UNIT SIX
Task 1. Listen to the recorded words, practise reading them. Group them according to their accentual patterns: a) words with the stress on the first syllable, b) words with the stress on the second syllable, c) words with two equally strong stresses, d) words with primary and secondary stresses. Formulate the rules of word stress. Note:the symbol | – stands for a stressed syllable; the symbol È;stands for an unstressed syllable. Example: worm - eaten | – | – È;; screwdriver | – È È;; adjustable È | – È È;,etc.
Semi-detached | – È È | –; Skyscraper | – È È;; Bungalow | – È È;; Arm-chair | – | –; Well-kept | – | –; Settee È | –; Tape-recorder | – È | – È;; Mantelpiece | – È È;; Ice-cream | – | –; Unpretentious | – È | – È;; Derelict | – È È;; Dilapidated È| – È È È;; Redecorated | – | – È È È;; Renewed | – | –; Skylight | – È;; Drainpipe | – È;; Locate È | –; Restore È | –; Architecturally | È È| – È È È;; Renovated | – È È È;; Conservatory È| – È È È;; Playground | – È;; Sports ground | – È;; Windowsill | – È È;; Backyard | – È;; Sumptuous | – È;; Spyhole | – È;; Eiderdown | – È È;; Luxurious È| – È;; Peephole | – È;; Accommodate È | – È È;; Uninhabitable | – È | – È È;; Upholstered È | – È;; Encyclopaedia È | – È | – È;; Television | – È È È;; Arrange È | –; Situate | – È È;; Well-furnished | – | – È; Assortment È | – È;. Task 2. Listen to the recorded compound adjectives and numerals. They are known to have two primary stresses when pronounced in isolation. In connected speech one of the stresses is usually omitted, either the first or the second depending on the utterance rhythmical structure. For example: (1) | good -| looking, but (2) a | good - looking \ girl and (3) This | girl is good -\ looking where one of the stresses in this compound adjective is lost under the influence of rhythm. Practise reading the words you hear. Think of other examples of compound adjectives and numerals. Use them in your own sentences (5 for each case) to illustrate your understanding of the rule. Record your examples: Much-loved Well-planned Twenty-one Nice-looking Ill-mannered Level-headed Self-conscious Well-bread Multy-storied Red-letter Blue-collar Eighteen Broad-shouldered Easy-going Well-balanced Self-assured Sixty-two Light-hearted Green-eyed Old-fashioned Shoulder-long Short-sleeved Task 3. Listen to the recorded words and word-combinations. Write them in the right columns. Lay stresses and tome marks. Practise reading them:
Task 4. Listen to the words, word combinations and sentences, transcribe them, lay stresses and tone marks; mark the boundary between the words using one vertical bar. Practise reading them. [English pr. illustrated p. 82-83]. a) A "nice °house || /@ naIs haUs/ an °ice-house Ç /@n °aIshaUs / b) a °nation Ç /@ neISn/ an Asian Ç /@n eISn/ c) "Joy °sleeps Ç /dZOI sli:ps/ "Joyce °leaps Ç /dZOIs li:ps/ d) a "grey °tabby Ç /@ greI t{bI/ a "great °abbey Ç /@ greIt {bI/ e) a "Greek °spy Ç /@ gri:k spaI/ a "Greek’s °pie Ç /@ gri:ks paI/ f) "John ™said Å that "all "men could °come Ç /dZQn sed D@t O:l men k@d kVm/ "John ™said Å the "tall "men could °come Ç /dZQn sed D@ tO:l men k@d kVm/ g) I èscream!! Ç /aI èskri:m/ Ice cream Ç /aIs èskri:m/ h) I "saw her °race Ç /aI "sO: h3· reIs/ I "saw her °ace Ç /aI "sO: h3·r eIs/ i) How strained house trained j) White shoes why choose k) that stuff that’s tough l) the waiter cut it the way to cut it m) the night-rate the nitrate
Task 5. Choose the words thathave different spelling but the same sounding. Use your text book, the texts of the fables and the book for your background reading. Write down about 15 pairs of words. Example: our – hour, meet – meat, sent – cent, etc. Task 6. Read the words given below, transcribe them, group them in accordance with the reading rules of vowels in stressed syllables. Do it in writing: Watch, would, room, purse, look, quantity, woman, push, dull, who, hook, school, buy, ice, frighten, country, couple, coat, learn, York, after, all, compare, their, dear, give, cut, step-child, route, niece, chubby, carpet, tulips, Spanish, orphan, bride, naughty, spoil, wreaths, adopt, paunchy, emaciated, square, quality, plait, curvy, calm, honest, decent, patient, relaxed, tiresome, tedious, insincere, furious, modern, bungalow, imposing, gutter, dormer, eaves, porch, spacious, ceiling, sumptuous, eiderdown, suite, oven, dirty, squalid. Task 7. Listen to the following phrases, proverbs, and sayings. Write them down. Underline the words in which voiceless plosives /p t k/ have the strongest degree of aspiration. Give their Ukrainian equivalents: Take care of the pence, and the pounds will take care of themselves. To tell tales out of school. To carry coals to Newcastle. A cat in gloves catches no mice. So many countries, so many customs. Task 8. Listen to the following dialogues and exercises, concentrate on the intonation of invitations, warnings, orders and advice. Write them down, lay stress-and-tone marks. Formulate the rules of their intonational and grammatical organisation, define differences if any. Do it in writing. Thompson P. 61-70. Task 9. Read the text given below. Make sure you understand what it is about. Divide each sentence into syntagms, lay stresses and tone marks, practise reading the text. Record your reading. The secret of all language learning is imitation. The learner should strive to imitate the native speakers of the language, that is, those who have the language as their mother tongue. Indeed, the mother tongue itself is learnt by imitation. No baby is born with an aptitude for any particular language. If a child is taken from his parents and brought up in a country where a different language is spoken, that language will become his mother tongue. So a child’s mother tongue is not necessarily that which his mother speaks; he does not inherit his language, but learns it from his surroundings when he is small. His first efforts to speak are probably not very successful, and his sounds may be very wide of the mark; but gradually he will learn to control his muscles and so produce the right sounds without effort.
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