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A) Listen to the recording of Text One and mark the stresses and tunes, b) Repeat the text in the intervals after the model

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  1. A) Listen to the recording of Text Five and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
  2. A) Listen to the recording of Text Four and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
  3. A) Listen to the recording of Text Six and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
  4. A) Listen to the recording of Text Two and mark the stresses and tunes, b) Repeat the text in the intervals after the model.
  5. B) Repeat the text in the intervals after the model.
  6. Exercise 1. Change the sentences according to the model.
  7. I Listen attentively to your fellow-students' reading of Ex. 2; correct their mis takes in the pronunciation of the sounds and stresses.
  8. Now after your teaching practice you have some first-hand experience which you may use doing the tasks below.
  9. The Usage of the Gerund after Prepositions
  10. Повторювачі (repeater) – пристрої для відновлення і посилення сигналів в мережі з метою збільшення її довжини.

2. Consult a dictionary, transcribe the following words and practise their pro­nunciation:

Vaultlike склеп, подвал, dais помост, кафедра, atmosphere , powder-magazine , disorderliness , pleasant-faced, deliberately , uncanny сверхъестественное, outrageously неистово, facetiousness шутка, armoury арсенал, assembly сбор, subtly , clever-looking, impudently нагло, penalty наказание, congratulate , fulsomely льстиво, ordeal суровое испытание, prefect староста класса, execution исполнение

3. Read the following word combinations paying attention to assimilation and the linking "r":

on the dais помост, кафедру, watched the school straggling двигающуюся вразброд to their places; but there was an atmosphere of subdued подавляемого expectancy; the boys stared about them; at the far end of the hallpconsulted the map; by counting down the rows discovered the boy' s name; when the laughter subsided утих; in the front row but one; again the assembly сбор laughed; who dropped the desk-lid; but that you put them off; and they tell me; in their armchairs

4. Read the passage beginning with "Speed was very nervous..." till "...he waseager for the storm to break"; concentrate your attention on weak forms and the rhythm.

5.While reading the following dialogues mind the intonation of the stimuli and responses and convey proper attitudes according to the author's directions given in the text:

A. When the laughter subsided утих, a lean, rather clever-looking boy rese up in the front row but one and said, impudently нагло: "Please sir, I'm Worsley. I didn't do anything."

Speed replied promptly: "Oh, didn't you? Well, you've got a hun­dred lines, anyway."

"What for, sir" — in hot indignation возмущении.

"For sitting in your wrong desk."

<19>

В. "And what's your name?" asked Speed.

"Naylor, sir."

"Very well, Naylor, you and Worsley can share the hundred lines between you." He added smiling: "I've no doubt you're neither of you worse than anybody else but you must pay the penalty наказание of being pioneers.''

They went away laughing.


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