- •Incredible
- •I knew he had that incredible stage-presence
- •Incredible
- •Incredible
- •1.3.6. How can the following words be divided into groups according to the stressed vowel?
- •Incredible
- •1.4.2. Comment on the following elements in the text: 'Old Vic', 'King John' and 'the Bastard'.
- •1.4.3. Test yourself.
- •1.4.4. Translate the sentences from Russian into English using the words in the box:
- •2.2.4. Which of the words in the text are stressed and which are accented? Study the words in the two boxes below and divide them into two groups — the stressed words and the
- •2.2.6. Study the rhythm within every part of the text singled out by pauses.
- •Institutions
- •Impossible
- •2.3.6. Study the words below and explain the basic peculiarity that distinguishes the articulation of consonants which precede the stressed vowel.
- •Institutions
- •Is the world that English men and women
- •Into one of superiority
- •3.2.3. Transcribe these words, dividing them into syllables (use the English Pronouncing Dictionary for this purpose).
- •3.2.4. How is the text divided into parts by means of pauses?
- •3.2.5. Which of the words in the text are stressed and which are accented?
- •3.2.6. Study the cases of 'would' and 'on' that occur in the text.
- •3.2.7. Study the rhythm within every part of the text singled out by pauses.
- •3 3.2. What is the basic peculiarity of the consonants in the stressed syllables of the following words that makes them so completely different from their Russian counterparts?
- •3.3.3. What is the basic peculiarity of initial nasals in the stressed syllables of the following words:
- •3.3.4. How are the final nasals that close up the stressed syllables to be pronounced in the following cases and why:
- •3.3.5. Explain the principal difficulty in pronouncing the stressec vowels of the words in boxes 1 and 2 below:
- •3.3.6. Explain the principal difficulty in pronouncing the stressed vowels in the following words:
- •3. 3.7. The words below are divided into groups according to a certain principle.
- •3.3.8. How can the following words be divided into groups according to the stressed vowel?
- •3.3.9. What peculiarity of articulation do the stressed vowels in the following words (boxes 1 and 2) have in common? — What are the vowels that have this peculiarity?
- •3.4.1. Explain the meanings of the words below (boxes 1 and 2), in which they occur in the text (use the explanatory dictionary for this purpose):
- •3 4.2. Comment on the following elements of the text:
- •3.4.3. Test yourself.
- •3.4.4. Fill in the blanks in the following sentences on the basis of the explanations given in 3.4.3.
- •3.4.5. Translate the sentences from Russian into English using the words in the box:
- •Verbs: nouns:
- •3.4.9. Translate the text of Video-Target 2 into Russian, with special attention being given to the following basic sequences:
- •3.5.1. Explain the differences between the cases of 'would' in:
- •3.5.2. Study the following sentences, focusing on the use of 'would' in each case.
- •3.5.3. Translate the following sentences into English.
- •3.5.5. Translate the following sentences into English with special focus on the proper use of the indefinite pronouns 'many', 'more' and 'most'.
- •3.5.6. Study all the cases of 'no' in the text:
- •3.5.7. Translate the following sentences into English with special focus on the proper use of 'no' in each case:
- •4.2.8. Study each of the prosodic contours in the text.
- •4.2.9. What prosodic means are used in different cases of accent in the text?
- •4.2.10. Comment on the use of
- •4.2.11. Comment on the modifications of tempo, loudness and pitch in the following parts of the text:
- •4.3.3. What is the basic peculiarity of initial resonants in the stressed syllables of the following words?
- •4.3.4. How are the final resonants that close up the stressed syllables to be pronounced in the following cases and why?
- •4.3.5. Study the basic peculiarities of the opening consonant clusters in the stressed syllables of the words in the three boxes below.
- •4.3.6. Study the following sequences and explain the interconnection between their segmental peculiarities and their rhythmical organization (see 4.2.):
- •4.3.7. Explain the principal difficulty in pronouncing the stressed vowels in the words below.
- •4.3.8. Explain the principal difficulty in pronouncing the stressed (primarily or secondarily) vowels in the following words (boxes 1, 2, 3):
- •4.3.9. The words below are divided into groups according to a certain principle.
- •4.3.10. How can the following words be divided into groups according to the stressed vowel?
- •4.3.11. Explain the difference in length between the stressed vowels of the following words in the text (boxes 1 and 2).
- •4.4. Words and Word-Combinations
- •4.4.4. Test yourself:
- •4.4.5. Fill in the blanks in the following sentences on the basis of the explanations given in 4.4.4.
- •4.4.6. Translate the following using the words in the box.
- •4.4.7. Translate the text of Audio-Target 2 into Russian with special attention given to the following basic sequences:
- •4.4.8. Make up your own sentences or short contexts on the basis of sequences singled out in 4.4.7.
- •4.4.10. Speak on the same subject: 'What does "home" mean to you?' in your own way.
- •4.4.11. Make up your own extended context on a subject of your own choice.
- •4.5.2. Translate the following sentences into English. Chose either 'its' or 'it's' in each case.
- •4.5.3. Translate the following sentences into English with the view to the proper use of late, latter, later, latest, last.
- •4.5.4. Translate the following into English with the view to the proper use of 'more' and 'most' in each case.
- •4.5.5. Translate the following sentences into Russian with the view to the proper use of 'more', 'little', 'less', 'least'.
- •5.1.1. See Video-Target 3.
- •5.1.2. See Video-Target 3 once more with the help of the text below:
- •5.1.3. Translate the text into Russian with the help of the dictionary.
- •5.1.4. Listen to the pragmaphonetic variant of Video-Target 3, where some of the most important aspects are specially brought out and pragmalingulstically modelled:
- •5.2.1. Divide the words of the text into fully meaningful and syn-categorematic ones.
- •5.2.2. Listen to the text and comment on the pronunciation of the stressed syllables in the following words (boxes 1 and 2):
- •5.2.3. Transcribe these words dividing them into syllables (use the English Pronouncing Dictionary for that purpose).
- •5.2.4. How is the text divided into parts by means of pauses?
- •5.2.5. Which of the words in the text are stressed and which are accented?
- •5.2.6. Study the cases of 'is', 'and' and 'one' which occur in the text in terms of stress.
- •5.2.7. Study the rhythm within every part of the text singled out by pauses.
- •5.2.8. Study each of the prosodic contours in the text. — Use the following analysis as a model:
- •5.3.7. The words below are divided into groups according to a certain principle:
- •5.3.8. Explain the principal difficulty in pronouncing the stressed (primarily or secondarily) vowels in the following words (boxes 1,2, 3,4, 5, 6, 7):
- •5.3.9. The words below are divided into groups according to a certain principle.
- •5.3.10. Explain the difference in length between the stressed vowels in the following words in the text (boxes 1 and 2):
- •5.4.1. Explain the meanings of the words below in which they occur in the text (use the Explanatory Dictionary for this purpose):
- •5.4.2. Explain the meanings of the following elements of the text (use Longman Dictionary of Contemporary English and Oxford Advanced Learner's Dictionary for this purpose):
- •5.4.4. Test yourself:
- •5.4.5. Fill in the blanks in the following sentences on the basis of the explanations given in 5.4.4.
- •5.4.6. Translate the following using the words in the box:
- •5.4.11. Make up your own sentences or short contexts on the basis of the sequences singled out in 5.4.10.
- •5.4.12. Translate the following into English applying the target principles expounded in 5.4.11.
- •5.4.13. Make up your own extended context on a subject of your own choice.
- •5.5.1. Explain the uses of 'can', 'could' and 'must' in the text:
- •5.5.2. Translate the following sentences into English by using a construction with the verb 'can, 'could' or 'must'.
- •5.5.4. Explain the uses of participles in
- •5.5.5. Translate the following sentences into English with special attention being given to the proper use of participles:
3.5.1. Explain the differences between the cases of 'would' in:
'.. .this stretch of empty moor would have been dismissed by most people'; 'no one would want to live in such a desolate place'; 'But I would like to raise a few questions'.
3.5.2. Study the following sentences, focusing on the use of 'would' in each case.
— Explain the differences if any.
— Translate the sentences into Russian.
1. He promised he would not be late.
2. She would rise early and take a walk in the park before breakfast.
3. I tried to explain that it was not my fault, but he wouldn't listen.
4. Would you shut the door, please.
5. She said she would be grateful if he would help her in the matter.
6. We waited till late at night, but the storm wouldn't stop, and we couldn't go.
7. She said that if she had time she would discuss the matter in detail.
8. If you would take the parcel to his place, I should be much obliged.
9. All I know is that you would be much happier now if you had followed my advice.
10) She said she would bring the book on Wednesday.
11) I remember that summer very clearly: he would come to us every evening, sit on the bench in the garden and play with the dogs.
3.5.3. Translate the following sentences into English.
— Make sure you have used either 'would' as a modal verb, or 'would' as an auxiliary verb in each of the sentences.
— Use the explanatory dictionaries for that purpose.
1. Он сказал, что встретит меня в аэропорту в 12.30.
2. Что бы вы сделали, если бы вам предоставилась такая возможность?
3. Мне сказали, что там произошел несчастный случай, но подробностей не сообщили.
4. Когда мы жили летом в деревне, мы часто вечерами собирались у нас и пили чай.
5. Сейчас его нет. Не могли бы вы позвонить попозже?
6. Я не была уверена, что он сможет приехать к нам так рано — у него обычно уходило на дорогу около трех часов.
7. Она спросила, не знаю ли я, когда вернется секретарь — ей нужно было передать какие-то документы.
63
8. Он поинтересовался, что будет с теми материалами, которые еще не были опубликованы.
9. На следующий день я попытался объяснить ей, что произошло на самом деле, но она была так рассержена, что даже не захотела со мной разговаривать.
* * *
1. Было бы невозможно сделать такой доклад без специальной подготовки.
2. Если бы не было так поздно, мы могли бы погулять подольше.
3. Он был уверен, что, если бы она знала его адрес, она бы давным-давно ему написала.
4. Он знал, что она не пишет ему не потому, что не хочет с ним общаться, а просто потому, что очень занята.
5. Я была бы вам очень благодарна, если бы вы прислали мне список рекомендуемой литературы.
6. Он понимал, что, если бы его предупредили заранее, он бы не сидел здесь сейчас и не ждал столько времени.
7. Когда я был маленьким, я любил часами рассматривать старые фотографии в семейном альбоме.
8. Ничего другого я и не ожидал. Было бы странно, если бы он повел себя иначе.
9. Она знала, что отец наверняка будет беспокоиться, если она вернется домой поздно, и поэтому не осталась на ужин.
10. Я боялся, что все придется начинать сначала, и поэтому решил не торопиться и еще раз все обдумать.
11. Дождь шел с самого утра, и мы боялись, что на следующий день погода станет еще хуже.
12. Если бы вы были более внимательны, вы бы не сделали столько ошибок.
3.5.4. Explain the differences in meaning between 'few', 'a few', 'quite a few', 'every few'.
Translate the following into English taking these differences into account.
1. У меня мало друзей, но это те люди, которым я могу полностью доверять.
2. Больной быстро поправлялся, и через несколько дней он уже мог ходить по комнате.
3. Довольно много студентов нашего курса изучают немецкий язык.
4. Каждые несколько минут меня кто-нибудь прерывал, и мы никак не могли сосредоточиться.
5. Очень мало кто по-настоящему понимал, о чем идет речь в этом рассказе.
64
6. Мне нужно кое-что вам рассказать и обсудить кое-какие вопросы.
7. Довольно многие знали о том, что происходит, но не хотели этого показывать.
8. Сегодня число людей, изучающих латынь, гораздо меньше, чем 50 лет назад. Еще меньше людей изучают древнегреческий.
9. К сожалению очень мало людей доживают до ста лет.
10. Не беспокойтесь, вы не опоздаете. Автобусы здесь ходят регулярно через каждые несколько минут.
11. По-моему, это одна из немногих компаний, которые действительно серьезно занимаются этой проблемой.
12. Многие пытались читать Эйнштейна, но мало кто понял, о чем действительно идет речь.