Topical vocabulary. breakfast, lunch, dinner, supper; first course, second course, dessert; for the first (second) course

Meals

breakfast, lunch, dinner, supper; first course, second course, dessert; for the first (second) course

a plate, a glass, a cup, a saucer, a tea-pot, a kettle, a fork, a spoon, a knife

bread, meat, fish, butter, eggs, cheese, sugar, sausage, bacon, herring

potatoes, tomatoes, carrots, cabbage, cucumbers, beets, peas

salt, mustard, pepper

water, milk, tea, coffee, cocoa, beer, wine, fruit-juice, honey

soup (clear soup, cabbage soup, pea soup), porridge, macaroni, salad (mixed salad), mashed potatoes, fried potatoes, chops, cutlets, beefsteak, chicken, goose

pudding, cake, sweets, pie, ice-cream, jam, jelly, stewed fruit

apples, pears, plums, oranges, tangerines, grapes, bananas, berries, cherries, peaches, nuts

to have (to eat, to drink), to dine, to cook, to fry, to boil, to taste, to prefer

to lay the table, to sit down to table, to be (to sit) at table, to clear the table (to take away the dirty dishes); Help yourself to (smth., some food); Have some more; No more, thank you!

Phonetic notes

l. The intonation of a parenthesis depends on its position in a sentence. A parenthesis at the beginning of a sentence is usually stressed. It often forms a separate sense-group.

A parenthesis in the middle or at the end of a sentence is usually unstressed or half-stressed and it continues the melody of the preceding sense-group.

2. Compound nouns are usually pronounced with the stress on the first element only: a 'dining-room, a 'blackboard, but 'ice-'cream, cas'sette-re"corder.

Exercises

I. Transcribe the following words and explain the reading rules:

a) porridge, salt, already, thirsty, bacon, marmalade, father, meals, dining-room, dinner, passing, butter, sweets, spoon, husband, afraid, Smith, moment, about, leave, talking, another;

b) thin, think, bite, hungry, just, article, canteen, please, kind, chop, glass, mustard, pepper, pass, use, sausage, apple, right, discussion, off, mashed.

II. Copy out of the texts the words: a) with the digraphs ее, еа; b) with the third type of syllable (vowel + r); c) with the first type of syllable (open syllable).

III. a) The material below is to be prepared for reading. Mark the stresses and tunes. Concentrate your attention on sounds. b) Let your fellow-student read the sentences aloud for you to detect his errors in sounds and tell him what must be done to get the sounds right;

[U] 1. The cook took a good look at the cookery book.

2. It's good he could go on foot.

3. A good beginning makes a good ending.

[w] 1. Everywhere we saw the white snow.

2. William was not very willing to wait.

3. Didn't this waiter work in Washington last winter?

4. No sweet without some sweat.

5. Where there is a will there is a way.

[wз:] Her work grows worse and worse,

[w - v] William always wears a very warm woollen vest in winter; Victor, however, will never wear woollen underwear, even in the Wild West.

IV. Before you start working at the texts practise the sounds in the following words and word combinations:

A. 1. [зU]по more, so slow, with toast, just a moment;

[Î] having breakfast, putting some cornflakes.

2. a) Alveolars replaced by dentals: at Ù he picture, in Ù their dining-room, and Ù their children, just Ù thirsty.

b) Loss of plosion: tea and Ù cake, about Ù bacon and eggs.

c) Lateral plosion: don' Ù like, must Ù leave, I'd Ù like.

B. l. [aI]it's high time to have a bite, so am I, I'd likesome;

[Î] finishing this article, is there anything, is already bringing our tea, for the beginning of the discussion;

[@v]a bottle of beer, a glass of water, a cup of tea, all kinds of things.

2. a) Alveolars replaced by dentals: in the Ù canteen, on Ù the menu, about Ù the meeting, is Ù here anything;

b) Loss of plosion: a minute Ù please, soup Ù perhaps, soup Ù today, salad Ù to, mashed Ù potatoes, mustard Ù please.

V. a) Listen to the recording of the text "Meals". Mark the stresses and tunes. b) Practise the text for test reading. Listen to the recording very carefully until you can say it in exactly the same way.

VI. a) Listen to the recording of the dialogue "In the Canteen". Mark the stresses and tunes. b) Practise the dialogue for test reading. Listen to the recording very carefully until you can say it in exactly the same way. c) Memorize the dialogue and dramatize it.

VII. a) Read the following sentences, pay attention to the intonation of the word please in them:

1. æ Please 'bring me that _\newspaper. 2. æ Please pro'nounce the 'sentence once _\more! 3. æ Please 'tell me your _\name. 4. æ Please 'take same _\salad for me. æ 5. Please 'show me the _\Caucasus on the map! 6. æ Will you 'please 'come _/up to me? 7. æ Will you 'please 'pass me the _/book? 8. æ Will you 'please 'turn 'on the ca'ssette-re_/corder? 9. æ Will you 'please 'say it a_/gain? 10. à Stand _\up, please! 11. à Stop _\talking, please! 12. à Step a_/side, please! 13. à Help yourself to some _/pie, please.

b) Address one another with some request using the word please at the beginning, in the middle and at the end of the phrase and respond to it.

VIII. a) Read the following sentences. Pay attention to the intonation of direct address:

1. Ann, will you please fetch some milk from the kitchen? 2. Shall I put some more sugar on your cornflakes, John? 3. No more, Mum. 4. Why aren't you eating anything, Kitty? 5. Give me a little more cornflakes, dear.

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