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XVII. Arrange short dialogues using modal verbs

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  1. A jingle is a short tune to g) whom the advertisement is intended to appeal
  2. Adverbs and modals
  3. Adverbs.
  4. B) Address one another using the name of your fellow-student at the beginning, in the middle and at the end of the phrase. Work in pairs.
  5. B) Complete the letter using words and phrases from the Useful Language box. The letter in brackets indicates which column you should check to find the correct word or phrase.
  6. B) Give sentences of your own using the same model.
  7. B) Make up dialogues discussing the points above.
  8. B) Make up sentences using the following tables.
  9. B) Speak about the traffic in this country using the word combinations in bold type.
  10. B) Think of situations or microdialogues consisting of a statement (or a question) and a reply to it using the words mentioned above.
  11. B) Translate into English using the above dialogue.
  12. B) Write sentences of your own using the phrases in bold type. Address them to the other students who should reply them expressing their approval or disapproval.

 

Models: 1. May I take your pencil? - I'm afraid not, I need it.

Have you got a pen? - Yes, I have. - May I take it? - Certainly. (Of course, you may.)

2. Can you come to see us tonight? - Sorry, I can't, but I can come tomorrow. - All right.

3. Shall (must) I read this exercise once more? - No, you needn't. That will do. Your reading is quite good.

 

XVIII. Write a short description of your classroom using the construction there is, there are.

XIX. Act as a teacher of English. Ask your pupils:

 

1. to clean the blackboard; to use the duster; to bring some chalk; 2. to tell you the date; to write it on the board; not to stand in front of the board; 3. to come up to your desk; to read the text; not to go so fast; to go to his place; 4. to check homework; to correct the pronunciation or spelling of some word; 5. to collect the exercise-books and to hand them in; 6. to switch on the cassette-recorder; to listen to the text; 7. to wind (play) it back; to switch off the cassette-recorder; 8. to have another try and read distinctly.

 

XX. Stage a dialogue between a teacher and a student using classroom expressions:

 

1. beginning a lesson; 2. checking homework; 3. reading the text; 4. writing on the blackboard; 5. listening to the cassette-recorder; 6. giving homework.

 

Additional phonetic exercises

Read the exercises several times before the mirror.

Record your reading and listen to it, detect your errors.

3. Listen to your fellow-student reading the exercises. Detect his errors in sounds and intonation and tell him what he must do to get rid of them:

 

 

Laboratory work

 

I. Repeat the sentences after the tape.

II. a) Listen to the questions and record your answers in the intervals. b) Listen to the key and correct your mistakes.

III. a) Make the given sentences interrogative and negative. Record your sentences. b) Check your sentences with the key.

IV.a) Make questions beginning with Where... to the given statements. b) Make questions beginning with When... to the given statements. c) Make questions beginning with Why... to the given statements. d) Make questions beginning with Whom... or To whom... to the given statements.

V. Listen to the sentences. Supply short questions expressing surprise, doubt.

VI. Listen to the sentences. Change the construction using the absolute form of the possessive pronouns.

 

Model: This is her coat. - This coat is hers.

VII. Compose sentences on the model using have got or has got.


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