Текст книги "Практический курс английского языка 2 курс"
Автор книги: Владимир Аракин
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XVI. Compose a short story to which the pictures on pp. 187-189 might serve as an illustration. Use prompt words and phrases listed betow:
XVII. Film "Mr. Brown's Holiday". Film segment 5 "Is it Good to be a Student?" (Chrichester). a) Watch and listen, b) Do the exercises from the guide to the film.
UNIT SIX
I. Paraphrase the following sentences, using Patten 1:
II. Complete the following sentences, using the patterns:
III. Translate these sentences into English:
IV. Make up short situations to illustrate Patterns 1, 2, 3 (three situations for each pattern).
V. Make up dialogues, using all the patterns.
TEXT. A FRIEND IN NEED by William Somerset Maugham (abridged)
I. Read the text and do the following (A. Grammar, B. Word usage, C. Word-formation).
II. Translate in writing three paragraphs from the text: 1) the first paragraph, 2) the paragraph beginning with "He didn't move" and 3) the paragraph from "Swim!" up to "Suddenly I had an idea".
Read the translation in class and discuss it with your fellow-students.
III. a) Transcribe these words:
b) Transcribe and explain the rules of reading these words:
IV. Write twenty special questions about the text In each question use one of the phrases from Essential Vocabulary (I).
V. Fill in prepositions:
VI. Study Vocabulary Notes and translate the illustrative examples into Russian.
VII. Answer the following questions:
VIII. Write an outline of the story. You may try three ways: a) following the chain of true events; b) sticking to the story as told by the author or c) building it up round the main idea of the story.
IX. a) Fill in different English equivalents of the Russian words занят and свободен (engaged, busy, occupied or vacant, free, spare):
b) Think of situations or microdialogues consisting of a statement (or a question) and a reply to it using the words mentioned above.
X. Translate these sentences into English:
XI. Read the story carefully and answer the following questions:
ХII. Try your band at teaching:
ХIII. Write a summary of the story "A Friend in Need". Before writing it find answers to the following questions that may serve as the key points of the story.
XIV. Speak on the characters of the story;
XV. Paraphrase the following sentences, using colloquial words and phrases from the text instead of the words in italic type which are stylistically neutral:
XVI. Revise the story and discuss the following:
XVII. Perform a dialogue between old Burton and his namesake.
XVIII. Role-playing.
XIX. Think of a different end to the story (comical, puzzling, etc.).
XX. Write a short story to illustrate the proverb "A friend in need is a friend indeed". Use Essential Vocabulary of the lesson. Retell your story in class.
XXI. Translate the following sentences into English, using the word rather.
ХXII. a) Read the text:
b) Retell the text above using the phrases in italic type.
c) Comment on the text. Say if you think such a competition is a sport.
XXIII. Try your hand at teaching.
1. Say what you would do in the teacher's position:
2. Practise your Classroom English.
TOPIC: SPORTS AND GAMES
I. Study Texts A and В and transcribe these words:
II. Write 15 questions about Texts A and B; b) Retell Texts A and В (in indirect speech). Evaluate the reports of your fellow students according to delivery: general clarity, pronunciation, fluency, rythm, intonation.
III. Study Essential Vocabulary (II), Explanatory Notes and name: a) as many kinds of sport as you can; b) some open-air games; c) some indoor games.
IV. What do yon call a person who goes la for:
V. a) Fill in prepositions if necessary:
b) Retell the text.
VI. Answer the following questions. Do not answer in one sentence. Add something:
VII. Read Text С and try to explain the phrases listed below. Do not merely translate them into Russian. Change them into a type of English that is more easily understood and explain what they mean in the context of the conversation.
VIII. Translate the following sentences into English:
IX. Correct the wrong statements. Add a few more sentences to make up a dialogue:
X. Try to describe your favourite game. Use a dictionary to look up any special words. Let your partners guess which game you are describing. Speak according to the plan that is given in the example:
XI. a) Speak on each kind of sport on the list below; briefly describe it as well as the qualities it requires from the sportsman, е.g. strength, endurance, quickness of reaction, courage, etc. Say a few words about its advantages and attractive features:
b) Make up dialogues discussing one (or several) of the sports from the list above. Use the following:
XII. a) Read the text and comment on it:
b) What do you know of the kinds of sport which recently appeared! Describe them and say what attracts people in them.
XIII. Act out the following situations:
XIV. Translate into English:
XV. a) Translate the text into Russian:
b) Comment on the extract:
XVI. a) Study the text and search for some arguments in favour of sport. Summarize the text:
b) Persuade your partner to start practising sport immediately.
c) Speak on: 1. the role of sport in modern life; 2. sport as part of school and college life.
XVII. Role-playing.
XVIII. Describe these pictures in suds a way as if you have seen the event with your own eyes. Use some details, try to sound as convincing as possible. Use some words and phrases given below:
UNIT SEVEN
I. Change the following sentences to as to use the patterns:
II. Complete tee following, using Pattern 2:
III. Translate the following sentences into English, using the patterns:
IV. Respond to the following statements and questions, using the patterns. (Make use of the conversational formulas given in the Reminder.)
TEXT. THE BRITISH ISLES
I. Read the text and do the following (A. Grammar, B. Word usage, C. Word-formation):
II. Write English equivalents of the following:
III. a) Make up a list of geographical names used in the text (mind the articles) and transcribe them.
b) Transcribe and translate the following words:
с) Translate the following verbs into English. Give their four forms:
d) Give the plural of the following nouns. Translate them into Russian:
IV. Supply adjectives:
V. Answer the following questions (use the map on p. 240):
VI. Translate the following sentences in writing. (Consult Essential Vocabulary (I).) Respond to the questions and statements, using the conversational formulas (see p. 164, Ex. XI 8):
VII. Study the following derivatives and compounds:
a) Write out the sentences in which they are used in the text.
b) Use them in sentences of your own.
c) Give English equivalents of the following:
d) Give Russian equivalents of the following:
VIII. Supply articles where necessary. Write answers to the questions:
IX. Study Vocabulary Notes and translate the illustrative examples into Russian.
X. Supply suitable words (consult Essential Vocabulary I):
XI. Express the same idea in your own words or explain the following substituting synonyms for the words in italics:
XII. Fill in prepositions. Make a study of the text'
ХIII. Write questions about the text, using new words and phrases in each question. When asking and answering the questions use the map.
XIV. Give English equivalents of the Russian word мелкий in its different meanings. Use them in sentences of your own.
XV. a) Read and translate the following text:
b) Talk (or make up a dialogue) on the climate "of the European part of Russia using the terms from the text above.
XVI. Translate these sentences iato English:
XVII. Fill in:
XVIII. Translate the sentences into English:
XIX. The table below (April, 1981) shows some similarities and differences between the four countries of Great Britain:
XX. Talk about your home town. Use the following dialogue as a model:
XXI. Try your hand at teaching.
TOPIC: GEOGRAPHY
I. Study Texts A and В and a) transcribe the words below:
b) Transcribe the geographical names used in Text A,
II, Pick out front Text A English equivalents of the following:
III. Writte questions about Text A, using the words and phrases from Ex. II. Prepare to discuss the text (Use he map.)
IV. Read Text С and pick-out English squivalents of the following phrases:
V. Retell Text С in indirect speech. Try and give an additional piece of information on the topic.
VI. Fill in Use weirds bolder, boundary or frontier. Choose the correct alternative.
VII. Study Text С and use it as a model for a talk between an Englishman and a Russian who is on his first visit to England.
VIII. Fill in the words north, west east, south, or their derivatives:
IХ. Supply articles where necessary:
X. Discuss the following topics (use the map):
XI. Supply prepositions where necessary:
XII. 1. Describe the scenery, climate and industries of your home town, region or republic. 2. Choose four slides or postcards and give a commentary on them. With the first picture, concentrate on describing what there is in the picture. With the second one try to give the position of things accurately. You can use the third one for talking about how and when the picture was taken. And the last one can be the starting point for a story or joke. (See "Classroom English" Section V.)
XIII. Finish up the sentences according to the model. (Consult a dictionary.):
XIV. Make up dialogues between an English and a Russian student on the topics:
XV. Translate the following, putting it into your own words:
XVI, Comment on the following proverbs and sayings. (Explain their meaning, give their Russian equivalents.):
ХVII. Read the following passage and a) discuss it in detail; b) give a short summary of the passage; c) comment on the following:
XVIII. Role-playing:
XIX. Film "Mr. Brown's Holiday". Film Segment 7 "How do I Get to...?" (Sallsbury), a) Watch and lislen, b) Do the exercises from the film.
UNIT EIGHT
I. Change the sentences, using the patterns:
II. Complete the following sentences, using the patterns. Make nse of the words and phrases in brackets:
III. Translate the following sentences into English. Use the patterns:
IV. Respond to the following statements, using the patterns. (Make use of the conversational formulas given in the Reminder.):
V. Think of short situations in which you can use these patterns.
TEXT. SEEING PEOPLE OFF By Max Beerbohm
1. Bead the text and explain the following points (A. Grammar, B. Word usage, C. Style):
II. a) Write the transcribed words in traditional spelling. Explain the rules for reading. Think of some other words spelled in the same way:
b) Mark the stresses and explain the reading rules. Translate the words into Russian:
III. a) Write oat from the story the sentences with the following words:
b) Explain the difference between the synonyms within each pair. (See Notes on p. 18.) When in doubt, consult dictionaries.
IV. Answer the questions. Argue your answers:
V. Study Vocabulary Notes, translate the illustrative examples and a) give synonyms of:
b) give antonyms oft
c) give derivatives of:
VI. Fill in appropriate words (coasult Essential Vocabulary (I) list):
VII. Express in one word (see Text Eight aad Vocabulary Notes):
VIII. The following statements are not true to fact Correct them, using the conversational formulas given in the Reminder:
IX. Insert prepositions where necessary:
X. Translate these sentences into Russian:
XI. Try your band at teaching.
Say what yon would do in the teacher's position:
ХII. a) Retell the text: 1) in the third person; 2) as if yon ware the narrator's friend who was leaving for America; 3) as if you were the young American lady; 4) as if yon were Le Ros.
b) Give a summary of the story.
ХIII. Translate these sentences into English:
XIV. Act out the scene:
XV. Go over the text of Unit 8 again to discuss the following in class. Let someone agree or disagree and express their own opinion (see the Prompts suggested):
TOPIC: TRAVELLING
I. Answer the questions. Be careful to argue your case well:
II. Fill in appropriate words (consult the list of synonyms on pp. 291– 292):.
VII. Role-playing.
Work in groups of four or five:
VIII. Translate the following into English:
IX. Make up dialogues.
X. а) Translate the following fragment into Russian in written form:
XI. a) Read the text below and translate it into Russian orally:
b) Answer the following questions:
c) Point out the Hues and passages that you consider humorous. Is it humour of situation or humour of words! (Analyse each case separately.)
XII. Speak individually or arrange a discussion on the following:
ХIII. Try your hand at teaching.
1. Arrange and run a conversation on the following text:
XIV. A. Do yon know how to act sensibly when out in the wilds? If not, the text below might help you:
B. Describe the pictures. Use the suggested phrases.
С See if the travellers have acted sessibly. Support your idea.
UNIT NINE
I. Change the sentences, using the patterns:
II. Think of a situation. Suggest a beginning matching up the end. Use the proper pattern:
III. Translate the following into English. Use the patterns:
IV. Respond to the following statements and questions, using the patterns:
V. Write 12 questions suggesting answers with these patterns. (The questions in Ex. IV may serve as a model.)
TEXT. ROSE AT THE MUSIC-HALL From "They Walk in the City" by J. B. Priestley
1. Bead the text and explain the following points (A. Grammar, B. Word usage, С. Style):
II. Transcribe the following words and translate them into Russian:
III. a) Find in the text sentences with:
and write your own sentences with the same word-combinations,
b) Find in the text sentences with:
and write your own sentences with the same words and phrases.
IV. Answer the questions:
V. Search the text for adjectives and classify them into two groups according to "positive" and "negative" qualities as suggested by the context (e.g. 1) great, good, nice... and 2) cheap, creased...). When the list is ready, describe some place and its atmosphere using the adjectives of each group.
VI. Tell the story of Rose as your own experience in the past.
VII. Study Vocabulary Notes and a) translate the examples; b) give synonyms of:
c) give antonyms of:
d) give derivatives of:
VIII. Fill in with:
a) be anxious, worry, trouble, bother.
b) anxious and its derivatives:
с) attend and its derivatives:
d) entertain and its derivatives:
IX. Translate these sentences into Russian:
X. Translate these sentences into English, using the word way.
XI. Make up dialogues:
ХII. Insert prepositions or adverbs where necessary:
ХIII. Make up a story, using the words and phrases from Essential Vocabulary I.
XIV. Translate the following sentences into English:
XV. Test on synonymy. Consult Notes on pp. 18 and 201.
XVI. Go over the text again and try to discuss the following:
XVII. a) Translate the text into Russian:
b) Comment on the following aspects of the fragment:
c) Comment on the literary merit and style of the fragment. Do you think that the author has managed to create a vivid and emotionally charged picture of a ballet performaAcet (Give reasons for whatever you say.) Which lines do you consider especially expressive? Why? What stylistic devices can you point out in the extract?
XVIII. Write an essay describing a person's first visit to a ballet (opera, drama) performance or to a symphony concert. Try to imitate the style and manner of the fragment above (you may borrow some phrases from it).
TOPIC: THEATRE
I. Answer the following questions:
II. Try your band at teaching:
III. Learn Text В by heart. Act out this dialogue.
IV. Retell Text С in your own words.
V. Translate the following into English:
VI. Read the following and either agree or disagree with the statements. (See the Reminder.):
VII. a) Describe your impressions of a play (opera, ballet) you have seen. Follow the plan below:
b) Make up dialogues discussing the points above.
VIII. a) Supply articles where necessary:
b) Answer the following questions:
IX. a) Give a free translation of the following passage. Make use of the English phrases given at the end:
b) What can you say about the significance of the event described above for the history of Russian and world theatre?
X. a) Read Sir Laurence Olivier's answers given by him in a newspaper interview:
b) Try your hand at teaching:
XI. Sole-playing.
XXI. a) Translate the following fragments into Russian (in writing)!
b) Comment on the fragments above.
ХIII. Speak individually or arrange a discussion on the following:
XIV. Try your hand at teaching. 1. Say what you would do in the teacher's position:
2. Respond to the following modestly. Here are a few possible ways of beginning answers:
3. Classroom English. (Revision);
XV. Describe these pictures: Use the following:
XVI. Film "Mr. Brown's Holiday". Film segments 9 "One More Substitute" (Yeovil) and 10 "Back at Ноmе" (London), a) Watch and listen, b) Do the exercises from the guide to the film.
SUPPLEMENT
A. CLASSROOM ENGLISH
I. Pupil Language
1. Following the Lesson
2. Correctness of Answers
3. Language Questions
4. Politeness
II. Beginning of Lesson
III. End of Lesson
IV. Blackboard Activity
V. Slides, Pictures, Films
VI. Textbook Activity
VII. Class Control
VIII. Right /Wrong
IX. Assessment
X. Conversation
B. CONVERSATIONAL PHRASES
1. Handling a Dialogue
2. Reacting to News
3. Discussion. Opinions
4. Agreeing. Disagreeing
5. Giving Advice
EXERCISES IN INTONATION
SECTION ONE. Review of Fundamental Intonation Patterns and Their Use
I. Read the following conversational situations. Define the communicative type of the replies. Say what attitudes are conveyed in them. Give your own replies to the same conversational contexts;
2. Read the following dialogues. Express the suggested attitudes:
3. a) Listen to the dialogue. Mark the stresses and tunes. Find sense-groups and sentences pronounced with intonation Patterns I, II; III, IV, V, VI, VII, VIII. Say what kind of sentences they are used in. Define the attitudes expressed in them:
b) Record your reading of the dialogue. Play the recording back for the teacher and your fellow-students to detect the possible errors. Practise the dialogue for test reading. Memorize and dramatize it.
c) Make up conversational situations, using the following phrases:
d) Use the same phrases in a conversation.
4. This exercise is meant to develop your ability to hear and reproduce intonation in different speech situations.
5. This exercise is meant to test your ability to read and reproduce a story with correct intonation.
SECTION TWO. Intonation Pattern IX. High fall
1. listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
2. Listen to the replies and repeat them in the intervals. Start the fall high enough.
3. Listen to the Verbal Context and reply to it in the intervals.
4. In order to fix Intonation Pattern IX in your mind, ear and speech habits, pronounce each reply several times until it sounds perfectly natural to you.
5. Listen to a fellow-student reading the replies and point out his (her) errors in pronunciation.
6. Listen to the Verbal Contest said by a fellow-student. Make your replies sound lovely, warm, airy. Use the proper intonation patterns. Continue the exercise until everyone has participated:
7. Give your own replies to the Verbal Context above. Use Intonation Pattern IX in them.
8. Use Intonation Pattern I in the Drills. Observe the difference in attitudes.
9. This exercise is meant to revise the intonation patterns you already know. Work in pairs.
10. Practise the following dialogues. Use the High Fall in them. Observe the attitudes you convey:
11. Listen to the Verbal Context suggested by the teacher. Reply by using one of the drill sentences below. Pronounce it with Intonation Pattern IХ. Say what attitude you mean to render;
12. Make up a dialogue of your own, using some of the phrases from Ex. 10.
13. This exercise is meant to develop your ability to hear and reproduce intonation in conversation.
14. This exercise is meant to develop your ability to hear and reproduce intonation in reading.
15. Mark stresses and tunes in the following text, listen to the model. Mark the stresses and tunes. Compare your intonation with that of the model. Practise the text according to the model:
16. This exercise is meant to develop your ability to hear intonation and reproduce it in different speech situations.
17. This exercise is meant to test your ability to analyse and reproduce material for reading and retelling.
SECTION THREE. Intonation Pattern X (LOW PRE-HEAD+) RISING HEAD + HIGH FALL (+ TAIL)
7. Give your own replies to the Verbal Context of Ex. 1 and 6. Use Intonation Pattern X.
8. The teacher or one of the students suggests a Verbal Context The students reply to it in turn using:
9. Read the following extracts. Observe the position of the logical stress:
10. Look for similar situations in the books you are reading at the moment
11. This exercise is meant to practise the intonation patterns you already know.
12. This exercise is meant to develop your ability to bear and reproduce intonation in different speech situations.
13. This exercise is meant to revise Intonation Pattern IX. Read the following dialogue. Use the High Fall to express personal concern, involvement:
14. This exercise is meant to develop your ability to hear intonation and reproduce it in different speech situations.
15. This exercise is meant to test your ability to analyze material for reading.
SECTION FOUR. Intonation Pattern XI (LOW PRE-HEAD + ) FALLING HEAD+ HIGH FALL (+ TAIL)
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
7. Read the following dialogue with a fellow-student» using Intonation Pattern XI. Special questions should sound interested, lively, brisk. The replies sound lively, friendly and warm:
8. A student will read the Verbal Context below. Other students will read the replies in turn, using the High Fall and the logical stress on the same word to make the utterance emphatic. Define the attitude you are trying to express:
9. Listen to your teacher read the context sentences below. Pronounce each of the following replies in two ways: first with Intonation Pattern II, then with Intonation Pattern XI. Observe the intonation line. Convey the suggested attitudes:
10. Listen to a fellow-student say the context sentences below. Pronounce each of the following replies, trying to convey the suggested attitudes. Be careful with the intonation line. Define the Intonation Pattern of your reply:
12. This exercise is meant to develop your ability to hear and reproduce intonation in conversation.
13. Translate into English. Use the corresponding phrases from item(d) above. Do not let your Russian pronunciation habits interfere:
14. Head the following dialogue:
15. Make up a dialogue of your own, using some of the phrases of the dialogue above.
16. This exercise is meant to develop your ability to read and retell a story with correct intonation.
17. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
SECTION FIVE Compound Tunes FALL + RISE
7. Say the following sentences with a) the High Fall + the Low Rise; b) the Descending Head + the Low Rise. Observe the difference in attitudes:
8. Give your own replies to the Verbal Context of Ex. 1 and 6.
9. Read the following situations. Convey the attitudes suggested in brackets:
10. Listen to the dialogue on the tape ("Dinner-table Talk"). Pick out sentences containing the High Fail + the Low Rise. Say what attitude is conveyed in them. Use these sentences in conversational situations of your own.
11. Listen to the Verbal Context and express sympathy in the replies. Use the proper intonation pattern:
12. This exercise is meant to develop your ability to hear and reproduce intonation in conversation.
13. Make up conversational situations, using the following phrases:
14. Make up a dialogue about your future profession.
15. This exercise is meant to develop your ability to hear intonation and reproduce it in reading and narration.
16. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
SECTION SIX Compound Tunes TWO OR MORE FALLS WITHIN ONE SENSE-GROUP
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
7. The teacher will suggest the Verbal Context of Ex. 1 and 6. The students will reply to it, using Sliding Head + High Fall. The drill continues until every student has participated. Keep the exercise moving on rapidly.
8. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies. Note all the prominent words of the bead:
15. Read the following sentences expressing the attitudes suggested in brackets. Use them In conversational situations of your own;
16. The teacher will suggest a Verbal Context You in turn reply to it in the form of statements and questions, expressing personal concern or interest:
17. Read the story "A Friend in Need" by S. Maugham (see p. 104). The sentences from the text given below are not true to fact. One of the students will read a sentence, another win correct him, using Intonation Patterns VI or VII.
18. Make statements to be corrected according to the model above. The drill will continue until every student has participated. Keep the exercise moving on rapidly.
19. This exercise is meant to develop your ability to bear the intonation and reproduce it in proper speech situations.
20. Make up a dialogue of your own, using phrases from the dialogue above.
21. This exercise is meant to develop your ability to hear the intonation and reproduce it in proper speech situations.
22. Read the jokes silently to make sure you understand each sentence. Find the sentence expressing the essence of each joke. Split up each sentence into intonation groups if necessary. Mark the stresses and tunes. Underline the communicative centre and the nuclear word of each intonation group. It is not expected that each student win intone the text in the same way. The teacher win help you to correct your variant. Practise reading the jokes several times:
SECTION SEVEN Intonation pattern XII I. (LOW PRE-HEAD + ) HIGH RISE (+TAIL) II. (LOW PRE-HEAD + ) (HIGH HEAD+) HIGH RISE ( + TAIL)
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
7. Respond to the following sentences. Use Intonation Pattern ХП casing for a repetition of the information already given.
8. This exercise is meant to develop your ability to near and reproduce intonation in different speech situations.
9. Make up conversational situations, using the following phrases:
10. Read the following dialogues. Define the communicative type of the sentences and say what attitudes you mean to convey:
11. Make up a dialogue of your own, using some of the phrases from the dialogues above.
12. Read the following sentences. The prompts in brackets will help you to determine the position of the logical stress. Make up a situation to prove the position of the logical stress:
13. Listen to the text on the tape ("Commerce and Industry"). Write it down. Mark the stresses and tunes. Practise the text.
14. Read the following sentences. Use Intonation Patters VI to single out the subject:
15. This exercise is meant to develop your ability to hear the intonation and reproduce it in proper speech situations.
16. Read the text "May Day" silently to make sure you understand each sentence. Split up each sentence into intonation groups if necessary. Mark the stresses and tones. Underline the communicative centre and the nuclear word of each intonation group. It is not expected that each student will intone the text in the same way. The teacher will help you to correct your variant
SECTION EIGHT. HIGH PRE-HEAD
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
2. Listen to the replies and repeat them in the intervals. Make your voice rise high when pronouncing the initial unstressed syllables.
3. Listen to the Verbal Context and reply to it in the intervals.
4. In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you.
5. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
6. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
7. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
8. Listen to the replies, and repeat them in the intervals. Make your voice rise high when pronouncing the High Pre-Head.
9. Listen to the Verbal Context and reply in the intervals.
10. In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you.
11. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
12. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
13. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
14. Listen to the replies and repeat them in the intervals. Make your voice rise high when pronouncing the High Pie-Head.
15. Listen to the Verbal Context and reply in the intervals.
16. In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you.
17. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
18. Read the drill sentences according to the given model. Concentrate your attention on the High Pie-Head:
19. Give your own replies to the Verbal Context of Ex. 1, 6, 7, 12, 13, 18.
