: What country (republic) are you (she, they) from? I come (am)

from Estonia.

Latvia, Spain, France, ...

XXIV.

Translate the following sentences into English:

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1. В дни праздников Москва выглядит особенно красиво. 2. Является ли 8

Марта традиционным интернациональным праздником? 3. Хотели бы вы

встретить Новый год с нами? 4. Известный певец принимает участие в

нашем конкурсе. 5. Вид из окна моей комнаты великолепен. 6. Когда

темнеет, люди выходят на улицы смотреть иллюминацию. 7. В праздничные

дни в Москве много иностранных гостей. Они гуляют по городу,

разговаривают с русскими людьми. 8. Вы принимаете участие в работе

нашего английского клуба? 9. В нашей группе учатся студенты из разных

городов России. 10. Моя подруга знает немецкий язык гораздо лучше, чем я.

11. Он говорит по-итальянски плохо, но понимает почти все. 12. На каком

иностранном языке говорит ваша подруга? 13. Разрешите мне познакомить

вас с моей мамой. 14. Я вижу стройную черноволосую девушку у окна. Как

ты думаешь, кто она по национальности? – Я знаю, что ее мать – грузинка,

а отец – русский. 15. Среди туристов было много болгар, которые хорошо

говорили по-русски. 16. Я родилась в Москве. (My birthplace).

XXV.

Speak on the following:

1. The map of the world. 2. The country you find interesting. 3. My favourite

holiday.

ADDITIONAL PHONETIC EXERCISES

1. Read the exercises several times before the mirror.

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:

'ilsstreit 'libsreit 'imigreit 'stimjuleit

.ib'streijh .libs'reijn .imi'greifn .stimju'leijn

'kDnstitju:t – JkDnsti'tjirJh di'skrimineit– di.skrimi'neijh дэ -> reis

di,sknmi vneijn бэ -> fait fo ,lib9vreijn бэ V nju: 'nvfn ,kDnstixtju:Jn

I. a) Repeat the sentences after the tape, b) Make the sentences interrogative and

negative.

(Don't forget that in the negative sentences as ... as is changed into not so ...

as).

II. listen to the questions and answer them in the intervals.

Ш. a) Change the sentences from direct into indirect speech, b) Check your sentences

with the key.

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IV.

a) Translate the sentences into English and record them in the

intervals, b) Check your sentences with the key.

V. a) Translate the sentences into English and pronounce them in two ways: first the

main clause must be pronounced with the falling tone and then with the rising one. b)

Check your sentences with the key.

M o d e l : I prefer to speak v Spanish | as I know it much better than ^English.

I prefer to speak, Spanish | as I know it much better than x English.

VI. Spell and transcribe the words and word combinations.

n VII. Listen to the disjunctive questions. They are not true to fact. Correct them.

О С Н О В Н О Й К У Р С

Lesson Twelve

Л

Grammar The Present Continuous Tense. Special Questions in

Indirect Speech. Imperative Sentences in Indirect Speech. Texts: 1. Meals. 2. In the

Canteen. Phonetics: Intonation of Parentheses.

STUDY THE FOLLOWING

T a b l e No. 1

THE PRESENT CONTINUOUS TENSE

Iam (not)Hespeaking English.My cousinis (not)writing a letter.Her brotherplaying the

3

piano.walking fast.reading a newspaper.Weplaying footbal .Youare (not)The girls

%

Ishis wife their friend her motherworking in the garden? writing anything? standing

b)

at the window? reading exercises? working in the room?Arethe students the

children

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T a b l e No. 2

SPECIAL QUESTIONS IN INDIRECT SPEECH

Hewhere my parents live.My friendasks (me)why I am late.Our teacherwhere my

father works.what newspaper I read.

T a b l e Na. 3 IMPERATIVE SENTENCES IN INDIRECT

SPEECH

Heasks meto wait for him.Shetells meto do it at once.FatherYouTheyask menot to go

there alone.The girlstell menot to stay there any longer.

SPELLING RULES

The following spelling rules should be observed in the forma-tibn of Participle

I:

1. The mute -e is dropped before adding the suffix -ing: to take – taking.

2. The final consonant is doubled (before the suffix -ing) if it is preceded by a

vowel expressing a short stressed sound: to get – getting.

1 3. The final -1 is doubled if it is preceded by a vowel expressing a short

sound: to travel – travelling.

4. In the verbs to die, to lie and to tie the letters ie are replaced by у before

the suffix -ing: to die – dying; to lie – lying; to |ie – tying.

5. The final -y is not changed before adding the suffix -ing no matter whether

it is preceded by a consonant or by a vowel: to say – saying; to dry – drying.

6. The letter r is doubled if the final syllable is stressed: prefer – preferring;

but: 'offer – 'offering.

GRAMMAR EXERCISES

I. Study Substitution Table No. I and compose as many sentences as you can.

I. Write and transcribe the first participle of the following verbs:

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give, take, begin, buy, pay, say, listen, write, stay, leave, go, come, dine, put,

pass, talk, work, get, sit, look, forget, hurry, study, travel, have, give, taste, prefer,