Программы зачетов и экзаменов по дисциплинам кафедры английской филологии по направлению подготовки «Педагогическое образование», профиль подготовки «Образование в области иностранного языка (английский)»
Программа зачета по «Практике устной и письменной речи»
(для студентов 1 курса)
Задачей курса является овладение лексикой в пределах разговорных тем курса, развитие навыков восприятия и передачи содержания прослушанного и прочитанного оригинального текста (монологического сообщения или диалогической речи), умение вести беседу по пройденным темам. В рамках практических занятий по домашнему чтению ставится задача развития навыков беглого чтения, понимания и детального пересказа несложного оригинального художественного текста, умение вести беседу по содержанию читаемого произведения и изложить собственную точку зрения на затрагиваемые вопросы.
В соответствии с учебным планом итоговый контроль по данной дисциплине осуществляется в форме зачета в 1 и 2 семестрах.
В программу зачета включены задания, отражающие требования стандарта образования по данной учебной дисциплине, соответствующие содержанию контрольных мероприятий, проводимых в течение семестра.
Зачет предполагает написание письменных работ (диктант, лексико-грамматическая работа), аудирование. Текст на аудирование (1/2 печатной страницы) читается один раз. Прослушав текст, студенты отвечают на 10 – 15 вопросов, нацеленных на понимание текста. Устный ответ включает чтение, перевод, ответы на вопросы по тексту; устный перевод предложений с русского языка на английский язык без предварительной подготовки; сообщение по одной из пройденных разговорных тем.
Образцы материалов для зачета для студентов 1 курса
Примерная лексико-грамматическая карточка, включающая предложения для устного перевода без предварительной подготовки с русского на английский:
1. Какая ужасная погода! Небо затянуто тучами, с утра льет, как из ведра. О прогулке не может быть и речи.
2. Последние новости по телевизору начинаются очень поздно, но я всегда стараюсь послушать их.
3. Это самый вкусный обед, который я когда-либо ела. Позволь мне помочь тебе убрать со стола.
4. Каждый год Брауны проводят свой отпуск в Западной Европе. В этом году они едут в Нидерланды.
5. Она боится, что ее сын не поступит в университет в этом году. В прошлом году он провалился на вступительных экзаменах.
6. Я очень устала. На следующей неделе я сдаю экзамен, поэтому сейчас я напряженно работаю. Обычно я занимаюсь до полуночи и пью много кофе.
7. Не уверен, сможете ли вы понять меня правильно, но я считаю, что о поездке в Англию зимой не может быть и речи. Вы бы лучше поехали туда весной.
Тематика разговорных тем
The Country You Find Interesting. The City You’d Like to Visit. The Student’s Weekend. Your Studies at the University. Seasons and Weather in Sakhalin. Seasons and Weather in England. Your Favourite Season. The House of Your Dream. Traditional English Meals. Traditional Russian Meals. Shopping. Your Visit to the Theatre. Our English Lesson. The Student’s Working Day and Household Duties.Образец текста для чтения
OLD MAN AT THE BRIDGE
Ernest Hemingway
An old man with steel-rimmed spectacles and very dusty clothes sat by the side of the road. There was a pontoon bridge across the river and cars, trucks and men, women and children were crossing it. But the old man sat there without moving. He was too tired to go any farther. It was my business to cross the bridge, explore the bridgehead beyond and find out to what point the enemy had advanced. I did this and returned over the bridge. There were not so many carts now and very few people on foot, but the old man was still there.
“Where do you come from?” I asked him. – “From San Carlos,” he said, and smiled.
That was his native town and so it gave him pleasure to mention it and he smiled.
“I was taking care of animals,” he explained. -“Oh,” I said.
“I stayed, you see, taking care of animals. I was the last one to leave the town of San Carlos.”
He did not look like a shepherd nor a herdsman and I looked at his black dusty clothes and his
grey dusty face and his steel-rimmed spectacles and said, “What animals were they?”
“Various animals,” he said, and shook his head. “I had to leave them”.
“What animals were they?
“There were three animals altogether,” he explained. “There were two goats and a cat and then there were four pairs of pigeons.” – “And you had to leave them?” – “Yes, because of the artillery. The captain told me to go because of the artillery.”- “And you have no family? I asked, watching the far end of the bridge where a few last carts were hurrying down the slope of the bank. – “No,” he said, “only the animals I stated. The cat, of course, will be all right. A cat can look out for itself, but I cannot think what will become of the others.”-”What politics have you?”
I asked. – “I am without politics,” he said. “I am seventy-six years old. I have come twelve kilo-
meters now and I think I can go no further.” – “This is not a good place to stop,” I said. “If you can make it there are trucks up the road.”
“I will wait a while,” he said, “and then I will go. Where do the trucks go?”
“Towards Barcelona,”I told him. – “I know no one in that direction,” he said, “but thank you very much. Thank you again very much.”
He looked at me very blankly and tiredly, and then said, having to share his worry with someone. “The cat will be all right, I am sure. There is no need to be unquiet about the cat. But the others. Now what do you think about the others?”
“Why, they’ll probably come through it all right.” – “You think so?” – “Why not,” I said, watching the far bank where now there were no carts. “But what will they do under the artillery when I was told to leave because of the artillery?”
“Did you leave the dove cage unlocked?” I asked. – “Yes.” – “Then they’ll fly.”
“Yes, certainly they’ll fly. But the others. It’s better not to think about the others”, he said.
“If you are rested I would go,” I said. “Get up and try to walk now”.
“Thank you”, he said and got to his feet, swayed from side to side and then sat down back-
wards in the dust.
“I was taking care of animals,” he said dully, but no longer to me. “I was only taking care of animals.”
There was nothing to do about him. It was Easter Sunday and the fascists were advancing toward the Ebro. It was a grey overcast day so their planes were not up. That and the fact that cats know how to look after themselves was all the good luck that the old man would ever have.
Примерный текст итогового диктанта
Edna’s Weekend
This is Edna Shaw. She’s a language student at London University, so she’s got a lot of university work to do during the week. In fact, she doesn’t have any spare time on weekdays. But when the weekend comes she tries to have a good time getting some exercise and fresh air and entertainment, too.
She spends Saturday morning doing jobs around the house: cleaning the room, doing the laundry, going round the shops. She doesn’t have lunch at home, she normally goes out for lunch with her friend Nancy. As a matter of fact, Edna and Nancy rent a small two-room flat in the town centre. After lunch the girls play tennis or go for a run out into the country. Edna’s got a second-hand Volkswagen which she bought very cheap.
Saturday afternoon is the time to play sport but in the evening the girls sometimes go out to listen to a band. Bars are very much like clubs, the music is free and everything is very relaxed. It’s great to listen to some music and dance.
On Sunday the two friends have a nice quiet morning reading newspapers over a cup of coffee. Sunday is the day when Edna goes to see her parents. They live in a nice cottage in a suburb of London. Edna drives there for brunch. (Brunch is breakfast and lunch combined. It’s becoming very popular to have brunch at the weekend.) Brunch is a good time for all the family. They get together and eat brunch. It’s normally a huge meal. You have all the breakfast things and all sorts of salads and chicken and pies and lots of fruit. A lot of people go out to a restaurant for brunch. Not the Shaws... they enjoy theirs at home.
On Sunday evening Edna and Nancy quiet down a bit. They watch a little television or, perhaps, have a little chat and share the impressions of the day. It’s time to get ready for Monday. So they usually go to bed early.
Программа зачета по «Практической фонетике»
(для студентов 1 курса)
Зачет в конце первого семестра предполагает проверку правильной реализации фонем в подготовленных текстах, знания правил чтения и транскрибирования. От студентов требуется правильная ритмическая реализация фразы, употребление сильных и слабых форм. Контролю подлежит реализация в предложениях основных акцентных и интонационных моделей.
Требования к зачету.
1. Правильная реализация фонем в отдельных словах.
2. Правильная реализация основных акцентных моделей слов.
3. Правильная реализация основных интонационных моделей предложений.
4. Фонетический диктант на отдельные слова.
Зачет в конце второго семестра нацелен на проверку реализации основных акцентных моделей слов в предложениях, употребление сильных и слабых форм служебных слов. Контролю также подлежит интонационный анализ текстов: мелодическое оформление основных коммуникативных типов предложений, интонация многосинтагменных предложений.
Требования к зачету.
1. Диктант на многосложные и трудные слова.
2. Чтение подготовленного размеченного текста с фонетическим анализом.
Образцы текстового материала для зачета
set expressions, proverbs and sayings
a) a fly in the ointment
b) to beat bout the bush
c) to read the tea-leaves
d) to be more dad than alive
e) to be in the seventh heaven
f) on the tip of the tongue
g) with both feet on the ground
h) between the devil and the deep(blue) sea
1. First things first.
2. First think, then speak.
3. As the call, so the echo.
4. The end crowns the work.
5. Second thoughts are best.
6. Easier said than done.
7. When in Rome, do as the Romans do.
8. He who pays the piper calls the tune.
9. A bird in the hand is worth two in the bush.
10. Men must do as they may, not as they would.
11. An hour in the morning is worth two in the evening.
12. Early to bed and early to rise makes a man healthy, wealthy and wise.
sentences
Don’t threaten them. You’re getting a bit thick round the middle. Not all the flowers there had thorns. Edward thrust his way towards them. We sat talking about this, that and the other. Anybody would think he’s in his mid thirties. Beat the whites of three eggs until they get thick. Read thoroughly all the instructions in the following exercises. You shouldn’t throw your clothes there: you’ll never find them.dialogues, texts
A: Arthur and Martha are such enthusiasts. They are so enthusiastic.
B: What are they so enthusiastic about?
A: Oh, about everything. Among other things, they’re both very enthusiastic about the theatre.
B: The theatre. Mm.
A: I loathe the theatre. And I loathe enthusiasts.
B: I loathe Arthur and Martha.
-Take the turning to the left at the bottom of the hill – there’s a pub called The
Green Man on the right.
- I’ve got that. Go on.
-The road winds through a small village, over a bridge across a river and then
under a railway...
-Slow down a bit. I’m trying to write this down. I’ll never remember all that.
- I’ve nearly finished. After a couple of minutes you’ll reach Harpole. Manor
Road is the 2nd turning on the left, and our house is at the end on the right.
- I suppose I’ll find it. But if I’m not there by midnight send out a search party!
Boiled Eggs
One of the easiest things to make is a boiled egg. Put an egg into a saucepan full of cold water. Put the saucepan on top of the stove. Turn on the heat. When the water starts to boil, look at your watch. You must boil the water fast for about three to four minutes only. Then remove the egg immediately from the water and serve.
Dear Cinderella,
Your jobs for tonight:
Sweep the chimney, scrub the floors, beat the carpets, hoover the stairs, dust the furniture, polish the silver, make the beds, change the sheets, tidy the house, dig the garden, clean out the fireplace, empty the rubbish, wash out underwear, mend the socks, darn the shirts, iron the laundry, cook the supper, do the washing-up, dry the dishes, put them away.
Don’t wait up for us. We might be late home.
The Ugly Sisters.
Программа зачета и экзамена по «Практической грамматике»
(для студентов 1 курса)
Целью итогового контроля является проверка сведений по грамматике в рамках обозначенных для 1 курса тем, контроль усвоения основных разговорно-грамматических моделей.
Формы итогового контроля включают зачет в конце первого семестра и экзамен в конце второго семестра. В конце каждого семестра студенты пишут грамматическую работу, включающую текст с пропусками для заполнения видовременными формами глаголов (1/2 печатной страницы) и 15 – 20 предложений на перевод с русского на английский на пройденный грамматический материал.
Структура экзаменационного билета:
Теоретический вопрос. Практическое задание (раскрыть скобки, поставить сказуемое в нужное время, объяснить его употребление). Перевести предложения с русского языка на английский язык.
Примерная тематика по первому вопросу:
The Present Indefinite Tense. The Present Continuous Tense. The Present Perfect Tense. The Past Indefinite Tense. The Past Continuous Tense. The Past Perfect Tense. The Future Indefinite Tense. The Future Continuous Tense. Sequence of Tenses. Indirect Speech. Passive plex Object.Образец устного перевода предложений с русского языка на английский язык без предварительной подготовки:
По правде говоря, я бы предпочла не видеть этого человека. На него нельзя положиться. Он редко говорит правду и никогда не сдерживает обещание. Староста группы предложил, чтобы мы пошли в лингафонную лабораторию как можно быстрее. Он сказал, что если мы не поторопимся, ее закроют. Студенты гордятся тем, что у них в институте есть английский клуб. Все они являются членами клуба и принимают участие в его работе. Кроме того, это помогает им избавиться от ошибок. У нас заканчиваются хлеб и овощи. Тебе придется сделать покупки по дороге домой. Я хочу, чтобы ты составила список необходимых продуктов, чтобы ничего не забыть. Он знал, что эта книга интересная, но он не ожидал, что она будет такой интересной. Он читает ее уже три часа и не может прекратить чтение. Лучше бы он начал делать уроки. Я никогда не слышал, чтобы он упоминал это имя. Он пообещал представить меня этому человеку, как только мы встретимся.
Образец практического задания по второму вопросу
Victor asked me to explain the new rule to him, as he (to miss) the previous lecture. John Gray (to visit) Russia in 1989 and (not to be) here since that time. Don’t speak to him: he (to be) very busy, he (to do) some very urgent work. He heard a car (to approach) from the opposite direction. If he (to know) English, she will try to enter the university. I can hardly stand on my legs. I (to dance) the whole night through. I (to invite) by John to dine with his friends. He said they (to be) delighted to see me.Программа зачета по д/в «Правописание современного английского языка»
(для студентов 1 курса)
Итоговой формой контроля является зачет, цель которого состоит в проверке знаний принципов английской орфографии и пунктуации, звукобуквенной системы английского языка, норм оценки орфографической грамотности.
Зачет предусматривает выполнение проверочных работ по правописанию и написание диктанта. Студентам предлагается выполнить задания, в которых комбинируются трудности различного характера: написание слов, данных в транскрипции; дописывание начала или конца слова, употребляя правильный аффикс; написание слов по моделям; написание производных слов и т. п.
Объектом контроля является, во-первых, знание студентами нового теоретического материала, правил-рекомендаций. К примеру:
Silent ‘e’
Rule 1
Final silent “e” is usually dropped before a suffix beginning with a vowel letter:
Die – died ice – icy ride – rider
Eye – eyed fame – famous refuse – refusal
Move – moved simple – simplest active – activity
Amuse – amusing advise – advisable continue – continuation
Here are some exceptions to this rule:
a) Verbs ending in -ie change the -ie to -y before -ing to avoid a double i:
die – dying lie – lying
b) One-syllable words ending in -ye, -oe, and -ue retain the e before -ing for various reasons:
dye – dyeing (in this way dyeing is distinguished from dying, the Present Participle of to die)
toe – toeing
c) Verbs ending in -ee keep both final e’s before all suffixes except -ed, -er, and -est (which would give three e’s in succession):
agree – agreed but agreeing free – freed but freeing
agreeable freedom
agreement
d) Words ending in -ce or -ge keep the silent e before -able and -ous to retain the proper sounding of the consonant letter:
notice – noticeable courage – courageous
Notice also:
Singe – singeing (to distinguish it from singing)
Line – lineage [`liniidз] (where the e is sounded)
Europe – European [juərə`pi:ən]
Rule II
Final silent ‘e’ is usually retained before a suffix beginning with a consonant letter to avoid the change in the pronunciation of the stem in derivatives:
Safe – safety late – lately like – likeness
Hope – hopeless nine – nineteen whole – wholesome
Care – careful move – movement false – falsehood
Mind the spelling of the words abridgement, acknowledgement, judg(e)ment, lodg(e)ment.
Some exceptions:
Due – duly whole – wholly awe – awful
True – truly argue – argument nine – ninth
In wise and wisdom, wide and width the dropping of the ‘e’ shows the change from [ai] to [i].
Adjectives ending in -le, - able, - ible lose not only their ‘e’ but their ‘l’ before the adverb-forming suffix -ly:
Idle – idly possible – possibly comfortable – comfortably
Далее, оцениванию подлежит выполнение заданий, на которых проверяется понимание изучаемого материала, вырабатывается умение распознать новое орфографическое явление в совокупности с уже изученными ранее. К примеру:
Задание 1. Define the function of the final silent ‘e’ in the following words.
Model: Thrice. The silent ‘e’ is written to indicate the [s] value of the letter ‘c’ and the diphthongal value of the letter ‘i’.
Candle. To show that [l] forms the syllable.
Have. After the letter ‘v’.
Picture. In the trigraph ‘ure’ standing for [ə].
Palace twice move since pie
Excuse value prize sense toe
College kettle clothe strange dare
Задание 2. Read aloud the words listed below and copy them into two columns: a) the words in which the function of the final silent ‘e’ is evident, b) the words in which nothing accounts for its use.
Same, some; gone, none, bone, one; come, home; give, dive; discipline, examine, line, mine, heroine; rope, Europe; frame, gramme; rite, favo(u)rite; rate, accurate, separate (adj.); unite, definite; parade, comrade; mate, climate; concrete, cigarette.
Выработка навыка репродуктивного владения изучаемым орфографическим явлением оценивается, к примеру, при выполнении следующих заданий:
Задание1. In the words given below mark off the suffix and see what is left. Write the initial form, and make all necessary explanations.
Model: Agre|ed – agree. The word ‘agree’ loses one ‘e’ when the suffix ‘-ed’ is added.
Abridging, activity, amusement, arrival, believed, bluish, changeable, composer, continuous, courageous, creation, cultural, died, duly, dyeing, dying, engaged, examination, excited, eyeing, fortunate, freest, hostility, icy, idly, nervous, pleasing, practical, scenery, singeing, singing, stranger, tied, tiptoed, truly, tying, valuable, voiceless, wholly, wisdom.
Задание 2. Write all possible forms and derivatives for the words listed below.
Model: large enlarg|ed
Larg|er enlarge|s
Larg|est enlarg|ing
Large|ly enlarge|ment
Active, agree, care, change, continue, courage, create, close, die, educate, fame, free, hope, lie, move, noise, notice, practice, probable, propose, safe, strange, use, value, wise.
И, наконец, контролируется выполнение заданий, направленных на дальнейшую автоматизацию полученного навыка, на развитие умений более сложного характера.
Задание 1. Insert the proper homophone. If necessary, consult the dictionary for the meaning.
1.Charles Darwin was ______ in 1809. The leaves were torn off and ______ by the wind. (borne, born). 2. They built a ______ for the defence against enemies. Playing chess is not his ______ . (forte, fort). 3. We saw the ________ party leave the Registry office. The horse objects to his new ________ . (bridle, bridal). 4. Don’t _______ with your future. The mother watched the children ________ on the lawn. (gambol, gamble). 5. Don’t make an ______ out of your child. He sits _______ for hours. (idol, idle). 6. The soldier was awarded a _______ for his bravery. They never _______ in my affairs. (meddle, medal). 7. The ________ of their college is a man of _________ .(principal, principle).
Задание 2. Two words in each of the following sentences
a) either lack a letter or b) have an extra letter. In either case correct the spelling.
I should like, incidentally, to ad one more point to my argument. Occasional missprints in the books allways disturb her. We should not like to emmbarrass our hostess by leaveing too early. The youthes were curious to learn how one so clever was not addmitted to the college. Everyone wants a litle hapiness in his life. We alltogether aggreed that after supper we should attend the party all together. They acepted our terms unconditionaly. We find learning speling rules not as dificult as we had expected. You can increase your vocabulary by constantly refering to the dictionary of synonyms to vary your writen and oral speech. Each country can be succesful only when all asume their full obligations as citizens.Основным средством контроля являются различные диктанты, преимущественно творческого характера.
Write the dictation with blank spaces in it. Fill in the missing information.
Dictation
Oh, hello. This is _______(who?). I tried to reach you ________ (when?), but you weren’t home. I’m calling to ________ (to do what?) you to a party _______ (when?). There will be just _________ (how many?) of us, and it will be very informal, so you can wear _______ (what kind of?) clothes. Do you know my address? It’s _______ (what is it?). I’ll expect to see you at about _______ (what time?), then. Oh, by the way, this party is to celebrate my ________ (what?).
Compare your versions with the suggested answers: Jane, yesterday, invite, next Saturday, 16, casual, 16 Bridge Street, 8 o’clock, 21st birthday.
Проверка диктантов может предполагать творческую работу студентов по выявлению своих ошибок. Это может быть помета преподавателя на полях с заданием найти ошибку в строке; или найти все ошибки, общее количество которых указано в конце работы. Взаимопроверка диктантов также способствует профессионализации процесса обучения.
Программа зачета по д/в «Практикум по орфографии и пунктуации»
(для студентов 1 курса)
Итоговой формой контроля является зачет, целью которого является проверка усвоения основных правил английской орфографии, овладение навыками письменной речи в пределах программного материала, усвоение основных правил оформления письменных работ.
В качестве оценочных средств широко применяются тестовые задания, которые проводятся по разным методикам.
Образцы практических заданий для зачета
Задание 1. Give the rules of doubling of final consonant letter of the stem before suffixes beginning with a vowel letter:
. Words of one syllable and those of more than one accented on the last syllable, when ending in a single consonant sound preceded by a short vowel represented by a monograph, double the single final consonant letter before a suffix beginning with a vowel:
Big - bigger - biggest
Red - redden - reddish
Wit - witty - quick-witted
Commit - committed - committing - committee
Regret - regretted - regretting - regrettable
Note: Words ending in the accented [з:], [a:], [o:], represented in spelling by ‘er (‘ir’, ‘ur’), ‘ar’, ‘or’ double the final ‘r’ before a suffix beginning with a vowel letter:
Stir - stirred - stirring
Prefer - preferred - preferring
Occur - occurred - occurring - occurrence
Bar - barred - barring
Abhor - abhorred - abhorring - abhorrence
But no doubling of ‘r’ in:
Fear - feared - fearing (and other words ending in diphthongs)
Offer – offered – offering (and other words ending in [ə])
Confer – conference (and other derivatives where the accent is shifted to the preceding syllable).
The final consonant letter representing a single consonant sound is not doubled
a) if the consonant it stands for is preceded by an unaccented vowel:
open – opened – opening
limit – limited – limiting
b) if a consonant it stands for is preceded by a vowel (either accented or unaccented) represented by a digraph:
look – looked – looking – looker
turn – turned – turning – turner
c) if the suffix begins with a consonant:
fit – fitful (but fitting)
forget – forgetful (but unforgettable)
Задание 2. Write the initial form of the following words. Be ready to explain: 1) why the final ‘y’ is changed, 2) why it remains unchanged, 3) why it is lost.
Days player annoyance variable
Babies cattier appliance enjoyable
Pays librarian payment industrial
Dries biologist accompaniment economic
Enjoyed philologist joyless historical
Hurried essayist merciless ironic
Playing denial beautiful busily
Studying betrayal playful heavily
Happiest marriage various memorize
Gayest happiness joyous beautify
Задание 3. Copy the words listed below and mark off the suffix. Give the initial form and explain why the consonant letter is doubled.
Model: Redd|est. The initial form is ‘red’. The final ‘r’ of ‘red’ is doubled in ‘reddest’ before the suffix ‘-est’, because the consonant it stands for is preceded by the short and accented vowel [e] represented by the single letter ‘e’.
Hotter funny planned committee
Thinner muddy stirred regrettable
Saddest bidden level(l)ed marvel(l)ous
Flattest madden excelled occurrence
Winner gladden referring admittance
Travel(l)er reddish quarrelling long-legged
Задание 4. Write all forms and derivatives for the following words:
Beauty, busy, carry, easy, economy, gay, happy, heavy, joy, lucky, pay, pity, shy, vary.
Задание 5. Double the consonant wherever necessary and give your reasons for both single and double letters.
The fo[l]owing words with a dou[b]le consonant are o[k]asiona[l]y mi[ss]pe[l]ed. Co[r]ect spe[l]ing is a ne[s]e[s]ity. Homophones like ‘pa[s]t’ and ‘pa[s]ed’, gue[s]t’ and ‘gue[s]ed’ are a constant source of spe[l]ing di[f]iculties. Usua[l]y a gue[s] is be[t]er than no answer at a[l]. A[n] wi[l] mi[s] the bu[s] unle[s] she hu[r]ies. The ru[n]er a[l]most su[ks]ee[d]ed in the wi[n]ing race. They sto[p]ed cha[t]e[r]ing and go[s]i[p]ing only when darken[s] fe[l]. The a[s]i[s]tant se[t]led the ma[t]er fina[l]y. Bo[b]y’s ho[b]y is co[l]ec[t]ing ja[z] records. Congre[s] wi[l] discu[s] the tari[f]. Bill volunteered to ca[r]y the me[s]age to a we[l]-known pro[f]e[s]or. The old cou[p]le pa[s]ed their a[n]iversary quietly in the village. The su[d]en o[k]u[r]ence of showers sa[d]e[n]ed them. Let u[s] have a gla[s] of co[f]ee at that li[t]le co[f]ee-sta[l]. Apa[s]ing bu[s] sto[p]ed, pi[k]ed some pa[s]engers, and went o]f].Задание 6. Copy the following text adding suffixes and endings given in brackets.
It was a warm, sun(y) day in the late autumn.
“Let’s go for a swim,” said the Cucumber to the Cabbage.
“It’s too cold,” reply(ed) the Cabbage, wrap(ing) her leaf(es) more close(ly) about her.
“Nonsense!” declare(ed) the Cucumber. “Don’t be so lazy!”
At last the Cabbage consent(ed), and the two hurry(ed) to the river.
The Cucumber plunge(ed) in at once, and splash(ed) about happy(ly) while the Cabbage sat on the bank, slow(ly) remove(ing) lay(er) after lay(er) of leaf(es).
“Hurry up!” call(ed) the Cucumber. “Aren’t you ready yet? The sun will soon be going down, and then it will be cold.”
Still the Cabbage sat on the bank, strip(ing) off her leaf(es) lazy(ly), one by one.
At last the Cucumber clamber(ed) out of the water, refresh(ed) by the swim.
The sun was low in the sky, and it was time to go home.
The Cabbage shiver(ed), and began to wrap her leaf(es) about her again, but the Cucumber got tire(ed) of wait(ing) long before she had finish (ed), and the silly Cabbage was left to come home alone.
Задание 7. Copy the following text adding suffixes and endings given in brackets.
It was a warm, sun(y) day in the late autumn.
“Let’s go for a swim,” said the Cucumber to the Cabbage.
“It’s too cold,” reply(ed) the Cabbage, wrap(ing) her leaf(es) more close(ly) about her.
“Nonsense!” declare(ed) the Cucumber. “Don’t be so lazy!”
At last the Cabbage consent(ed), and the two hurry(ed) to the river.
The Cucumber plunge(ed) in at once, and splash(ed) about happy(ly) while the Cabbage sat on the bank, slow(ly) remove(ing) lay(er) after lay(er) of leaf(es).
“Hurry up!” call(ed) the Cucumber. “Aren’t you ready yet? The sun will soon be going down, and then it will be cold.”
Still the Cabbage sat on the bank, strip(ing) off her leaf(es) lazy(ly), one by one.
At last the Cucumber clamber(ed) out of the water, refresh(ed) by the swim.
The sun was low in the sky, and it was time to go home.
The Cabbage shiver(ed), and began to wrap her leaf(es) about her again, but the Cucumber got tire(ed) of wait(ing) long before she had finish (ed), and the silly Cabbage was left to come home alone.
Read the passage with the verbs removed. Discuss which verb and form belongs in each verb space.
When I ___________ two years old, I _______ an elephant for the first time. This _______ in Atlantic City in New Jersey.
While my parents were _______ on the beach, I __________them and _______ along the beach. Suddenly, right in front of me, _________ a building in the shape of an elephant.
I couldn’t _________ my eyes! “Look, entu!” I ________.
I had not yet _________ how to say the word elephant.
Verbs:
wander be leave see | stand learn sit | believe happen shout |
Образцы тестовых заданий
Test 1. Choose the correctly spelled word:
The __________ that one can _____________perfection in spelling is well-grounded.
a) beleaf, beleef, belief
b) achieve, acheave, achieve
George’s finest _____________ was not in _____________.a) achievement, achievement, achievement
b) physics, physics
3. Ann loves to ____________ ____________ for her birthday.
a) receave, receive, recieve
b) violets, vialets
4.Twilight has just fallen and all is ___________ ____________.
a) already, allready, alredy
b) quite, quiet, queit
1. The horse is _________ in his ______________.
a) lyeing, lying
b) stoll, stall
Test 2. Choose the appropriate word.
1. _____________me three loaves of ________ on your ____________ home.
a) dye, by, buy
b) bread, bred
c) whey, way, weight
2. The _________ burst _________ from behind the clouds.
a) sun, son
b) through, threw
3. Take ________ care when crossing the ________ from behind a stationary vehicle.
a) great, grate
b) rode, road
4. This medicine will _________ the ____________.
a) lesson, lessen
b) pane, pain
5. The third ________ __________ repair.
a) stare, stair
b) needs, kneads
6.The _________ man did not want to _____.
a) dyeing, dying
b) die, dye
Test 3. Choose the correctly spelled word:
1. The invasion of the town was the __________ of much distress.
a) ocasion b) occasion c) occasion
2. Fresh air is ______________ to the patient’s health.
a) essential b) essencial c) esential
3. London is the greatest __________ city of England
a) comertial b) commercial c) comercial
4. Pains and __________ are hard to bear.
a) akes b) aics c) aches
5.The _____________ he used was not correct.
a) phraze b) frase c) phrase
Программа зачета по д/в «Речь учителя на уроке»
(для студентов 1 курса)
Итоговой формой контроля является зачет. Зачет имеет целью проверку знания перечня наиболее употребительных речевых формул (на уровне автоматизмов), оценку сформированности умения адекватно использовать английский язык в ходе урока иностранного языка для создания благоприятного психологического климата, способствующего развитию у учащихся культуры общения. Именно беседа с учителем является основной формой приобщения учащихся к иностранному языку как средству коммуникации.
Зачет предполагает выполнение заданий, отражающих практическую реализацию в речи выражений классного обихода. Каждое задание предваряется установкой, предназначенной как для проверки понимания его содержания, так и смысла и значения употребленных в нем средств коммуникативной модальности, речевых формул. Оценке подлежит знание специфики ситуативно-адекватного использования речевых формул общения для выражения определенных коммуникативных намерений.
Образцы заданий
Correct typical errors in English teachers’ speech.
*How do you do?
*Get ready to the lesson.
* Put your desk in order.
*Rise as I call out your names.
*How many persons are absent?
*You must train this sound at home.
*Put out your books.
Try to make the bridge between these expressions and the teaching situation.
Work in threes.
Who is the leader in your group?
Exchange exercise-books.
Do pay attention to the full stops.
Don’t pause for breath in the wrong places.
How often do you make use of an English dictionary?
So come over here and make a circle all round me.
Read the teacher’s speech in class. Think of a similar monologue.
OK. Before we finish, I’d like to ask you to do something at home for tomorrow’s lesson. If you could look at page 47 again at the 6 pictures. What you’ve got there are 6 situations. Now I’d like you to discuss each of the pictures in the sequence. OK?
I don’t only want the questions, I also want the answers. OK and please be very careful who the people are. Are they friends, are they strangers, what is the relationship between them? And we’ve got a minute left so, perhaps, before we go we can just have a look at the pictures together.
Complete the teacher’s instructions before having a role play.
You are about to take part in a television debate which hopes to get to the bottom of the mystery concerning __________________ .
The people taking part in the debate are as follows:
- The chairperson of the debate.
-
-
-
Decide among yourselves who will play each part. Each of the characters has on his or her card what he or she needs to know, or what he or she wants to know. Read your own card carefully and thoroughly before ____________________ .
Get acquainted with a partial list of language functions and some common ways used to express those functions. Try to determine under which circumstances each expression might appropriately be used in class.
1. Expressing lack of comprehension
- I have no idea what you are talking about.
- I’m sorry; I don’t quite understand what you are saying.
2. Asking for clarification
- How many copies did you say you needed?
- Now tell me again. How many copies was that?
3. Expressing disagreement
- I don’t think that’s right.
- I’m afraid I see things differently.
Suggest appropriate expressions in the given situation.
If a schoolboy is late for a lesson, he goes up to the teacher and usually says: …..
This is followed by an explanation, for example: ….
If the teacher is satisfied with the explanation, he may say: ….
If he is not satisfied, he may say, for example: …
Программа зачета по д/в «Правила речевого поведения»
(для студентов 1 курса)
Итоговый контроль предусматривает проведение зачета. Целью зачета является проверка знания норм этикета в стране изучаемого иностранного языка наряду с национально-культурными особенностями речевого и неречевого поведения в своей стране и стране изучаемого языка в различных ситуациях формального и неформального межличностного и межкультурного общения. Контролю подлежат умения применять полученные знания в процессе общения на изучаемом языке, навык выбора уместного стереотипа общения, определяемого социальным статусом и социальной ролью говорящего и его партнера. Также оценивается профессиональное умение формировать культуру речевого общения на иностранном языке
В качестве оценочных средств итогового контроля используются тестовые задания, проводимые по разным методикам, которые применялись в ходе текущего контроля успеваемости и промежуточной аттестации.
Образцы заданий
Задание: Прочитайте диалоги, обратите внимание на речевые формулы сожаления и извинения. Какой из двух диалогов носит более официальный характер?
1) A: Miss Larson?
B: Yes?
A: Please, excuse me for losing my temper in class yesterday.
B: That’s quite all right. Was anything troubling you?
A: Yes. I had just got a letter from a friend of mine and I think I was more upset than I thought.
2) A: How was your vacation, Mary?
B: I had such a good time, I hated to come back.
A: Did you get my postcard?
B: Yes, thanks. I meant to write to you too, but I was so busy! I’m sorry.
A: That’s OK. I knew you probably didn’t have much time.
Задание: Составьте ситуативный диалог по образцу:
A.: Excuse me, but would you kindly tell me how I can get to Kensington Gardens?
B.: I’m sorry, I don’t know. I’m a stranger here. You’d better ask someone else.
A.: The weather will keep fine for the next day or two, won’t it?
B.: Possibly. But … Goodness knows!
A.: You haven’t forgotten about our holiday, have you, Ben?
B.: No, of course not, dear.
A.: And you still want us to go abroad, don’t you?
B.: I suppose so.
Задание: Дополните диалоги адекватными с точки зрения ситуации общения репликами, выражающими извинения. Не забудьте использовать реплики, выражающие реакцию собеседника на извинения.
1) A: How was your vacation?
D: Great. Hey, thanks for the postcards.
A: No thanks at all. But I didn’t get any from you!
D: ….
A: ….
2) A: Hey, where were you last night?
B: I was waiting for you to call to tell me what the address was.
A: …
B: …
3) A: What happened to you during my class yesterday, Jill? Why were you so
rude?
B: …
A: …
Перечень вопросов для проверки знаний норм этикета в стране изучаемого иностранного языка
1. Речевой этикет в системе языка. Его компоненты и характеристики.
- Речевой этикет как форма поведения в обществе.
- Национальная специфика речевого этикета.
- Особенности английского речевого этикета.
2. Английский речевой этикет в конкретных ситуациях.
- Формы обращения: а) обращение на официальном уровне;
б) обращение в непринужденной обстановке.
- Приветствия и сопутствующие реплики при встрече.
- Знакомство: а) знакомство без посредника;
б) знакомство через посредника.
- Поздравления, пожелания.
- Сочувствие, соболезнование.
- Выражение благодарности.
- Формы извинения: исходные реплики и ответная реакция.
- Обращение с просьбой, советом, предложением.
а) удовлетворение просьбы;
б) отказ в просьбе;
в) неопределенное согласие.
- Приглашения:
а) устные приглашения;
б) пригласительные и ответные оповещения.
- Прощание.
- Стереотипные телефонные выражения.
- Формы обращения и заключительного приветствия в письмах.
Программа зачета по «Практической грамматике»
(для студентов 2 курса)
Задачей курса является повторение наиболее сложных случаев употребления видовременных форм активного и пассивного залога, углубленное изучение сослагательного наклонения, всей системы модальных глаголов со всеми формами инфинитивов.
В соответствии с учебным планом дисциплины «Практическая грамматика» по направлению 050100 «Педагогическое образование» итоговый контроль осуществляется в форме экзамена в 3 и 4 семестрах.
В программу экзамена включаются задания, отражающие требования стандарта образования по данной учебной дисциплине, соответствующие содержанию контрольных мероприятий, проводимых в течение семестра.
Примерный список вопросов на экзамен в 3 семестре:
o Speak on:
Types of mood in the English Language. Synthetic forms of the Subjunctive Mood. Analytical forms of the Subjunctive Mood. The forms of the Indicative Mood used to express unreality in English. The Subjunctive Mood in Simple Sentences. Three types of conditional sentences. The Subjunctive Mood in Object clauses. The Subjunctive Mood in adverbial clauses of comparison. The Subjunctive Mood in adverbial clauses of purpose and concession. The Subjunctive Mood in adverbial clauses of time.- Написать семестровую контрольную работу или выполнить тест по грамматическому материалу, изученному в 3 семестре.
Структура экзаменационного билета:
1. Speak on the use of the Subjunctive Mood in object clauses.
2. Fill in the appropriate forms of the verbs and explain their use.
3. Translate the sentences into English.
Образец задания 2.
Use the verbs in brackets in the proper form of the Subjunctive Mood.
He suggested that I (to try) something of a more serious nature. If I (to realize) it was to be like this, I (not to come). Oh, if only you (to be) as you used to be. It was important that no sound (to give) warning of their approach. I wish you (to bring) your sister with you.Образец задания 3:
Translate the sentences into English using the proper mood:
В открытке он предлагал, чтобы они встретились в Национальной галерее. В конце концов было решено, что они устроят вечеринку. Он просто не знал, как утешить жену. Он велел нам сесть на заднее сиденье машины, чтобы мы могли поговорить. Они не разговаривали, как будто они были так счастливы быть вместе, что разговоры были излишни.Программа экзамена (4 семестр)
- Выполнение семестровой контрольной работы и грамматического теста.
- Примерный список вопросов на экзамен в 4 семестре:
Speak on:
1. General features of English Modal Verbs.
2. The modal verb ‘Can’. Its meanings. The forms of the Infinitive it is used with.
3. The modal verb ‘May’. Its meanings. The forms of the Infinitive it is used with.
4. The modal verb ‘Must’. Its meanings. The forms of the Infinitive it is used with.
5. The modal verb ‘Need’. Its meanings. The forms of the Infinitive it is used with.
6. The modal verbs ‘Should’ and ‘Ought’. The difference between them. Their meanings.
7. The use of the modal expressions ‘To be + Infinitive’ and ‘To have + Infinitive’. The difference between them.
8. The modal verb ‘Shall’. Its meanings and use.
9. The modal verb ‘Will’. Its meanings and use.
10. The modal verb ‘Would’. Its meanings and use.
11. The peculiarities of the verb ‘Dare’. Normal and auxiliary functions.
o Структура билета (4 семестр).
1. Speak on the modal verb ‘can’, its forms and meanings.
2. Supply the necessary forms of the verbs given in brackets. Explain their use.
3. Translate the sentences into English.
o Образец задания 2:
Use the required form of the infinitive after the model verb:
1. Her face was quite unlined and she could not (to be) more than thirty.
2. Don’t turn on the light. This fellow may (to lurk) outside the house door.
3. Both sisters must (to be) ashamed of having spoken as they had in front of a third person.
4. But we ought (to have) your brother here, to tell us exactly how far we can go.
5. He drove at great speed. He knew that about this hour the guests should (to arrive) at his house.
o Образец задания 3:
Translate the sentences into English using the proper model verb.
1. Спроси его, можно ли нам осмотреть лабораторию.
2. Возможно, они ждут нас.
3. Мартин стоял по другую сторону камина. Я подумал, что он, вероятно, не слышал их слов.
4. Я думаю, что мне надо надеть другие туфли на вечеринку.
5. Он спросил, не могу ли я позаниматься с его классом на следующем уроке.
Программа зачета по «Практике устной и письменной речи»
(для студентов 2 курса)
Задачей курса является овладение лексикой в пределах разговорных тем курса, развитие навыков понимания и воспроизведения монологической и диалогической речи в пределах изучаемых тем, навыков построения монологического и диалогического высказывания с использованием пройденной лексики, навыков аудирования, умения вести беседу по пройденным темам. Задачей курса также является знакомство с текстами различных типов, способами их анализа и характеристики.
В соответствии с учебным планом дисциплины «Практика устной и письменной речи» по направлению 050100 «Педагогическое образование» и профилю подготовки «Образование в области иностранного языка (английский)» итоговый контроль осуществляется в форме зачета в 3 и 4 семестрах.
Зачет является формой проверки усвоения студентами учебного материала на практических занятиях по дисциплине.
В программу зачета включаются задания, отражающие требования стандарта образования по данной учебной дисциплине, соответствующие содержанию контрольных мероприятий, проводимых в течение семестра. Программа зачета доводится до сведения студентов в начале семестра.
Зачет проводится в форме итогового теста. Результаты сдачи зачетов оцениваются оценкой «зачтено», «не зачтено».
Содержание зачета
При подготовке к зачету необходимо составить и защитить доклады по следующим темам:
Семестр 3:
1. Профессия учителя.
2. Болезни и их лечение.
3. Достопримечательности Лондона
4. Еда (особенности английской и русской кухни);
Семестр 4:
5. Образование в Великобритании
6. Спорт в жизни человека
7. Путешествия
Также необходимо выполнить перевод предложений с русского на английский язык, используя активную лексику (без подготовки).
Примерные предложения на перевод:
Он пристально смотрел на огонь, глубоко погрузившись в мысли. Пусть каждый останется при своем мнении Я огляделся по сторонам, но никого не увидел. Девочка покраснела, когда заметила пристальный взгляд незнакомца. Я не знаю его точку зрения по этому вопросу. У нас разные взгляды на жизнь. Крыша держится на восьми колоннах. Всё остается без изменений. Мой друг удобно устроился в кресле и заказал крепкого черного кофе. Он находится на иждивении своей сестры. Мои знания по медицине оставляют желать лучшего. Она поет очень хорошо, но сегодня вечером она не в состоянии петь, так как у неё болит горло. Я чувствую острую боль в правом колене. Какие лекарства вы принимаете от головной боли. Он ответил на её приглашение холодным отказом. Как выглядит твой друг? Я не вижу сильного сходства между близнецами. Ребёнок слег с ветрянкой. Он скоро поправится, если не будет осложнений. У нас разные взгляды на жизнь.Структура зачета
1. Письменный перевод 20 предложений с русского языка на английский язык в пределах изученного материала.
2. Краткое изложение основного оригинального или адаптированного художественного текста и беседа по затронутым в тексте проблемам. Перед изложением содержания студент читает и переводит 7-8 строк, указанных экзаменатором непосредственно перед ответом.
Характеристика текста: объем – 2 машинописных страницы; языковой материал – в пределах изученного, а также доступный самостоятельному пониманию по догадке.
3.Беседа на заданную тему (2-3 минутное высказывание собственного мнения)
Примерный текст для пересказа:
W. S. Maugham
A MARRIAGE OF CONVENIENCE
I left Bangkok on a shabby little ship. I had gone on board early in the morning and soon discovered that I was thrown amid the oddest collection of persons I had ever encountered. There were two French traders and a Belgian colonel, an Italian tenor, the American proprietor of a circus with his wife, and a retired French official with his.
The French official had been accompanied on board by the French minister at Bangkok, one or two secretaries and a prince of a royal family. He was evidently a person of consequence. I had heard the captain address him as Monsieur le Gouverneur.
Monsieur le Gouverneur was a little man, well below the average height with a very ugly little face; he had a bushy grey head, bushy grey eyebrows, and a bushy grey moustache. He did look a little like a poodle and he had the poodle’s soft, intelligent and shining eyes.
The Governor’s wife was a large woman, tall and of a robust build. She towered over her diminutive husband like a skyscraper over a shack. He talked incessantly, with vivacity and wit, and when he said anything amusing her heavy features relaxed into a large fond smile…
Talking of one thing and another we watched the day decline, we dined, and then we sat out again on deck under the stairs. Soon, influenced perhaps by the night, the Italian tenor, accompanying himself on his guitar began to sing… I saw that the little French Governor had been holding the hand of his large wife and the sight was absent and touching.
‘Do you know that this is the anniversary of the day on which I first saw my wife?’ he said, suddenly breaking the silence. ‘It is also the anniversary of the day on which she promised to be my wife. And, which will surprise you, they were one and the same.’
‘You see, ours was a marriage of convenience pure and simple.’
‘But sometimes love comes after marriage and not before, and then it is better. It lasts longer,’ said the lady.
‘You see, I had been in the navy, and when I retired I was forty-nine. I was strong and active I was very anxious to find an occupation. And presently I was sent for by the minister to the Colonies and offered the post of Governor in a certain colony. The minister told me that I must be ready to start in a month. I told him that would be easy for an old bachelor.’
‘You are a bachelor?’
‘Certainly,’ I answered.
‘In that case I am afraid I must withdraw my offer. For this position it is essential that you should be married.’
‘It is too long a story to tell you, but the gist of it was that owing to the scandal my predecessor had caused, it had been decided that the next Governor must be a model of respectability. I expostulated. I argued. Nothing would serve. The minister was adamant.’
‘Well, think it over,’ said the minister. ‘If you can find a wife in a month you can go, but no wife no job.’
I walked away from the ministry with death in my heart. Suddenly I made up my mind. I walked to the offices of the Figaro, composed an advertisement, and handed it in for insertion. You will never believe it, but I had four thousand three hundred and seventy-two replies. I had less than a month and I could not see over four thousand aspirants to my hand in that time. I gave it up as a bad job. After a time I saw a friend passing. My friend stopped and coming up to me sat down.
‘What is making you to look so glum?’ he asked me.
I was glad to have someone in whom I could confide my troubles and told him the whole story. He laughed. ‘But, my dear fellow, do you really want to marry?’ he asked. At this I entirely lost my temper.’
that I should have spent three days reading love letters from women I have never s ‘You are completely idiotic,’ I said. ‘If I did not want to marry, do you imagine et eyes on?’
‘Calm yourself and listen to me,’ he replied. ‘I have a cousin who lives in Geneva. She is a Swiss. Her morals are without reproach, she is of a suitable age, a spinster, for she has spent the last fifteen years nursing an invalid mother who has lately died, she is well educated and she is not ugly.’
‘But I do not know your cousin and I don’t see how I am to make her acquaintance.’
‘I will tell you what to do,’ said my friend. ‘Go to Geneva and take her a box of chocolates from me. You can have a little talk and then if you do not like o her you take your leave and no harm is done.’
That night I took the train to Geneva. No sooner had I arrived than I sent her a letter to say that I was the bearer of a gift from her cousin. Within an hour I received her reply to effect that she would be pleased to receive me at four o’clock in the afternoon. As the clock struck four I presented myself at the door of her house. She was waiting for me. Imagine my surprise to see a young woman with the dignity of Juno, the features of Venus, and in her expression the intelligence of Minerva…
And there she is. We were married in a fortnight and I became Governor of a colony. ‘I married a jewel, my dear sirs, one in a thousand.’
He turned to the Belgian colonel.
‘Are you a bachelor? If so I strongly recommend you to go to Geneva. It is a nest of the most adorable young women.’
It was she who summed up a story.
‘The fact is that in a marriage of convenience you expect less and so you are less likely to be disappointed. Passion is all very well, but it is not a proper foundation for marriage. For two people to be happy in marriage they must be able to respect one another, and their interests must be alike; then if they are decent people and are willing to give and take, to live and let live, there is no reason why their union should not be as happy as ours.’ She paused. ‘But, of course, my husband is a very remarkable man.’
Программа зачета по «Практической фонетике»
(для студентов 2 курса)
К курсу по практической фонетике на втором году обучения предъявляются следующие требования:
1. Правильная реализация фонем в различных сочетаниях и позициях по отношению к ударению.
2.Чтенгие информационных и эмоционально-окрашенных текстов средней сложности с правильной реализацией акцентно-ритмической структуры и основных интонационных моделей.
3. Знание правил употребления интонационных моделей в разговорной ресчи.
Итоговый контроль осуществляется посредством зачета и суммарных баллов за весь период изучения дисциплины.
Зачет (в третьем семестре) состоит из 2 частей:
1) Чтение, транскрибирование и самостоятельное интонирование отрывка текста, воспроизведение текста по транскрипции с заданным интонационным рисунком (образцы текстов в приложении 3).
2) Ответы на основные теоретические вопросы курса (перечень вопросов в приложении 3).
Зачет (в четвертом семестре) состоит из 2 частей:
1) Выразительное чтение самостоятельно транскрибированного и интонированного отрывка текста (монолог, часть лекции, отрывок прозы или публицистики).
2) Инсценирование самостоятельно интонированного диалога или отрывка из пьесы в паре.
Примерные вопросы и темы к зачету в семестре III
1. Speak about phonetics as a branch of linguistics.
2. Explain the difference between sounds, phonemes, and allophones.
3. Name active and passive organs of speech and describe their work.
4. Describe some useful articulation and breathing exercises.
5. What are vowels and consonants as sounds?
6. Speak about different classifications of consonants.
7. Speak about different classifications of vowels.
8. Speak about modification of consonants in connected speech. Define assimilation.
9. Speak about types of assimilation according to different principles.
10. Explain rules of assimilation.
11. Speak about elision and cases of non-obligatory assimilation in colloquial speech.
12. Define reduction. Explain the difference between strong and weak forms of the words.
13. Define the syllable. Speak about syllable formation and syllable division in the English language.
14. Speak about modification of word stress and its linguistic function in the English language.
15. Speak about the degrees and the position of word stress in English words and its distinctive function.
Образцы практических заданий
I. Listen to the text and mark stresses and ment on the pronunciation of the words in bald.
I said I'd pack. I rather pride myself on my packing. Packing is one of those many things that I feel I know more about than any other person living. (It surprises me myself, sometimes, how many of these subjects there are.) I impressed the fact upon George and Harris, and told them that they had better leave the whole matter entirely to me. They fell into the suggestion with a readiness that had something uncanny about it. George put on a pipe and spread himself over the easy-chair, and Harris cocked his legs on the table and lit a cigar.
This was hardly what I intended. What I had meant, of course, was, that I should boss the job, and that Harris and George should potter about under my directions, I pushing them aside every now and then with, "Oh, you - !" "Here, let me do it." "There you are, simple enough!" - really teaching them, as you might say. Their taking it in the way they did irritated me. There is nothing does irritate me more than seeing other people sitting about doing nothing when I'm working.
I lived with a man once who used to make me mad that way. He would loll on the sofa and watch me doing things by the hour together, following me round the room with his eyes, wherever I went. He said it did him real good to look on at me, messing about. He said it made him feel that life was not an idle dream to be gaped and yawned through, but a noble task, full of duty and stern work. He said he often wondered now how he could have gone on before he met me, never having anybody to look at while they worked.
II. Read the sentences paying attention to the stress.
He is `eigh`teen. | |
It is `number eigh`teen. | |
There are `eighteen `pages in the book. | |
They are `nine`teen. | |
It is `number nine`teen. | |
There are `nineteen `boys in the group. |
III. Read the statements and write them in words.
A) [ ʃi wil nevә sәksi:d | әnles ʃi traiz ha:dә jud betә nɒt taiә jɔ:self | әz ju a:nt veri wel ju kәn ki:p bәʊƟ ɒv ðәm | prәvaidid ju dәʊnt lu:z ðәm it ka:nt bi dʌn | aim әfreid ||]
B) [ trai tә kʌm ɜ:ljә | if ju: kæn ai ʃәl sɜ:tnli help him | if hi wɒnts it ðә bɔi iz veri klevә | ðәʊ hi dɒznt luk it ai kud ges wɒt it ment | mɔ:r ɔ les ||]
IV. Intone the following sentences.
1. He plays tennis.
2. I met my old fiend.
3. What are you doing now?
4. I am glad to see you.
5. She is reading now.
6. There are many flowers in the vase.
7. Mary, come to the blackboard.
V. Transcribe the poem, mark tunes and stresses.
The sun has set,
And now anew
With fallen dew
The grass is wet.
Each little bird
Has sunk to rest,
Within its nest
No song is heard.
