3. Extend the following tunes using one of the given phrases (I think, I believe, I hear, I am told, they say, I wonder, I hope, I expect) as the head.

Model:

It’s wonderful (I think)

I think it’s wonderful .

1. It’s important for you (I believe)

2. He’ll be surprised at it (I expect)

3. It’s amazing (They say)

4. They are coming (I hear)

5. It’s been impossible so far (I am told)

6. He’s seen us (I wonder if)

7. He’ll be puzzled (I expect)

8. He can be relied on (I wonder if)

4. Extend the following tunes adding the phrases given above as the prehead.

Model:

We’ll meet at the British Mu seum (I think)

I think we’ll meet at the British Mu seum

1. Influenza is a catching disease (I believe)

2. You’ll soon get used to getting up early (I expect)

3. He used to wear a moustache and a beard (They say)

4. Staying at a hotel will cost us a lot of money (I’m afraid)

5. The most notable picture galleries in London are the National Gallery and the Tate (I think)

6. The port of London is very important for the country’s commerce (I believe)

5. Identify the position of the nucleus in the following utterances. Think of a suitable situation for each of the utterances.

Model:

– We’ll ask Ann to choose a present.

– I’m af raid I am not good at buying things. Let’s ask Ann to choose a present. She’s got a good taste. She is sure to buy the right thing.

1. His letter wasn’t a surprise to me.

2. Don’t give the book to anybody.

3. What would your wife say?

4. Let me show you the way.

5. I think you must follow his advice.

6. I’d rather have fish for lunch.

7. You’d better ask me what is not the matter with me, doctor.

6. This exercise is meant to test your ability to read and reproduce a story with correct intonation.

a). Read the joke silently to make sure you understand each sentence. Find the sentence expressing the essence of the joke. Divide each sentence in intonation groups if necessary, lay stresses and tone marks. Underline the communicative centre of each intonation group. Practise reading the joke several times. Reproduce the model narration of the joke in writing.

The professor was delivering the final lecture of the term. He dwelt with much emphasis on the fact that each student should devote all the intervening time preparing for the final examinations. “The examination papers are now in the hands of the printer. Are there any questions to be asked?” Silence prevailed. Suddenly a voice from the rear inquired: “Who is the printer?”

b). Read the text, using intonation patterns you find suitable. Use them while discussing the text. Decide whether you share the author’s idea of a good teacher.

Teachers and Actors

To be a good teacher, you need some of the gifts of the good actor; you must be able to hold the attention and interest of your audience; you must be a clear speaker, with a good, strong, pleasing voice which is fully under your control; and you must be able to act what you are teaching, in order to make its meaning clear.

Watch a good teacher, and you will see that he does not sit motionless before his class: he stands the whole time he is teaching; he walks about, using his arms, hands and fingers to help him in his explanations, and his face to express feelings. Listen to him, and you will hear the loudness, the quality and the musical note of his voice always changing according to what he is talking about.

The fact that a good teacher has some of the qualities of a good actor does not mean that he will indeed be able to act well on the stage; for there are very important differences between the teacher's work and the actor's. The actor has to speak words which he has learnt by heart; he has to repeat exactly the same words each time he plays a certain part; even his movements and the ways in which he uses his voice are usually fixed before. What he has to do is to make all these carefully learnt words and actions seem natural on the stage.

A good teacher works in quite a different way. His audience takes an active part in his play: they ask and answer questions. The teacher, therefore, has to understand the needs of his audience, which is his class. He cannot learn his part by heart, but must invent it as he goes along.

I have known many teachers who were fine actors in class but were unable to take part in a stage-play...

(After L. Hill)

• Why do you think people become teachers of English?

• What do you think might be the good things and bad things about the job?

7. a). Listen to dialogue 3 (“Meet the Parkers”). Recognize the intonation pattern of each utterance, mark the nuclear tones in each intonation group. Practise reading the dialogue imitating the speaker’s intonation.

b). Choose the intonation pattern used in the dialogue for the response. Check yourself against the key.

		– Yes, of course, Mrs. Howard, I mustn’t boast, but it really is a comfort to have such a hardworking boy as Robert.
	a)	– You needn’t apologize, Mrs. Parker.
	b)	– You needn’t apologize, Mrs. Parker.
		– Will he go to the University, do you think?
	a)	– Well he may,| or he may not.
	b)	– Well he may,| or he may not.
		– I’m sure he’ll win a scholarship.
	a)	– Yes,  we hope he will.
	b)	– Yes,  we hope he will.
		– If he doesn’t win a scholarship he may go a Technical College.
	a)	– Would he like to do that?
	b)	– Would he like to do that?
		– What’s he studying now? Is he studying science?
	a)	– Yes,| and I think he’s getting on quite well at it.
	b)	– Yes,| and I think he’s getting on quite well at it.

Keys:

1. a

2. b

3. a

4. a

5. b

c). Read the following conversational context using intonation patterns from the dialogue. Prepare your own dialogues based on the same information patterns from dialogue 3 “Meet the Parkers”.

• Well, you know Jane, I’m not student yet, but I think it’s really wonderful to study at such a famous University as yours.

• It’s just what I feel Pat. I’m very happy to be a student of this University. Will you also go to our University when you leave school?

• Well, I may or I may not. In fact I am not at all sure that I’ll pass my entrance examinations.

• Oh, but I’m sure you’ll pass your exams successfully.

• Perhaps I might. I’m doing well in all the subjects. I certainly spend a lot of time doing my home tasks.

d). Listen to the dialogue “Oral exams”. Mark the stresses and tunes. Practise reading every sentence after the tape recorder.

Jorge: Hey, Marta! Have you finished the exam?

Marta: Yes, I have. Whew!

Jorge: Was it hard?

Marta: Well, yes. It was hard – pretty hard.

Jorge: Did you pass?

Marta: I don’t know. Ms. Nadler didn’t tell me.

Jorge: What questions did she ask?

Marta: Oh, she asked me what my name was.

Jorge: That was easy, wasn’t it?

Marta: Yes. Then she asked me where I came from and how long I’d been studying here at the institute.

Jorge: And what else did she ask?

Marta: She asked when I had begun taking English, and she asked how I would use English in the future.

Jorge: Yes, yes, go on.

Marta: Then she asked me if I liked the institute and if I lived with my parents.

Jorge: Anything else?

Marta: I’m trying to remember, Jorge. Oh, yes! She asked if I spoke any other languages.

Jorge: Is that all?

Marta: Oh, there were a lot of other questions. She asked me what my hobbies were, and she asked me to tell her about them. Then she gave me a picture and asked me to describe it. Then I was asked to read a passage.

Jorge: What did she say at the end?

Marta: Hmm. Let’s see … Oh, Yes! She asked me to tell you to go in – right away.

This is the list of questions that the examiner used when she was examining Marta.

e). Now be ready to answer the following questions:

1. What’s your name?

2. Where are you from?

3. How long have you been studying at the University?

4. When did you begin taking English?

5. How will you use English in the future?

6. Do you like your University?

7. Do you live with your parents?

8. Do you speak any other languages?

9. What are your hobbies?

f). Listen to the dialogue “Applying for a job”. Mark the stresses and tunes. Practise the dialogue for test reading.

Art Miranda: How do you do? It’s Paula Chandler, isn’t it?

Paula Chandler: Yes. How do you do?

Art: Have a seat. I’m Art Miranda, and I have your application form here. I just want to check the information.

Paula: Fine, sure.

Art: You’re applying for the position of export sales representative, aren’t you?

Paula: Yes, I am.

Art: You aren’t from Connecticut, are you?

Paula: No, I’m from Massachusetts.

Art: You got a bachelor’s degree in business administration at college, didn’t you?

Paula: Yes, that’s right.

Art: But you didn’t get a master’s degree, did you?

Paula: No, I didn’t. I started working when I was 22.

Art: I see. You have worked in international sales, haven’t you?

Paula: Yes, I’ve been a sales representative in Latin America for two companies.

Art: But you haven’t worked in the Middle East, have you?

Paula: No, I haven’t, but I’d like to.

Art: You can’t speak Arabic or French, can you?

Paula: No, but I can read and speak Spanish very well.

Art: I’m sure you can learn another language quickly, can’t you?

Paula: Sure! I’d like to learn Arabic – or French.

g). Fill in the blanks, using the same intonation patterns. Improvise a similar dialogue concerning your career problems.

Art Miranda: Come in. Have a seat. It’s Gary Prator, isn’t it?

Gary Prator: Yes, Gary Alan Prator.

Art: And I’m Art Miranda. Well, I’ve looked over your application. Can I just check the information?

Gary: Yes, of course.

Art: You’re applying for a secretarial position. …?

Gary: Yes, in the export manager’s office.

Art: You aren’t from Darien, …?

Gary: No, I’m from Fairfield.

Art: You didn’t go to a secretarial school, …?

Gary: No, I didn’t.

Art: But you learned to type in high school, …?

Gary: Right.

Art: You can take shorthand, …?

Gary: Yes, I studied it in high school.

Art: I see. But you can’t speak any foreign language, …?

Gary: No, I can’t.

Art: You’ve worked as a secretary for four years, …?

Gary: Yes.

Art: But you haven’t stayed with one company for much time, …?

Gary: No, I haven’t. I’ve worked at some awful places.

h). Now try to apply for a job. Fill out a job application form and be ready for a job interview.

Job Application Form Job
Name
Address
Telephone
Education
	Institution		Address	Degree
Secondary School
College
University
Other
Work Experience
Employer		Address		Position
Special Skills

8. Listen to the text.

1. Entitle it, find the communicative center of the text.

2. Answer a question: What is your attitude to writing cards letters?

3. Write down a letter to your friend or some relatives about your future job.