Make up sentences with word conversation and following words

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Try
and find me … if you can. You’re due to arrive at… .

Have
you got your … yet, sir? Well, I’ve still got a few

Not
yet. minutes to spare.

Come
along with me and I’ll.. . Mind you don’t miss the ….

Here
it is. That’s all right.

Do
I have to …? It won’t take me more than

Here
you are. five minutes to … .

What
time do we get to …?

10. Read the following dialogues. Define the communicative type of the sentences and say what attitudes you mean to convey:

— There
you are, then, I thought you might be here earlier. Was your train
late?

— No,
I don’t think so; just about on time. Which one did you think I was
catching then?

— Wasn’t
it the one that gets in at five ten?

— No,
that’s Saturdays only. Didn’t you know?

— Of
course, how silly of me, anyway, it doesn’t matter.

——————

— Excuse
me, will this road take me to the station?

— Yes,
straight on. Turn to the left when you get to the end. You’ll see a
notice there. You can’t go wrong.

— Is
it far?

— About
three or four minutes.

— Thank
you very much.

11. Make up a dialogue of your own, using some of the phrases from the dialogues above.

12.
Read the following sentences. The prompts in brackets will help you
to determine the position of the logical stress. Make up a situation
to prove the position of the logical stress:

We
are going second class. (Not
first)

I
want a return ticket to Oxford. (Not
single.)

What
time do you get up in summer? (I
usually get up at seven.)

What
shall I do with his luggage? (I
know what to do with yours)

Can
I have a try? (Nobody
seems anxious to do it.)

He
ran all the way to the station. (He
was afraid to be late.)

I
saw Mary at the theatre yesterday. (Nor John.)

I’d
like to have some tea. (Not
Tom.)

I
asked the porter to see to my luggage. (Nor you.)

13.
Listen to the text on the tape («Commerce and Industry»).
Write it down. Mark the stresses and tunes. Practise the text.

14.
Read the following sentences. Use Intonation Patters VI to single out
the subject:

Model:
Bri_/tain
│ is one of the most important commercial and trading centres in
the world.

Australia
is the smallest continent in the world.

Manchester
is one of the most important industrial cities in Great Britain.

Oxford
is one of the oldest centres of education.

Washington
is the capital of the United States.

Mary
is my best friend.

The
piano is to the right of the window.

England
is a highly developed industrial country.

15.
This exercise is meant to develop your ability to hear the intonation
and reproduce it in
proper
speech situations.

a) Listen to the text
«Mother’s Day» sentence by sentence. Write it down. Mark
the stresses and tunes. Practise the text.

b) listen carefully to the
narration of the text Observe the peculiarities in Intonation-group
division, pitch, stress and tempo. Note the use of temporizers.
Reproduce the model narration of the text.

16.
Read the text «May Day» silently to make sure you
understand each sentence. Split up each sentence into intonation
groups if necessary. Mark the stresses and tones. Underline the
communicative centre and the nuclear word of each intonation group.
It is not expected that each student will intone the text in the same
way. The teacher will help you to correct your variant

Practise reading the text
several times.

Retell the text in your
own words:

May
Day

For
over 100 years now May Day has been recognized in some countries of
the world as the workers’ day. It is the day on which workers in
these countries master their strength, and demonstrate their
determination to struggle to achieve the demands which happen to be
particularly pressing and urgent.

Last
year’s May Day in Britain broke new ground in two ways.

It
was the largest-ever demonstration to be held on May 1 itself in
addition to the traditional demonstrations on May Sunday.

But
it was more than a demonstration. It assumed the character of a
national strike, involving hundreds of thousands of workers who
downed tools in London and a number of other major cities.

It
was the culmination of an unprecedented campaign directed against the
Government’s intentions to put the clock back a century and more on
trade-union rights.

It
was a high point in the continuous struggle of the trade unions for
the unfettered right to use the strike weapon in furthering the
interests of their membership.

It
was a historic May Day not only in the role it played in achieving
the immediate demand of retaining the sovereignty and independence of
the unions.

Above
all, the flexing of their muscles and the victory achieved the
following July, gave the workers of Britain a new sense of confidence
and a deeper understanding that one hour of action is worth more than
a thousand hours of argument and pleas for justice.

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