I. Identification and reproduction of intonation patterns. Read the following conversational context according to the intonation marks:

Read the following conversational context according to the intonation marks:

- I Èwant a ^\hat, Çplease.

- ÈWhat ^\size, Çsir? #Do you _/know?

- ^\No,︴I Èdon’t ^\know the Çsize.

- ÈPut ^\this hat _/on, please. ÈThat’s ^·too ^\large,︴^\isn’t it? ÈThat’s size Èseven and a ^\half. ^\Here’s a Çsize _/seven.

- ÈToo ^\small. ÈHave you got a Èseven and a _/quarter?

- ^\Here you _/are, ^·sir.

II. Use of rhythmic structures.

A) Read the following utterances using the most suitable rhythmic patterns.

1. At a quarter to four.

2. Their case is being discussed.

B) Read the following utterances according to the suggested rhythmic pattern.

1. They have very busy lives. (2 stress-rhythm)

III. Use of the pitch contours.

A) Use an appropriate contour to express an apology in your response.

- Can I borrow your pen?

- It isn’t mine.

B) Ask an alternative question with an incomplete list of alternatives.

- Can you bake a cherry-pie or an apple pie?

- Yes, all kinds of pies.

IV. Auditory memory check

Act out the conversation by analogy with the dialogue “Buying a Sweater”.

- What beautiful dresses!

- Can I help you?

- Yes. Can I have a look at these dresses?

- Yes, sure.

- They’re pretty. Can you show me a blue one, please?

- Sure I can.

TEXT 11 (I / L)

The young man was going to marry a beautiful girl. One day the girl said to him that the next day she would celebrate her birthday and invited him to her birthday party. The young man was eager to make her a present, so he went to a gift shop. There he saw many beautiful things. Of all the things he particularly liked the vases. But they were very expensive, and as he had very little money he had to leave the shop without buying anything. Making for the door he suddenly heard a noise: one of the vases fell on the floor and broke to pieces. A brilliant idea came to his mind. He came up to the counter and asked the salesman to wrap up the broken vase he wanted to buy. The salesman got a little surprised but did what the young man had asked him to do. The young man took the parcel and went straight to the girl's place. By the time he entered the room the guests had already gathered. Everybody was enjoying the party. Some of the people were dancing, others were talking, joking and laughing. Saying "Many happy returns of the day", the young man told the girl that he had bought a small present for her. With these words he began to unwrap the parcel. Suddenly he got pale and said, "I am afraid, I have broken it. There were so many people in the bus..." But when he unwrapped the parcel, he saw that the salesman had wrapped up each piece of the vase separately.

vase [vA:z] – ваза

CARD 11 (I / L)

I. Identification and reproduction of intonation patterns.

Read the following conversational context according to the intonation marks:

- ÈLike to Ègo to the ^/pictures this after^·noon?

- It may be ^\/raining. ÈAre you very ^\keen to Çgo?

- ^\Yes, I’m Èjust in the ^\mood.

- ÈWhat’s _\on?

- Let’s _\see. ÈWhere’s Èyesterday’s ^\evening Çpaper? #Oh, _\yes. ^\Here it _/is.

II. Use of rhythmic structures.

A) Read the following utterances using the most suitable rhythmic patterns.

1. As good as gold.

2. Put it off till tomorrow.

B) Read the following utterances according to the suggested rhythmic pattern.

1. I’d love to do some teaching for a while. (2 stress-rhythm)

III. Use of the pitch contours.

A) Use an appropriate contour to express a warning in the reaction.

- I don’t feel like taking my umbrella.

- But it looks like rain.

B) Use a request in the response.

- Is there anything I can do to help?

- Give me a lift to the station tomorrow.

IV. Auditory memory check.

Act out the conversation by analogy with the dialogue “Making a Cake” .

- Come over to the kitchen, Jenny. I think it’s time for supper.

- What do you want to cook today?

- That’s what I wanted to ask you! Well, tell me what you are used to.

- Let us make some soup, and fry some fish.

TEXT 12 (I / L)

When Walter was eight years old, in 1908, he used to work for an old lady who lived in his village. Every day, before and after school, he would chop wood, light fires, and go shopping for her. He was paid 5p a week, which was not very much even then.

This old lady kept so many cats that she didn’t know exactly how many. One day, one of these cats was found dead in the garden, and the lady, who was very upset, asked Walter to dig a grave and bury it. Walter did this and was given 10p. He couldn’t help noticing that he got twice as much for burying the cat as for a whole week’s work. That made him think. He had many friends whose fathers, the local farmers, often had to shoot cats to protect their chickens. He offered his friends 2p for every dead cat they brought him. He would secretly place the cat in the old lady’s garden where she would find it, think it was one of her own and pay Walter 10p for burying it.

By the time he left school, Walter had saved quite a lot of money. Later in life he became a very successful businessman.

Walter [:w:lt«]

CARD 12 (I / L)

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