УДК 802.0 (07*5)
ББК
81.2 Англ. и 7 ББК HI
1.1
(Лпгл) я7
К 593
Козыкипа, I I B. Вводно-коррективный курс по английскому языку: метод, указ. для студентов специальности 030701 «Международные отношения». 4.2 / Н.В. Козыкина, О.А. Лях. - Чита: Изд-во ЧитГУ, 2006. - 42 с.
Методические указания являются второй частью «Вводнокоррективного курса по английскому языку». Методические укл шипя включают разнообразные упражнения на закрепление фонем нчеекич явлений английского языка, интонации, ударения; упражнении ii.i правила чтения и на закрепление навыков использовании |и шичимч структур английского предложения.
Методические указания предназначены для «чулгцюн иу юн, учащихся колледжей и лицеев, а также для тех, кто м и,in ( м, ьм.ми зировать свои знания по английской фонетике и началам i рамма! iimi
Методические указания сопровождаю гея аудиок\-р<"М < i,t ми и диалогами.
© Читинский государе! iiciiiii.ill ymniepi ним, 2006 <D Козыкипа 11 В., Лях О.Л., 2006
Introduction
To the teacher
The textbook is divided into eight units. The material have been carefully selected so that it can be used with students from intermediate level, upwards, and, by selection, much of the material can be used at a lower level.
The recording on the cassette consists of:
-
A listen and repeat section which picks out and drills the particular pronunciation point practiced.
-
The exercises are recorded straight through at natural speed.
-
A paused version of the dialogue with bleeps to indicate where students should repeat. The pauses usually occur at the end of each utterance, except where one speaker's part is exceptionally long and is therefore divided into smaller sections for repetition.
The recordings are slightly different for Stress Unit. There is no initial 'listen and repeat' section, and the dialogues are recorded twice - the first time straight through with a tap in the background to indicate the stress, the second time with no tap but with pauses and bleeps to allow students to repeat. See the Introduction to the section on Stress Unit for ways of using these dialogues.
The textbook can be used in class with a teacher, in a language laboratory with or without a teacher or by a student working alone at home with the use of a cassette recorder.
Exercises marked by * are recorded on the tape.
The textbook can be used in class with a teacher, in a language laboratory with or without teacher or by a student working alone with a cassette recorder. If you are working alone either in a language laboratory or with a cassette recorder you may like to follow this suggested procedure:
-
Play or read the complete dialogue and make sure you understand it. Some of the most difficult words are explained.
-
Play the recording which is divided into three sections:
-
Phrases are picked out from the dialogue. You listen and repeat these until you feel confident about the particular pronunciation point which is being practiced. The heading to the dialogue tells you what this is.
-
The dialogue is recorded without pauses. You may like to play this before you begin the pronunciation practice (see point 1 above). Listen now to the complete dialogue. You should make sure you understand it and can pick out the pronunciation point which is being practiced. Play it as many times as you need.
-
The dialogue is then recorded with pauses so that you can repeat it in sections. Play it as many times as you need repeating after the bleeps. Concentrate on the particular pronunciation point being practiced, but make sure also that the overall pronunciation sounds natural.
-
Read the dialogue aloud without the recording. You may like to do this with a friend so that you can take a part each.
Whether you work alone or with someone else, it is a good idea to record yourself and play it back.
PRACTICE IN SOUNDS
-
Read the following proverbs, practice correct pronunciation. Find out Russian equivalents to the proverbs.
Долгие гласные фонемы
[i:] Honey is sweet, but the bee stings.
[a:] He laughs best who laughs last.
[3:] Better untaught than ill taught..
[u:] A fool and his money are soon parted.
[*:] First come, first served.
Краткие гласные фонемы [i] Business is business.
-
All is well that ends well.
[as] A cat in gloves catches no mice.
[з] Waste not, want not.
[и] By hook or by crook.
[A] Nothing must be done in haste but killing of fleas.
Дифтонги
[ei] Haste makes waste. No pain, no gains.
[ai] Like begets like.
[oi] There’s no joy without alloy,
[auj Out of sight, out of mind. In a roundabout way.
[ou] To know everything is to know nothing. Stones grow old.
[ie] Who fears to suffer, suffers to lean [ее] Where there’s a will, there’s a way.
[ue] What can’t be cured must be endured.
Смычные шумные (взрывные) согласные [р] Practice makes perfect,
[b] Barking dogs seldom bike.
[t] Better the foot slip than the tongue.
[d] Dog doesn’t eat dog.
[k] Curiosity killed the cat.
-
A good begging makes a good ending.
Африкаты
[\j\ Such carpenters, such chips.
$*] A good Jack makes a good Jill.
Смычные (носовые) сонанты [m] Many men, many minds.
[n] No news is good news.
[r)| Saying and doing are two things.
Щелевые шумные (фрикативные) согласные
-
Fight fire with fire.
[v] Live and let live.
[Q] Wealth is nothing without health, I'hnad and Ihriini ft] It’s neither here nor there.
[s] Score twice before you cut once.
[z] Easy does it.
[J\ Wishes don’t wash dishes,
[j] Eat at pleasure drink at measure.
-
Every man has his hobby-horse.
Щелевые (неносовые) сонанты
[1] Live and learn.
[w] Time works wonders.
[r] Little friends may prove great friends.
[j] Youth yearns to be old while age yearns to be young.
WEAK FORMS
A good practical grasp of weak forms of English is essential to good pronunciation and listening comprehension. The items selected in this unit are all weak forms containing the “neutral” vowel. Dialogues are devoted to both individual weak forms and selection of sequences of two or three of the items. Featured items are identified in the text in a bold type face. An asterisk after'a word indicates that it should be pronounced in its strong form.
*/. Read and practice the dialogues paying attention to the weak form of “have, had”. Follow the instructions suggested in the Introduction.
Have (hdvj
A The wheels have dropped off! The wings have broken! It's useless!
В How many times have you flown it?
A Only once! I wouldn't have bought it I'd known!
В And I suppose if they hadn't known, they wouldn't have reduced it to half price. Anyway, we all have to learn, eh? Oh, by the way, I've bought you this. Got it from Walker's. Like it?
A Oh, it's marvelous, Dad. Thanks. They had one in Gray's sale, but I couldn't afford it. Thanks, Dad.
Had [had]
A All our money had gone.
В My jewels had gone.
A Our clothes had gone.
В The passport had gone.
A The air tickets had gone.
В Everything had been taken.
A Everything we had*. It'd all gone.
В Except the present we'd bought you.
A They hadn't taken that, fortunately.
В Hope you like it.
*11. Read and practice the dialogue paying attention to the weak form of "does ”. Follow the instructions suggested in the Introduction.
Does [d3z]
A He does* sound nice. But I hope you won't mind if I ask him a few questions, Millicent, such as where docs he...
В Where does he live? What sort of family does he come from? Who... Whom does he know that we know? What does he do for a living? How much money does he make? That sort of thing, you mean, mother?
A Yes, dear. And also what does...
В What dose he see in me?
A Apart from your money, dear, yes.
*111. Read and practice the dialogues paying attention to the weak form of “can, must ”. Follow the instructions suggested in the Introduction. Transcribe the dialogues.
Can [кэп]
A She can play the flute.
She can paint pictures.
She can write poems.
She can grow plants.
She can do most things.
What can I do? I can't do any of the things she can*!
В You can fight.
A Yes, but who want a girl who can fight?
В I do.
Must [inastl
A Tell me what I must do.
В You must go to them. And you must confess, l oll them it w .is you.
A I suppose I must*.
В You must trust them. They'll be lenient (not severe, tolerant), I'm sure.
A Yes. Yes, I suppose I must tell them everything.
В Well, perhaps not quite everything.
A Oh?
В No need to mention me, for instance.
*IV. Read and practice the dialogues paying attention to the combination of two weak forms. Transcribe words in a bold type.
1.
A You hate all of them.
В No. But I dislike one of them. Roger, I think his name is.
A Because of the way he dresses, I suppose.
В No. Because of a word he used in front of an old lady.
A Oh, yes. I heard. But she’s so old-fashioned!
В Some* of us are, I suppose. And anyway, it’s hardly a new word is it?
2.
A You were a star. You were the greatest actress of your generation. You were the most beautiful woman of your time. You were an inspiration to us all.
В And you were an incorrigible liar, Rupert.
A Beatrice!
В You still are, thank God.
*V. Read the dialogues paying attention to the combination of three weak forms. Transcribe words in a bold type.
1.
A I know why you came - you came for a drink, and for some food, and for a talk with the boys, and for the television.
В I swear I came here not for a drink and for the various other things you mention, but for the chance to see your pretty, smiling face again!
-
Oh, Victor!
В So bring the food and drink, and switch on the television, and tell me
where the boys are, my darling - there’s a good girl.
A Steven and Mark are from the Ministry. Robert and Sam are from the Local Government Offices. And the others are from a variety of interested organizations. We’re here to discuss co-ordination. Who are you?
В Simon and I are from the Ministry. The other members of our committee are coming soon. We’ re here to discuss co-operation. And this is our room.
UNIT 3
CLUSTERS
This unit aims to help students who experience difficulty in pronunciation of clusters, as in scream. Each dialogue concentrates on a specified cluster or group of clusters, indicated in phonemic transcription in the headings and in bold type in the text.
|
*/. Practice the clusters qu, cr, gr, gl. |
|
|
A |
You’re back quickly. Didn’t you go to the cricket club? |
|
В |
Yes, I went. |
|
A |
Was it crowded? |
|
В |
Quite crowded. |
|
A |
Was Greg there? |
|
В |
Greg was there, yes. And Quentin. |
|
A |
But surely Quentin hates cricket. |
|
В |
That’s why they had a slight disagreement today. |
|
A |
They quarreled? |
|
В |
Greg threw a glass of beer at Quentin. |
|
A |
Oh dear. |
В Не missed, however.
A Mm. Shall I take your clothes to the cleaners?
*11. Practice the dusters thr, shr.
1.
A Only threepence?
В Only threepence a thrill.
A I’ll have three, please.
2.
A I shall shriek !
В Shriek?
A Shriek!
В Why shriek ?
A Shriek with terror !
В They’re only shrimps. A shrimps isn’t anything to shriek about.
If there were a shark , of course ...
A Oh!!
В Ah , well, shrimpies - back into the water .
A Good.
В What else is there for tea ?
*111. Practice the clusters bbed, pped, ps, pes, bed.
|
A |
We were robbed ! |
|
В |
Stripped of everything ! |
|
A |
They jumped out into the road ... |
|
В |
And when we stopped ... |
|
A |
They grabbed me and thumped me in the ribs. |
|
В |
And said if we didn’t shut our traps {mouths)... |
|
A |
We’d be stabbed . |
|
В |
They tied us with ropes ... |
|
A |
And dumped us in the back of a van. |
В Finally they dropped us at the bottom of these steps ...
A And the polite one I described to you...
В Oh , yes - he said he was sorry we’d been disturbed!
A And hoped the ropes weren’t too tight!
В Actually he was rather charming !
*JV. Practice the d and t sounds of the simple past tense of regular verbs and irregular verbs. Mark the intonation.
Yesterday It Rained and Rained
Yesterday it rained and rained. Yesterday it poured.
Yesterday the streets were wet. The children all were bored.
The people stayed indoors all day.
There wasn’t much to do.
At last it stopped. We stepped outside.
A rainbow! There! For you!
Saturday Morning
First
I called my mother.
We
talked for an hour.
Then
I played tennis,
Went
home, and took a shower. I went to the kitchen,
Made
a cup of tea,
Took
our my English book, And studied carefully.
Then I decided To take a little break.
I sat down for a minute To watch TV,
Fell asleep, and woke up at three.
*V Practice the clusters ched, pt, dged, ged.
A We marched all day.
В We pitched our tents by the river.
A Some of us slept. Some watched.
В Fn the morning , we bridged the river.
A And marched again until we reached the battlefield.
В The battle raged for two nights.
A Some of us dodged the shells.
В Some of us managed to survive.
A The privileged ones ?
*VI. Practice the clusters ths, thes, thed.
A Who baths you?
В She baths me . She’s always bathed me.
A Who clothes you?
В She clothes me. She’s always clothed me.
A And yet she loathes you ?
В She’s always loathed me !
*VII. Practice the clusters nched, nged.
A He lunged at me with a knife. I punched him. He dropped it. He cringed in the corner, teeth tightly clenched, eyes filled with hatred. “I’ll be revenged!” he snarled. I punched him again. Harder...’
В ...Then I lunched with Jenny, as arranged.
A Oh, hello!
В Nearly finished your chapter.
*VIII. Practice the clusters sts, sped, sked, sks.
A The hotel caters mainly for tourists.
В As usual, they gasped in terror as we whisked (take quickly and suddenly) away the bedclothes.
A And as we whisked away the pillows, there were more gasps...
В Even though these tasks were performed nicely.
A None of the guests ever requests a second night in the haunted room. В As hosts...
A Resident ghosts...
В We find this so disappointing.
*IX. Practice the clusters fts, fths.
A We have now completed our customer survey, sir. Of the total numbers going up to the Arts and Crafts, and Gifts Departments, three fifths used the escalator, two fifths used the lifts, and one fifth used the steps, Sir.
В Six fifths, Mr. Tofts?
UNIT 4 LINK-UP
This unit consists of dialogues designed to encourage students to link words together smoothly and naturally, in connected speech, in the way that native speakers normally do. There are three types of linking: linking final consonant sounds to initial vowel sounds, linking final vowel sounds to initial vowel sounds, linking r.
*/. Practice the Unking. Learn the dialogues by heart.
1.
A Now, the psychological test. Ready? Quickly say the first verbeach noun brings to your mind. Don’t stoj^and think. Is that clear? Don’t stopjmd think.
В I hope it’s clear, yes.
A Right. The first noun . . . “Handbag”.
В Grab. Grab a handbag.
A “Bank”.
В Roba^bank.
A “Man”.
В Stab a men.
A Stab a men. Mm . . . er ...
В Don’t stop and think, Doctor! Don’t stop and think!
A I’m called “Pat”, and I don’t like mv name. It isn’t attractive.
В But “Pat” isn’t as bad as some names. What about “Dot”? Dot isn’t
^ V ' v-X
attractive.
A Oh, no. Dot isn’t at all nice, no . . . Even Pat isn’t as bad as Dot. ..
V./ w/ 4^/ ^
Whatjire you called, by the way?
В You’ve guessed it!
3.
A Georg^Jt’s not possible! Your leg! You can’t judgeji beauty contest today.
В You know where my crutch is, Bertha.
A Of course, dear. But George, I really think you should . . .
В Fetchjt!
4.
A Are you going to the party witaAlan?
В I can’t go witliAlan.
A Or withEric?
В I can’t go withj^ric.
A Oh.
В Why don’t you go with both^of them?
A To tell you the truth^I can’t go withjiither.
В You’re not going?
A I'm going withAlec.
В Withj\lec? Both of us?
5.
A When will you finishjt?
В Finishjt? Finishjt? It’s finished!
A Wallace, asl always admit...
В Yes?
A I’m no judge of sculpture.
В No.
A Nojudgejpfsudiartistic...
В No. You’re no judge, Anna.
A But WallaceJ[ Wonder...
В Yes?
A Which is the front, Wallace?
В Hah!
6.
A One cup^only, Mrs. Lobb, I think ... I diet^actually. No bread^of course ... Oh, That beautiful cake^if you like. Not very big^I beg you ... Oh, too much, I assure you. Well, that’s not too larg£^I suppose ... If I have to have a double portion please make the second slice small. Cream ? On both - oh dear! With even more cream? Really, this is
/ s-/ w/
^excessive ... I wish I could persuade you not to ...
В Somejamonit?
A Nothing else.
В Ah.
A The jam wilHndeed be the climax!
7.
A After all, you’reonly twenty-fourvAnn.
В Mother, at twenty-four a girl’s rather^old.
A At fifty-fourji girl’s rather^older^isn’t she?
В But mother, I don’t suppose father^even notices.
A Father appreciates your motherjis nature intended!
В You’re always nice. Where are you going, by the way?
A To my regular appointment with the hairdresser^if you want to know.
В For a shampoo?
J
CONTRACTIONS
Many students are not sure how contractions should be pronounces, or lack experience pronouncing them. This unit provides opportunity for the intensive practice of the main contracted forms encountered in written texts. It consists of short dialogues in which particular contractions are featured individually, in pairs, or in groups. The pronunciation of each contraction is indicated in phonemic transcription in the heading to the dialogues.
*/. Practice the contractions. Learn the dialogues by heart.
D’you [dju:]
A Well, now, what exactly d’you have in mind?
В What do I have in mind? Oh, yes. Yes. Well, d’you remember Partington?
A Partington... Partington... Oh, Partington! D’you mean the chap who...
Hm! A dangerous man, Partington! Nasty man! Shocking!
В D’you think he could do the job for us?
A Perfectly. D’you want me to get him?
A Do.
He’s [hi:z] John’s [d^onz] Jack’s [djaeks]
A John’s in, is he?
В He’s out, actually.
A Oh. When’s he expected back?
В No idea. Jack’s in, though.
A Who’s Jack?
В The boss.
A Surely, John’s the boss. At least, he always says he’s the boss - and, anyway, he’s man I want to see. But you say he’s out?
В He is out.
You’re fjo:(r)J
A So you’re Jane. Welcome.
В And you’re Simon’s father.
A So you’re to be my daughter-in-law. Well, I must say you’re extremely attractive. Beautiful, in fact.
В Thank you.
A But I have to confess you’re just a little bit... well...
В Older than you expected?
A No, no, no, no. Er... did you meet my wife, by the way?
В Yes. And I must confess that... well...
A Simon’s mother died, you know. I married again.
We’re hvia(r)]
A Tell him we’re here, will you?
В We’re here. We’re in here.
A Louder.
В We’re in here. Mr. Bagshaw! Please come along now! We’re ready for you!
A Well, we’re not going to wait all day. Where is he?
В In there, I think. If you see what I mean.
Aren’t [an:t] - ‘re not A You’re not feeling tired, are you, dear?
В Only my legs, love. They aren’t as young as they were!
A Well, we aren’t far from the hotel now.
В We’re not doing anything tonight, are we?
A Aren’t we playing cards, dear? With the Potters?
В Oh, yes, of course.
A They’re a splendid old couple, aren’t they?
В Splendid, yes.
A Charming. And so dignified.
В Even so, we’re not using their pack of cards again tonight, I can tell you!
Won’t |waun(|
A He won’t help us.
В He won’t do anything.
A He won’t cooperate.
В Why won’t he help?
A Why won’t he help us?
В Well, if he won’t.
A If he won’t, he won’t
В Right.
A But we won’t forget, will we?
В We won’t.