1 BMBIMOTEKA CTYAEHTA STUDENT'S BOOKS BETTER ENGLISH A Remedial Course of English Phonetics Series Editor E. Yakovleva MAAL 2003BBK9 ana aea7 MOSCOW STATE UNTVERSITY FACULTY OF FOREIGN LANGUAGES ‘E_Yakovleva } BETTER ENGLISH. A Remecil Course of Eglsh Phonetics M.MAAL, 2002-60 p ISBN 5-88091-021-0 ‘The courso is based on the typical mistakes Russian learners end to make in the pronunciation ‘of English 1t includes normative texts of scientific discourse and topical situational dialogues, Opnrmstan-saxer acapasten u noaroToane® k #acaHimoTpapKoBOR M.O, IBSN 5-88091-021-0 © Feonstena E. ., 2003, (Gee wane, wenpaanernioe 1 nepepasoranoe) oe INTRODUCTION TO THE SERIES The STUDENT'S BOOKS series started by this publication is designed to pro- Vide a general backup for lectures and seminars conducted at the FACULTY OF FOREIGN LANGUAGES, and to supply the students with an opportune aid for review of previous courses. The subjects presented in the series are widely taught, and the books are urgently needed both by students and by teachers, employed in undergraduate courses, Each book in the series is based on fundamental research and long-term practi~ cal classroom experience. One of the advantages of the series is thatthe material is presented in a way which allows considerable improvement in accessibility and comprehension, ‘The series is dedicated to professor SVETLANA TER-MINASOVA, my teacher and friend, to whose outstanding efforts we owe the existence of the FACULTY OF FOREIGN LANGUAGES. E. YakovlevaCONTENTS Introduction to the series 3 Lesson 1 Received Pronunciation (RP) or General American (GA) 5 Lesson 2 Speak Slowly 10 Lesson 3 Make Your Vowels Really Long 13, Lesson 4 Articulate Your English Vowels Properly 17 Lesson 5 Avoid Palatalization Keep Your Tongue on the Upper Alveolar Ridge 21 Lesson 6 Do Not “Devoiee” Your Voiced Consonants at the End of the Words 24 Lesson 7 Aspirate Your (pl [tl {k] 27 Lesson 8 Mind the Peculiarities of Stress in English 30 Lesson 9 Effective Communication Requires Proper Intonation 37 Lesson 10 Read the Punctuation Marks 42 Supplement 45 Classroom Expressions LESSON 1 RECEIVED PRONUNCIATION (RP) OR GENERAL AMERICAN (GA) ‘Modem English is most widely prevalent in its two basic varieties: the British variant (RP) and the American variant (GA). The differences between these two pat- tems embrace all aspects of the language, pronunciation included, The considerable divergence of RP and GA can be accounted for by the specific historical develop- ment of each country. National folklore, flora and fauna, festivals and traditions, institutional differences (e. g. politics, banking, legal systems, armed forces etc.) - ail these as well as the influence of other national languages have profoundiy changed what had originally been the English of the first colonists. At the present stage the variation in the case of American and British English is considerable but the influence of mass media has led to a passive understanding of American vocab- ulary and pronunciation in Britain and vice versa. For teaching purposes, though, it is necessary to follow consistently one chosen pattern which the teacher is qualified to teach and/or which the leamer needs, 1, Listen to the recorded text, Make sure you understand it, Look up any new ‘words in the dictionary. It is well-known that there are a number of regional and social dialects within the English language. A very important question therefore is that ofthe norm or the ‘model of pronunciation for us to follow. ‘The concept "Received Pronunciation” suggests that it is in its very nature @ social judgement rather than an official statement as to what is “correct” or “incor- rect", This nortn of proouociation has been widely known and accepted through the advent of radio. The BBC formerly recommended this standard of pronunciation for its announcers mainly because RP was most widely understood and excited least prejudice of a regional Kind, Indeed, attempts to use announcers who had a mild regional accent provoked protests even from the region whose accent was used ‘Thus, RP often became identified in the public mind with "BBC English” RP is no longer the exclusive preserve of a particular soctal stratum. This change is due partly to the influence of radio constanty bringing RP tothe ears of the whole nation. Those who wish, for any reason, to modify their speech are constantly exposed to the RP model."Nevertheless it must be remarked that some members ofthe present younger gen- eration reject RP because of its association with the Establishment in the same way that they question the validity of other forms of traditional authority. For them a real or assumed regional or popular accent has a greater prestige. It is too early to predict whether such attitudes will have any lasting effect upon the future development ofthe pronunciation of English. But if this tendency is to become more widespread, the result could be that a new standard with @ wider popular base would emerge. Such a change is made more likely through the recent more permissive attitude of the BBC in their choice of announcers, several of whom now have markedly non-RP or non- British accents, What must be remembered about RP is that it isa dialect of English, originally Southern, which bas been used as a standard for teaching purposes both in Britain and abroad for nearly halfa century, RP is understood in most parts of the English-speak- ‘ng world. It is becoming less and less typical of any particular region or social group. Other dialects including some varieties of American English are not always ‘understoigd in England. The best phonetic guide forthe students of English where this dialect is presented is the "English Pronouncing Dictionary” by D. Jones, an out- standing British phonetician. ‘Traditionally the teaching of phonetics at university level is based on Received Pronunciation as the dialect most thoroughly described and most widely presented in text-book, Articulatory Setting Each language has its own articulatory seting which determines the specific quality of xational accent. There are several basic ules that come under the general term of "aticula- tory seting " (aprixynaigionutit yeaa), In order to acquire a better Britsh accent the Russian leamer should control - the activity of the lips (allow no protrusion or pouting) ~ the activity of the tongue (observe apical articulation of consonaits) = the activity ofthe throat and jaw (achieve correct sounding of vowels by shaping the "resonator" properly), Nate that English vowels are characterized by specific length and quality 1V. Be sure you know the phonetic symbols of thee English vowels, diphthongs: ‘and consonants. Vowels [i:] RP, received, teaching, regional [0] English, exist, originally, Britain, phonetician {e] question, phonetis, level, presented, century, American [ee ] language, standard, accent [a ] part, RP, half [0] model, follow [93] important, norm {a} understood [U: } used, group, including, students [A]. number, thoroughly (2: ] purposes, world [2] about, abroad, number Diphthongs [at] described, widely {011 spail [et] pronunciation, based {19} nearly {au} pronouncing [ea] therefore, where {ou social {va} sure Consonants [b] British, best ()— Bnalish, sure [p] purpose, present {language [4] dictionary, dialect [m] model, make It] traditionally, textbook fn] number fe] group [r] readily, received [k} make, current (} teaching [z] 200, rises [ds] regional, Jones {[s] phonetics, social (h] half, has Iv] vowel, variety (o) teaching {f} for G1 yesterday [2]. the, that, therefore Iw] widely [8]. thoroughly [3] pleagureIIL Learn the English alphabet Aa Bb Ce Dd Ee Ff Gg Hb li Jj Kk L1 Mm Nn Qo Pp Qq Rr Ss. Tt Uu Wy Ww Xx Yy Zz Note: it should be bome in mind that although there exists a number of reading rules, the foreign Jeamer is recommended to check the pronunciation of new words inthe dictionary, since there are many exceptions to the existing rules. IV. Transcribe the words given below, try to read them before you hear them Pronounced on the tape. 1, Egypt, Brazil, Geneva, Berlin, Paris, Rome, Canada, Australia, Copenhagen, Aighanistan, Lebanon, Mediterranean, Athens, Iran, Chicago, China, Naples, Albania, Brussels, Ireland, Crimea, European, Jerusalem, Bucharest, Persian Gulf. 2. Bourgecis, revolutionary detente, deployment, ero option, negotiations, bilateral, mis- sile, mutual, beneficial, ant-communis, propaganda, demonstration, Listen to the dialogues given below. Transcribe the stressed vowels in the italicized words with the help of a dictionary. Learn the dialogues by heart. Introductions and Opening Conversation Gambits I Mr Laker; Hello! Student: Hello, Mr. Laker. Mr. Laker’ How are you? Student: I'm very well. How are you? Mr. Laker: I'm very well, thank you. Are you a student? Student: Yes, | am. Mr. Laker: Are you Engiish? Student; No, I'm nor Mr, Laker: Are you learning English? Smuident: Yes, Tam. iT A: Wendy, I'd like you to meet my brother, Sam. B: How do you do? C: How do you do? >o8 woRroRD> poRPoRe BOR OB> Whai do you think of life in England’ I'm still feeling pretty homesick. It’s bound to be strange at first am Mrs. Huges, this is Peter Brown, How do you do? How do you do? How do you find chings over here? IFit wasn’t for the climate, like it very much, It won't take you Jong to settle down, Vv ‘Mother, this is Joe's brother, David. How do you do? How do you do? How do you like London? I's quite differenu from what I expected. Don't worry: you'll soon get used to it v Mrs. Stacey, I'd like to introduce my Greek friend, Milos, How do you do? How do you do? ‘What are your first impressions of England? Of course, its colder than itis at home. ‘Never mind; you'll be allright in a week or two.LESSON 2 SPEAK SLOWLY 1. Read this carefully. Now that we are certain about the model of pronunétition for us to follow let us concentrate on the typical mistakes Russian speakers tetid Wthidke and how to avoid them. From your own experience you all know that with sie peers the foreign accent is so strong, that it makes their speech unintelligible. This i @ften the result ‘of quick tempo. It is necessary to remember that speaking a foréign language is always hard work. A special effort is required on the part ofthe Russian speaker to accommodate his or her speech organs to the articulation of English sounds. That ccan be done only if one speaks slowly. Ifyou speak very fast you will most proba- bly distort the English sounds substituting them by their Russian counterparts IL, Listen to the dialogue as an example of rapid colloquial speech. The tempo used by the speakers is fairly natural but very difficult to imitate Universities Jane: What do you do, Mark? Mark : ma student but I'm working with Tim for the summer. Jane; You won't be here for long, will you? Mark: No, Ill only be here until the end of August and then I'l go home. Jane: You won't have a holiday, will you? Matk ; Oh, yes, Ill have three weeks’ holiday in Wales. 'm going to the Welsh mountains. Jane: And then? Matk : Then I'l go to Coventry. Jane: Why will you go there? Mark : To study at the University of Warwick. Jane: Oh, I'l be near there, ‘Mark: Where will you be? Jane: Tl be at Birmingham University. What are you going to study? Mark : Economics. I hope to work for an advertising ageney one day, ‘And what about you? Will it be your first year? Jane: Yes. I'm doing modern languages. | don't know what | want to be I think I'd like to be a teacher. Mark : Do you know what you'll teach? 10 | nena SSE sled Fate: Tm not really sure... perhaps il wach Spanish Mark: Do you speak Spanish? Jane: Oh yes. I've studied it for four years, Mark: [can’t speak the language but [ can understand it IL. Listen to the same dialogue, read slowly for teaching purposes. In order to reproduce it correctly follow the four preparatory steps given below, 1. Copy the dialogue into your notebook. Look up new words in the dictionary. 2, Listen to the slow variant and mark pauses between, sentences and between sense-groups inside sentences. Use the following symbols: + a single vertical line for shorter pauses; | - a double vertical line for longer pauses. 3. Find the most prominent word in each sense-group, transcribe the stressed vowels in them. 4. Find the words on which the speaker's voice is rising or falling, Mark the rises and falls with the signs m, ym: 2 u ‘What do you do, Mark? | Jane: Mark: | Tma student, | but I'm ‘working with \Tim for the surnmer. | IV. Learn to reproduce the slow variant of the dialogue, V. Slow tempo is particularly recommended for reading aloud. Listen to the extract from ""The Seven Ages of England" by David Hughes and learn to read it. Be sure to follow the speaker's tempo. ‘What is English culture? You can sometimes listen to a few bars of music or read some lines of verse or look at a painting, and say without the slightest doubt: how very English, this could belong to no other country in the world. Our concern in this book is to discover, by looking into the last fifteen hundred years of the arts in England: just what this characteristic English quality is. How did it arise and develop? ‘Why has it grown over the centuries into one of the great civilizing influences in the world?VI. The tempo of public speaking should also be slow. Very much the same ean be said about loudness. Your speech should be audible. Learn to imitate the lecturers’ manner of speaking, particularty their tempo and loudness reproducing the two extracts from the university lectures, Ants in Britain ‘The arts in Britain is a very wide subject. We shall talk about some particular areas concerned with the Arts. You are very lucky in the Soviet Union in that you have a fine tradition behind you in all areas of Arts, One of the first things that impressed me when I came 19 Moscow was to see the wide variety of arts which are available to me as a foreigner living here and of course to you, as well, being Soviet citizens. In Britain also we can be proud of the arts that we have. But the situation of the aris in Great Britain differs from the situation in the Soviet Union Ants in Britain are promoted and patronized by Governments and by private organizations. Also standards in the arts vary tremendously, The Growth of London You will ll have sen fom the handouts which you hve in font of you that 1 Propose to divide this course of lectures on the urban and architectural development of Londén into three main sections, and perhaps f could just point out, right at the beginning, that there will be @ good deal of overlap between them. They are not intended to stand as separate, self-contained units. Indeed, 1 would go as far as to say that anyone who tried to deal entirely separately with the past, the present and the course of development in the future, would be misrepresenting the way in which turban growth takes place. ‘Now by way of introduction, I'd like to try and give some indication of how London itself originated: of what developmental trends were built into it, as it were, from the very outset, and of how these trends have affected its growth. VI. Pick out the phrases which can be used in any lecture. Prepare the opening section of a talk on any subject using these phrases, LESSON 3 MAKE YOUR VOWELS REALLY LON: I. Read after the Speaker. Its very important to note that there is no division of Russian vowels into “long” and "short", In English the substitution ofa long vowel by a short one (or vice versa) leads to a misunderstanding. One of the rules which is very often forgotten is that in the initial stage of learning English long sounds the length should always be exag- gerated, « long vowel should last two or three times longer than a short one. [ir] as in "see" {6:) as in "star" three, me car, far ‘ee, agree bar, cigar tea jar (: Jasin "war" Deas in “twa jaw, draw do, grew saw, more blue, new oor, before ‘through thaw ‘Note: it should also be remembered that the length of English vowels and diph- thongs can vary considerably depending on the position in the word: all vowels and diphthongs are longest at the end of words and shortest before voiceless sounds. Thus for instance: see seed seat flea fleas fleet car card cart bar board bark saw sword sought core cord court grew ‘room group new ude minute may made mate my mile might boy boys boisterousIL Try and hear the difference between long and short sounds. {i:] compaced with [1] seen sins steep slip whee! will seat sit deed cid Teap lip leave live least lise field filled [:] compared with [8] am done calf calf bard bud harsh bush arm hum lark fuck {o ] conmpared with (21 cord cod short shot swarm swan sport spot sword sed naughty knotty x [uJ eompared with (a) poo! pull shoot shook fot ‘ul boot ‘book rade wood oop look HL, Which sound is it? Ti} or [1 leave, green, middle, people, seen, king, history, interest, field, me, particular, which, transition, thing, please, believe, wish, clean {a2} o fs) calm, come, pass star, study, other, ask, past, subject, trugae, become, answer, stars, plunder, Republic {Jor 2] course, moder, shortly, before, monarchs, a otal, Because, congue, Moscow, historical, war, dra, what, on (u} oF (a) do, student, put, brutally, ful, school, future, soon, good, too, feudal, human, rule, move, wound, push IV. Learn to recite (say) the following rhymes. Remember that all vowels and diphthongs are longest at the ends of words. 4 | "Good-bye", sid the Fly, as I passed by "Tim going to ry 10 fly tothe sk ‘You fly to the sky, you silly old Fly.” "The sky is too high for a ly" said L 2. See Simple Sam upon the ice so slippery and smooth at night. He slips and slides and slides and slips. But Simple Sam he seldom trips, "The ice is smooth as smooth can be, that's why I do not trip, said he Y. Prepare to reproduce the dialogue applying the method of the four preparatory steps. Make a list of the words which have long vowels, Career Prospects Susan: How have your two sons been doing at schoo! lately, Andy? ‘Andy: Terrible! James never starts working, and Malcolm never stops working, Susan: You're joking, of course, I hear that Malcolm is likely to win all the prizes in the exams this year. ‘Andy: Yes, so his teachers say. But he deserves to do well. He's always been so conscientious and hard-working, and he's been slaving at his books every evening for months on end recently. He wants to go to Oxford University next year Susan: Maybe he'll become a University ecturer himself eventually ‘Andy: Maybe. But I think he studies too hard: ! sometimes wish he'd go out and enjoy himself for a change, Susan: Yes... What about the younger one? Andy: Well, James' teachers say that he has abifty, but that he's too inconsistent ‘and that he rarely does his Best. In other words, he's not bad when he makes ‘an effort, but he's too idle. He couldn't careless about exams. He does his homework in ten ininutes every evening and then rushes out to play tennis, Susan: He's crazy about tennis, isn't he? Perhaps he can make his fortune at it. You ‘can make more money from sport than from an old-fashioned profession these days. Andy: So I believe. But my wife always worries about the children's future. She wants James ¢o give up tennis and study law, but i don't believe in forcing boys to sake up careers they're not cut out for! wonder how James'I1 develop in 2 couple of years time!VL. Answer the question: what is the conversation between Andy and Susan about? Answering the question use the phrases which are ital avoid direct speech. ized. Try to VIL. Listen to the dialogues below. Transcrihe the stressed vowels in the itali- cized words. Learn the dialogues by heart. Saying Good-bye 1 Tve come to say good-bye. When are you off? Tm flying home on Sunday. Good-bye then, and all the very best Say good-bye to the rest ofthe family for me, wont you? in 11d like to say good-bye to you all “What time ase you xving? My train leaves at 7:25. Well, good-bye, and have a good journey ‘Good-bye. Remember to look me up if ever you are in Rome. a peewee PRP Tm ringing to say good-by When are you setting off? Tm catching the 11:35 boat Cheerio then, and don't forget to keep in couch. Good-bye, and thanks for everyehing. Vv ve just called in to say good-bye. What time are you leaving? Tim going to try to get away by cen. Good-bye then, and remember me to your parents Good-bye. See you next year PDE p> >> >> LESSON 4 ARTICULATE YOUR ENGLISH VOWELS PROPERLY ‘One of the characteristic features of the English articulation is the "neutral position of the lips" which means that the lips are spread, but not very much and you can see both upper and lower teeth. Practice the sounds [i:) [e}. {o° }, [et] in tongue twisters, 1 Jane and Jean under the trees Seized the reed and teased the bees. Who'd have believed that each received ‘On feet and knees from the angry bees So many stings that Jean said that Jane would never Lease bees in the trees again, 2. James plays with trains and planes. Jane bakes eight cakes. James takes a cake from Jane's plate 3. Seven pets, a treasure chest, ten well-dressed men, eleven hens with twelve eggs in ten nests 4. World, work, concer, certain. Pearl is a circus girl. An earl gave Pearl a fur and a circlet of pearls for her thirty-first birthday. IL. Another typical mistake made by Russian learners is connected rounding and protrusion of the lips. Thus, for instance, in pronouncing the Russian sounds {o}, ly] the lips are rounded and protrudes while of the English (2), [2: J, [u}, [u:] the lips are slightly rounded, do not protrude, the upper lip is passive. Reading the words given below, press ‘your finger (o the lips and see that they do not protrude. ‘modem, knowledge, historical, conquer, Boston course, short, war, California noise, voice, coin, sol, joys, boils November, window, episode, photographic put, full, good, look, pull ‘group, route, use, brutally, feudal, true, Jerusalem, Beirut the case IIL, Practice these sounds in the following tongue twisters. 1A lot of knots, a dog squatting on a rotten log. Olive watches John load a locked strong-box on a yacht in a lock at the docks,As Iwas going along, along, along. Singing « comical song, song, song, The lane I went along was so long, lon. long ‘And the song that Isang was so long, Jong, long, And so T went singing along. 3. Maul is walking on the lawn. Paul is erawling along 2 wall. Maud warns Paul: "Youll fall” "Not at all" retorts Pau 4. A warm hot water bottle, a dog's paw: 5. Roy is anoisy boy. Joyce is spoilt and coy. Joyce enjoys annoying Roy. Roy destroys Joyce's choicest toys. 6. Joe and Joan go fora stroll. Joe shows Joan his roses. Joan won't go home alone, so Joe zoes home with Joan. 1. The cook looks at her eookery-book. She puts some sugar inthe pudding. The pudding looks good. 8. Look at Luke pulling a poor fool out ofthe pool in the wood. This foolish, bookish Duke is too fll of food to move a foot. AV. Be careful not to confuse (a | as in ct and a:] as in ear. Lower the jaw and keep the mouth wide open. ‘Canada, faculty, capitalism, began, Athens, Amsterdam, Alaska, Japan. A jazz band, a fat man clapping his hands, ‘Anne has plaits and black slacks. Harry has a jacket. Harry and Ann are standing hand-in-hand ‘A fat cat sat on a mat and ate a fat rat V. Learn to show the difference between [e] and [ee . ‘pet - a pat; one man - many men; a net - a gnat; peddling - paddling. Ted has Dad's hat on his head. Jack has a check cap in his hand. Jack's Czech friend Franz is very expansive Franz's French friend is very expensive. V1. Check the pronunciation of [a:} by pressing your finger to your neck (throat) (o feel the lowering of the glottis. Your tongue should be flat. Mark can't park his car in the bam because ofa calf and a large cart blocking the farm yard. 18 eg VIL. Learn to reproduce the dialogue (remember the four preparatory steps). After the exams ‘Malcolm: ‘What do you think of the exams, Pete? 1 believe they were very easy. Pete: Maybe they were easy enough for you but they were much 100 shard for me. Malcolm: (Ob, come on, You've probably done better than you think. Pete: No, I'm certain I've failed in Latin, and most likely in French and History too. Thank goodness its all over though. We can forget about it now - at ieast until che results come out Malcolm: Yes. Now I can get on with reading all the books I've been ‘wanting to read for months, but haven't had time for. Pete: What!... Well, i's up to you, I suppose, but I've had enough of reading; I'm not going to open another book for months. Don't you ink we all deserve a break? Well, yes. I'l take a day or two off perhaps. And I think I'l eome 10 Bob's sister's party tomorrow night, But if Tm going to univer- sity in October, Ihave to get down to some serious work again pretty soon. Pete: ve got to get through the A level exams first. I'll worry about the university if and when I ever get there. Malealm: Malcolm: That's the trouble with you. You always try to do everything at the Jast minute, Pete: ‘And you're too serious, that’s your trouble, ‘You never stop swotting. Malcolm: Well, [like reading. Pete ‘And I can't stand it, { don't know why I decided to try to go to university in che frst place. I think Tl run away and Join the army or something. VIII. Deseribe the conversation between Pete and Malcolm in the indirect form. Use the phrases italicized in the text. IX. Listen to the dialogues. Describe the pecul stressed vowels in the italicized words.Deere Peeeee pee ee Peeper Thanks for hospitality Its time we were off So soon? Can't you stay alittle Zonger? I wish I could, but Pm late already. What a shame! “Thank you for your wonderfid meal. Tm glad you enjoyed it 0 [really must be going now. But you've only just come. Wouldn't you like to stay fora snack? ‘That's very kind of you, but { mustn't be too late What a pip! ‘Thanks very much for the party. Ttwas a pleasure to have you. mt think ifs about time we made a move. ‘What already? Won' you have another coffee? Pd love to, but have to be up early tomorrow: ‘h dear! What a shame! ‘Thank you for a most enjoyable evening. Not at ail. Hope you can come again. wv Ityou'll excuse me, [really should be off now. Not yet surely. Have anotiner drink a least No, chank you all the same. Oh dear. What a pity! ‘Thank you very much indeed for the delicious meal Thank you for coming. sey eee LESSON § AVOID PALATALIZATION KEEP YOUR TONGUE ON THE UPPER ALVEOLAR RIDGE. Palatalization of consonants in the position before such sounds as [i [1] and {j] (and some others) is a typical Russian mistake which leads to a strong Russian accent. To avoid palatalization of the consonants [t}, [d], [a]. 1}, [Sh [2] one should keep the tip of the tongue raised to the upper alveolar ridge. Read after the speaker: tenable, temporary, timber, tin, ticular, tam, teach, tedious, tenure: deep, deed, dealing, decent, di, diplomat, dinner, dip, digit, digging, difficult, differ, seize, seemly, seek, seed, senate, secrecy, secretary, succeed, successive, succession, succinct; zeal, zenith, zebra, 2070; neat, nickel, nick-name, near, neat, need, needle; student, assume, tube, news, consume, music, substitute, destitute 11. Learn not to palatalize the sounds in the words italicized: remember about the position of your tongue. Jane and Jean under the trees ‘seized the reed and feared the bees. Who'd had believed that each received on feet and knees from the angry bees so many stings that Jean said that Jane will never tease bees in the trees again, ‘Sue and Cecily are sisters, Sue is sixteen this summer. Cecily was seventeen last Sunday. ‘Sue is sowing grass seed. She sees Cecily asleep with a glass of cyder and a nice sixpenny ice by her side,Sue slips across, sips the lass of eyder and eas the ioe Cecily gets such a surprise when she wakes. Naughty Nancy has bent the knitting needles and knotted Nanny's kiting A lazy zebra called Desmond is dozing at the 700 He feels ies buzzing round his eyes, cars and nose He rouses his eyes, rises and goes 10 Zoe Zoe is wearing a rose on her blouse. Zoe gives Desmond these buns. LJ. Learn the dialogues which will help you to start @ conversation with some- body you have not met for a long time. Be sure not to palatalize the sounds in the italicized words, Back from holidays i We haven't seen you for ages. Have you been ill? No, I've been up north for a month, Where was that? Glasgow. I got back the day before yesterday. W How nice to see you again. Where have you been? Home? No, I've been visiting relations. Whereabouts? I went to S Be m> Beep ing o see an uncle of mine. 1 ‘Come in and sit down. We haven't seen much of you lately No, Tve been away on holiday: Where exactly? Edinburgh. ve got a cousin there. Vv You're quite a stranger. Have you moved or something? No, Ive had a few wecks in Scotland i Where did you go? Aberdeen. | stayed with my brother Pp wD EPee Att 1N. Listen to he following tex, find the words pronounced a) with az] and [as by) sith fi} and [ij ) ith [2] and [>]: d) with foe | and fe} Pxplain the peculiarities of their articulation, A Matter of Habit 1 never used 1o go anywhere without the car. | regarded it as an essential part of ‘myself But when the price of petrol doubled in one year, I resolved nor rose the car except when absalely necessary. For example, | always used to take the car when I went ro fetch the papers on Sunday momings, although our newsagents is only 10 minus walk away now | 39 on foo | tell myself that I'm not only economizing on petrol but keeping fit at the same time. If al a question of habit really Im sure you ean get used fo anything if you try and I already fee! that I rely on the car fess than I used to. Besides, now that we live in dhe suburbs 1 can walk down the road and catch @ dust Ue fie w tu any other partof the town, We used 10 lve in the ountry about 15 miles from town and then I would frequently drive to and fro twice a day. That meant | would use 15 gallons of petrol and more in @ week; now I need half that amount. The roubles that 'am also geting used othe petrol prices. They dont seem so very high to me any more. Pechaps ifs easier ro ger accustomed to expensive petrol than i isto do without the ear V. Reproduce the text using the four preparatory steps. V1. Make up a short story using the phrases italicized in the text.LESSON 6 DO NOT "DEVOICE" VOICED CONSONANTS AT THE END OF WORDS. 1. Russian learners of English tend to "devoice" [b|. (d) [gh [2 [¥) at the end of words from force of habit. To avoid this mistake one should “switch off the voice before the plosion is actually completed. (You, as it were "swallow up" the sound). mob, bribe, rib did, bid, wood, bride, breed, band, bad, brigade, hid big, rig, wig, dig, fog cause, breeze, jazz, blaze, seize, pens, begins, agrees solve, serve, of, prove, move Learn to show the difference between voiced and voiceless consonants at the fond of the words. bel {ot} 0b mop nod not bribe ripe dead ett rib rip pad pat Ab lip sad sat te] {2s} log. lock i cease hag Tack pens pence bag back fuze fuss rag rack 4 alive life leave leaf, of of cave calf IIL. Which sound is at the end of the words? har, stave, half, bags, path, laughs, loves. recs, foot, hook, hu, big, lock, nude. root, wolf, ride, send, wave, dive, crib, job, intend, need, load, increase, belief, ant, and aera nN Remember to pronounce the past forms of regutar verbs correctly. {d) called, mourned, bored “ed {t] worked, stopped, finished {id] decided, wanted, exeggerated Learn to pronounce the plural forms of nouns and the third person singular of verbs. Verbs {s] stops, blocks, forecets, broadcasts * wm {2) opens, atends, steels, prepares iz] washes, collapses, pleases, damages Nouns (2) pen pens, day - days, bee- bees [s] book - books, suit - suits, stop - stops “~ [xz] bridge - brlges, box - boxes, bench - benches, clash - clashes “s(-es) VL Learn to read the following dialogues, be careful pronouncing the word "said". Itis often mispronounced by Russian learners. Learn the dialogues by heart. Asking People to Repeat 1 Sorry, I didn't quite catch that. 1 said, "Can I give you a lit?" Isn't it out of your way? No, it’s on my way home, peor nl 1m afraid I didnt quite hear what you said. 1 said, "There's no rush, 1 ean give you a lift in my car’ Wont it make you late? No, I'm going right past your place. a pepe ‘Sorry, but [missed that L said, "Til run you back in the: Are you sure i's not too much trouble? No, it won't take a minute PeerVIL, Listen to the text, write oui and transcribe the italicized words. 2. Learn to present the (ext by heart, following the "four preparatory steps" Pay particular attention to the pronunciation of the italicized words. U. K. Elections ‘Next month the people of the United Kingdom will be voting in a general election, ‘and shortly the seemingly interminable political speeches and debates on radio and tele- vision will be under way. If the Labour Party succeeds in its attempt to increase the slender majority of seats in the House of Commons that it won at the last election, it will be imtroducing radical measures, including widespread nationalization of private industry, in an effort to rescue Britain from threatening economic problems, The Conservatives, the main opposition party, will be hoping to convince the nation of the need for encouraging private enterprise; they have hopes, if people unite under a Conservative government, of overcoming such evis as inflation, food shoriages, fuel crises and a possible worldwide slump. The Liberal party will be tying to persuade the voters that Britain can achieve economic stability and industrial prosperity only ‘under Liberal leadership. Meanwhile the Scottish and Welsh Nationalists may be urg- ing the citizens of Scotland and Wales to vote for their compiete independence from [England and the parliament at Westminster, VIII. Leara to pronounce correctly the singular and the plural forms of the following words: this these, erisis- crises, thesis - theses, pris - preces, analysis -analyses —»—_+ LESSON 7 ASPIRATE YOUR |p], [t], [k] 1. The absence of aspiration before a stressed vowel is one ofthe typical mistakes ‘made by Russian speakers, In English the aspirated sounds are [p,[t), Ik]. The degree of aspiration varies depending on the position in the word: 1) itis strongest when [p), tk] are followed by along vowel or by a diphthong, e.g. peace, people, peak, appeal, point, retire, repeat, couse, report, account, power; 2) aspiration becomes weaker when (p,[t} ki] are followed by short vowels ‘typical, common, tension, culture, country, conquer, couple, cut. I Listen to these tongue twisters. Mark the words where aspiration is strong. Learn to pronounce them properly. Peter Piper picked a peck of pickled pepper. A peck of pickled pepper Peter Piper picked. If Peter Piper picked a peck of pickled pepper, where is the peck of pickled pepper Peter Piper picked. ATL. Listen to the text "Peter Parker. |, Mark the words which are strongly aspirated, Peter Parker Interviewer: With us in the studio this morning is Peter Parker. Good moming, Peter! Pater: Good morning! Interviewer: Peter Parker is an English language teacher. He was always good at languages at school, so he decided to take his degree in French and German, When he finished his university studies, he began teaching in a secondary school in England, Two years later however, he mel someone by chance who offered him a Job teaching English to forcign students during the long summer holidays, His stu- dents were adults and he enjoyed the work immensely. He soon found he was more injerested in teaching bis own language to foreigners than foreign languages to English schoolboys. Since then he has specialized in his work. He has found that one of the advan- tages ofthe job is that itenables him to find work almost anywhere in the world, First hhe went to Africa fortwo years and then he spenta year in Arabia, After this he went to Grovee, where he has worked forthe last three years. He hasn' been to South America‘yet but he intends to go there next. He iias taught men and women of ail ages and of various nationalities. He has also learned fo get on with all kinds of people and to adjust to different ways ofl, So fare has not regretted his decision to follow this career 2. What are the main ideas expressed in this text? 3. Study the context in which the following phrases are used: to be good at languages; to teach in a secondary school: to offer a job; to enjoy the work immensely; advantage; to specialize in smth,; to regret one's decision. 4. Answer the questions, referring to the text if necessary, ‘What is Peter Parker by profession’ (What does he do?) Why has Peter Parker net regretted his decision to follow this career? What are the advantages of his job? What Jobs did he try? What kind of work did he decide to specialize in, and why? 5, Listen to the rapid version of the text without looking into the tapescript, then 10 the slow one. 6, Reproduce the slow version of the text. IV. Listen to the English people discussing the weather, find the words with strongly aspirated consonants. Learn the dialogues by heart. ‘The Weather 1 Not bad for the time of the year ‘Yes. Quite different from the forecast, They say we are in for snow. Let's hope it keeps fine for the weekend, it pee It seems to be clearing up. It makes a change, doesn't it? Apparently it’s going to turn colder. Still another month should see us through the Worst of it. p> o> toa Be B: Pro m ice and bright this morning, Yes. Much better than yesterday. ‘There'll probably be a strong wind blowing later on As long as it doesn't rain, Vv It’s good to see the sun again. A big improvement on what we've been having. It's supposed to cloud over. 1 don't think it would last, 29i |, Repeat the words after the speaker. Be careful to pronounce them with MIND THE PECULIARITIES OF STRESS IN ENGLISH There are L SON 8 ferent degrees of word stress in English. The following signs are used to indicate them: ‘history - primary (main) stress; + conver'sation - secondary and primary stress. single primary stress, ‘specialize under'stand ‘policy ‘recognize ‘seminar ‘polities ‘empire ‘overthrow atholic ‘occupy “exquisite ‘eonsequent de'velopment “integral ‘origin “industry ‘concentrate ccon'gratulate “execute facilitate ‘atmosphere "decade ‘violate "berate administrate dveay ‘simulate ‘aggravate ‘demonstrate im'portant ‘aftermath ‘voluntarily “indicate "bankrupt Re'naissance 2. Learn to pronounce the following words with a combination of a secondary and a primary stress, promunci'ation consolidation stevo'lution ‘competition sdemon'stration slibe'ration scele’bration achmini’stration sreconcili'ation ‘constitution sectfi'eation ‘procla’mation «prohibition sreso'lution procla'mation ‘implemen'tation ‘ratifeation oppo'sition + propa'ganda ‘reorganize ‘anti-national ‘prehistoric ‘prehistory ‘re-cre'ate ‘anti-aircraft ‘pre-war ‘anti-'monarchist between Noun ‘import ‘convert ‘segment ccon‘tribute compare pre'fer ‘sovereign apply ‘agriculture ‘pre-election ‘unhuman ‘re-elect ‘anti-catholic 'pro-soviet ‘re-'militarize ‘regroup . Learn to pronounce the following words with two primary stresses: “unin’hibited ‘vice-president ‘un-inteligible ‘vice-chairman ‘re-con'sider 1. Note specifically the cases when the stress pattern helps to distinguish Verb to import to convert to in'erease to ally (but ‘allied ‘nations) to con'fict to con'cord, to subject to survey to ex’port to pre'sent to con'ract 10 con'duct to pro'gress to produce to permit to objject to con'viet 10 seg’ment ‘cont ‘comparable ‘preferable sove'reignity ‘applicable agricultural 31IL. A special note on the pronunciation of English compounds is needed. The natural (endency of most Russian learners is to pronounce all compounds with double stress and say: ‘walking~'stick, 'tea~party, ‘carth~quake, ‘This is wrong. The majority of English compound nouns have a unifying stress. Remember: ‘blackboard, ‘keynote, tea-party, ‘walking stick, drinking water, ‘riding horse. The main case of even stress in compounds is when the first element denotes substance, Compare: "gold ‘watch but a gold mine 2'stone wall but a’stone pit ‘glass ‘vase but a’glass house {tis particularly important to observe the right stress pattern if it is associated ith the difference in meaning. "English teacher - the teacher of "English teacher - the teacher English who is English ‘White House - the residence of "white house ~ any house that the American President is white “dancing girl - a dancer ‘dancing ‘gn - any girl who is dancing ‘crimial attorney - the lawyer ‘oriminal attorney - attorney of a criminal who is criminal Remember that both compound and simple words pronounced with double stress are subject to rhythmical variation, which means that one of the stresses is shifted under the influence of syntactic position: ‘fourteen bout ourteen ‘shillings ‘barely fourteen ‘week-end bat ‘this week-end ‘week-end "travel ‘old-fashioned but ‘oldfashioned "theory “quite old-fashioned ‘well prepared but ‘well-prepared "ale “not well-pre'pared IIL. In English stressed syllables occur in connected speech at approximately ‘equal intervals, To master the rhythm of English speech it is essential that ‘the foreign learner should remember the following rule: subservient words (particles, articles, prepositions, conjunctions, auxiliary verbs, as well as ‘modal verbs and pronouns) are usually unstressed in the flow of speech. ‘This results in their weak or reduced forms frequently being used. Remember the tist of strong (non-red Articles the Pronouns ‘me (simitarly: we, he, she) us you your them who some Verbs be ts are were have has had can shall will could should would do does ‘must Prepositions at for from of 10 Strong fer] fen) [i] ‘Strong [mi] fas] i) te) [dem] hu] isamj Strong bz} (64 {worz) {wor] they] fhe 2] {heed} Ike n} {fell iwi (hag) {fu} [wud] {du:} oo) mast} Strong leq) [fo] (irom) [ov] bw] ced) and weak (reduced) forms: Weak fo} fen} [01]-before vowels (a]- before consona Weak (mi) fas, s] lin ja} Lis ia} {Bem, om] thu} [som] Weak (bi) [om m) asi la] {waz} {wa} thov) {haz92, 2, 5) thad, ad, d) {kon kn} (el, al, 1) fal] Tho, kl} Led, d} [wad, ad, d] [du, do, dj (dor, dz) [mast, mas, ms} Weak fe) (fa) {from} [ova] (tu, ta}Conjuctions Strs Weak and fend] {ond, on, 2] a fez] ied but fos} {bot} or (o:] fo than (en) {an} that Bet) (at) Contraghétions (verbs + not) can't kane] hasn't Chee ant} stean’t {form haven't [hee vnt] won't [owount) ‘mustn't {masnt} don't [dount} mayn't {mene) doesn't {eazt] needn't Inisdnt} isn't feet] coulda’t fheudnt} aren't fant] shouldn’s (fudin] didn't [eit] ‘wouldn't {vudnt) ‘weren't {v3 nt] wasnt {owo:m} right’ mata] hada’ (hee dn] It should be remembered that weak forms occur only in unstressed positions. Any ‘word can be made to stand out by the logic of the sentence or by its position in te sentence, for example: ‘He is working on the problem of immigration now. ‘But: What problem is he working on now’? ‘The foreign learners should also note the difference in pronunciation of the full and short negative forms of the verbs: but ‘did ‘not Dut had ‘not IV, Listen to the recorded text. Concentrate your attention on the way the ‘speaker pronounces the italicized words. A Political Speech ‘The time fas almost come, ladies and gentlemen, when the Government must ask you - the electors of Great Britain - to renew its mandate. It is as a member of the Government that I stand before you this evening, and the task I have set myself is to review the many things which the Govemment has achieved since the last General Election, and to outline the path which we hope zo follow in the future, when, as J am confident will be the case you return us fo office with an even greater parliamentary majority 34 No one will deny thet 7 ble to do in the past five years is espe ly striking in view ofthe crisis which we inherited rom the previous Government, With wages and prices spiraling upwards; witha record trade deficit of hundreds oj millions of pounds, and with the pound sterling afflicted by the evaporation of inter national confidence, the countty was then on the brink of financial disaster and eco. nomic collapse But within a very short time of coming back into power the present Government ‘had taken steps to stabilize the position. No doubt you will remember some of those steps. Many of them were painful at the time. But they were necessary if interna. tional confidence was to be restored, and we did not flinch from taking them. First ofall, we applied ourselves to idemtfying the root cause of our national ale ments, examining contemporary evidence and refusing ‘o be slaves to outmoded Aoctrnaire beliefs. Secondly, we embarked on a reasoned policy to ensure steady economic growth, the modemization of industry, and a proper balance between pub- Ne and private expenditure, Thinlly, by refusing to take reflac- as the previous gov emment fad continually done in the preceding years - in panic-stricken stopeqp measures, we stimulated the return of international confidence. AAs a result of those immediate measures, and aided by the tremendous effort which they evoked from the British people who responded as so often before to frm hand at the helm, as a result of those measures we weathered the storm and ‘moved on into calmer waters and a period of economic expansion and social reer- ganization \ Analyze the dialogues below in terms of weak and strong forms. Learn to reproduce them in pairs. Apologizing 1 {tm affaid I've spoilt your casserte, Oh, never mind about that. mm teribly sorry. Wont you let me pay for if? No, I won't hear of it oe ee 0 {Tm awfully sony, but seem to have lst your book. ‘Oh, dont worry abou that, {just dort know what wo say. Il reptace it, of course. NNo, that's quite out of the question {have another copy. Peer1 1m very som but I seem to be late Oh, that's allright. Do come i, {do apologize. I was delayed in transport Don't worry, we haven't begun our lesson anyway, Peer Vv Tm dreadfully sory, but I've broken a plate ‘Oh, that doesn't matter. im ever so somry. Tell me where you bought i so Lean get you another one. No, certainly not. I wouldnt dream of letting you do that. epee LESSON 9 EFFECTIVE COMMUNICATION REQUIRES PROPER INTONATION 1 he intonation ofan English statement is based on te so-called "gradually ‘lescending scale", which means that you begin your sentence on higher note And then your voice goes gradually down, e..: "Peter Parker is an English language teacher. He was always good at languages at school, so he decided to take his degree in French and German." IL There are two basic contours in the English language: 1) Tune I with a falling tone on the last stressed syllable of the sentence. 2) Tune 2 with a rising tone on the last stressed syllable of the sentence. Tune I is used in the affirmative, negative and interrogative sentences (beginning with an interrogative word) of the Indicative Mood. It is also used in the sentences of the Imperative Mood to express commands, orders, ‘Tune? is used in general questions beginning withthe auxiliary verb ("Yes" or "No" questions). This une may also turn an affirmative sentence into a question. should be mentioned that the use of Tune 2 instead of Tune 1 conveys hesi, tation or non-finality. M11. Analyze the intonation in the following sentences. Let me introduce myself, ‘We haven't finished with Ancient History What is History? is a science dealing withthe development of human society. Listen, piease, Could you give me the names of the most famous Ancient historians? ‘What did you say’? (polite inquiry) ‘Sit down. (encouraging invitation) IV. 1. Prepare fo reproduce the text applying the “four steps" procedure. Analyze the types of questions in it and the intonation used.Linguistic Talent Betty: Why werentt you at the German clas lastnight, Joan? Joan: Well, no... eame back ite yesterday and found Simon asiep inthe chai Held been writing reports all dey long and ie was too Wor ou 0 20 out again, s0 we gave the lesson a mis. ' : Betty: You've missed quite a lot of lessons lately, havent you? Are you losing your enthusiasm? Joan: Yes, Im aff so. Nether Simon nor havea gift for languages People jus laugh at us when we attempt to speak German. How did you and Erie pick it up so quickly and easly? Youve hardly been in Germany a month Betty: Itwas neither quick nor easy, assure you. We'd both studied the language before we came, anc we only needed fo brush i up abit Joan: Anyway, all our fends here speak English fluently so we dont really need to Jeam German. ety: Well, Eric and I have been both Jeaming and teaching languages for years and we enjoy it immensely ; a Joan; Well, keep it up! Im all for teaching foreigners English, if t saves me the trouble of learning, foreign languages myset 2. What is the subject of the conversation hetween Betty and Joan? The words that follow will help youo answer this question: 3 languages, ability, to give up, to give the lesson language learning, to have a gift for lamguages, ability, to gi 2 miss, to lose one's enthusiasm, t0 speak English fluently, to be all for doing smth, it saves me the trouble of. Listen to the text and answer the questions that follow. Reproduce the infonation of the questions used by the speaker, "Norman" and "Feudal" “Norman” and "feudal" are almost interchangeable. The one word evokes the other, Yet the Normans did not introduce feudalism to England, After the batle of Hastings, Wiliam the Conqueror found himseiuler ofa courtry which was lead feudal, even though some ofits traditions and customs were new to him, Certain features of English govemment atracted the Norman king, He particularly admired the unity of the adminis- ‘ration, the acknowledged rights and privileges ofthe crown, and the recognized status of the king as God's pre-clected deputy on earth. These characteristics William determined to keep in his own version of feudalism, which was an amalgam of what, fom his point of view. was best in feudal Normandy and feudal England. 38 4 Questions: |. When did William the Conqueror become te ruler of England? 2. What features ofthe Govemment atracted the Norman king? 3. Are the words "Norman" and “feudal” almost interchangeable? 4 The king admired the unity ofthe administration, didnt he? ‘VE Read the texts after the speaker and make up questions of the drilled types. The Woman in Feudal England Jn Tudor England, as in England down to the very recent times, the inequality which affected the largest number of people was not a social but a sexual one. The ‘woman ofthe time, whatever her postion in society, was treated as an inferior being, 4nd her freedom of action was restricted at every tur, Priot to marriage she was an infant to be watched over by parent or guardian, Her mariage, which was normally a business arrangement. submerged her lgal personality in thal uf her husband Only 2s a widow could she hope to enjoy something approaching equality with men in the ‘disposal of her person and property. Such, a leat, was the dictate ofthe common law. VIE It should be remembered that some historical texts are more emotionally coloured than others. In the text that follows you will find words that are made (o stand out because of their stylistic overtones. Various prosodic parameters (tones, pauses, loudness, tempo and some others) may be used to make stylistically marked parts of the text stand out, Learn to read this text the way the speaker does it. A Battle The battle was over. Ona stretch of high ground inthe midland heart ofthe king- dom twenty thousand men had met i ferce, clumsy combat, and the day had ended in the defeat of the stronger army. Its leadcr, the king, had been Killed fighting heroical- ‘and men had seen his body swing across his horse's back and bome away to an obscure grave. His captains were dead, captured, his troops broken and demoralized ‘The day was 22 August 1485, the battlefield was to be named after the small neigh bourhood town of Market Bosworth, the fallen King was the third and ablest of nglsh monarchs who bore the name Richard, andthe man the battle made king was to be the seventh and perhaps the greatest of those who bore the name Henry‘VITL Study the intonation of the dialogues given below. Explain 1) how the questions are intoned; and b) why the speakers use rising tones. Telephoning 1 Eastbourne 54655, Hallo. John here. Can I speak to Mary, please? Hold on please. OK. Sorry, but she's out Would you tell her Trang? ibe glad to. POPPER W A: 486-4459 1B: Hallo, David Black speaking. May have a word with Jane? ‘A: IT just see if she's in IB: Right you are. ‘A: Tm affaid she's notin BB: Could you take a message? A: Yes, of course. mL ‘A: Blackpool 15014 B: Hallo. This is James here. Is ‘A: Hang on a moment B: All right, A: Lihink she’s gone shopping, B: Would you ask her to call back? A: Certainly. there, please? Vv A: 922-6534, B: Hallo, My name's Frank Dunean, Could I talk to Linda, please? ‘A: Til find out if she's at home. By Right ‘A: Sorry, but she wont be back tll Monday. B: Can you tell her to ring me when she gets back? A: With pleasure IX. Listen to the dialogues and explain what tones are used by the speaker in different types of sentences. Learn the dialogues by heart. Complimenting People in Clothes 1 What a nice skint! Does i look al ight? Yes, and it matches your scart perfectly rer 1 I say, like your new raincoat, Is ita good fix? Yes, it looks fabulous, PEP uw You're looking very smart in that new coat, Does it suit me? ‘Yes, and I like the colour, too. PoE v That’ a very nice blazer youire wearing Do you rally like it? Yes, and it goes well with your new pullover, oo. Pee 41LESSON 10 READ THE PUNCTUATION MARKS |. When reading aloud the foreign learner should express phonetically all pune- tuation marks used in the text. English punctuation differs from the Russian ‘one in the sense that it depends largely on the intonation of the author rather than on pure grammar, In some {exts one may find a lot of punctu- ation marks (over-stopping), in others - very few (under-stopping). Better comprehension of the text depends on the way you read it, Punctuation marks are the signs that help to convey the authors intention. In modern English the following main punctuation marks are used: full stop, comma, semi-colon, colon, dash, double dashes, exclamation mark, question ‘mark, commas, inverted commas, brackets. A full stop is expressed by a long pause (||) and a low fall. It is important to ‘convey the finality with your voice: ‘The rebels presented a petition tothe king. The king had to reat. A comma is expressed by a rising tone and a pause (| ): There were improvements in industrial and commercial technique, though not to any notable extent in agriculture ‘Commas are often used in enumeration, phonetically they are expressed by rising tones as well. But in those cases when special importance is attached to each homogenous member falling tones are also employed. The foreign learner should be careful not to show finality in such cases: ‘No matter whether Roman dictators, German or French emperors, British kings or {queens or Russian tsars- all the monarchs brutally oppressed and plundered the con- ‘quered nations. Semi-colon is also accompanied by a pause and a falling tone: He offered terms which the king accepted; then he took the king prisoner. ‘To express a colon the reader should resort (0 a difference in tempo apart from pauses and tone, The part of the sentence that comes after the colon clarifies or develops and extends the first part and therefore should be read slowly: It was the ugliest aspect of the factory system: it oppressed men, women and children, for so much oftheir lives. When reading a dash the learner should remember that a long pause is needed: ‘Next year Caesar came again - with a much stronger army, 42 | Double dashes are read with @ noticeable slowing down of tempo. Brackets usually contain the parts of sentence conveying the information of secondary importance and which therefore should be read faster: At the ensuing general election (27 October) the national Govemment won an overwhelming majority Ufthe cotton trade mark had greatly increased - and the figures showed it had -it had been the result oftheir joint effort A question mark used in general questions is accompanied by a rising tone ‘whereas special questions are pronounced with a falling tone: Do we know much about the standards of living ofthe village people? ‘When did the Anglo-Saxon invaders come over from the continent? ‘Note: special questions are pronounced with a rising tone 1) when you want the information to be repeated: ‘What did you say? ») when particular interest to the interlocutor is implied: ‘Where can we meet tomorrow? An Exclamation mark expresses finality and requires a high fatting tone. 11 is usually accompanied by variation in tempo and loudness depending on the situatio But Norman England did not recognize a legal right! He did satisfy his own followers and allies! A playfully paradoxical view of things! IL. The foreign learner should remember to bring out phonetically the infor- mation which is graphically marked in the written text by quotation marks, bold type, italics and spacing as well as new proper names, dates and all sorts of special terms which are used for the first time. Slowed down tempo and pauses are essential in all cases! IIL, Listen to the text, explain how the speaker reflects the punctuation marks in his reading. How did the Incas achieve their "Welfare state"? The basis of their system was “nationalization”, or the state ownership of the most important things in the Empire, ‘These were the land which produced food, the gold, silver and other mines, and the herds of lambs, which provided transport among other things, Large areas of the Incas’ farmlands were terraced (cut in steps into the moun- tainside). There were also many stonelined irrigation channels, which brought water to the fields, sometimes from as far as 500 miles (804 km) away.LV. Listen to the sentences given below. Analyze the way the speaker intones the parts which are graphically brought out (printed with spacing or in some ‘other special way). Why did ministers not do something? Why were they still so supine? But those who accepted political econoray agreed that wages could not be artificially raised, by state intervention. In his New View Of Society published in 1816, Owen's horizon was already broadening; he urged the introduction of labour exchanges, to help the unemployed find jobs; and the provision of work for the poor. As a member of the aristocracy and a landowner, Stanley might ordinarily have been expected to share the uneasy distate that so many of his class felt for the now veaue riches industrialists, SUPPLEMENT ‘The Texts and the Exercises of the Supplement are meant 2s additional materi al which will help to consolidate the knowledge of the phonetic rules acquired by the learner from Lessons 1-10. The materials are graded: texts 1-8 are fa ly easy both lexically and syntactically, texts 9-16 are most difficult and are marked as "advanced". The teacher can choose texts aceording to the level of the students’ proficiency. The exercises listed below may be applied to all the texts either in the given order or selectively as the need may be. Exercises IL. Study the written and the oral variants of the text, Look up new words in the dictionary. IL ‘Transeribe the stressed yowels in the marked words. LIL. Using the vocabulary of the text give examples of the words pronounced with the sounds [i ic} [el [2 |; [Al faz] fol fo: | ful, (uz} foe Je IV. Give examples of the words with long vowels and diphthongs in the final position. V. Analyze the pronunciation of 1) past forms of regular verbs and the third person singular; 2) plural forms of nouns. VI. Write out the compound words. Mark their stress-patterns. VII. Make a list of the words with strongly aspirated consonants VIIL. Give examples of the reduced forms of subservient words as used in the recorded (e IX. Using the recorded version of the text study the ways the speaker "reads" the punctuation marks. X. Find the words which are made prominent by the speaker. Explain why the speaker does it and what prosodic means he uses (slowed down tempo, accelerated tempo, pauses, falling tones, increased loudness), XL Read the text imitating the speaker's manner of enunciation and observing the rules presented in Lessons 1-10, XIT. Choose clue phrases and sentences from the text and retell it in a summa- rized form, try to avoid the words and constructions which are strongly marked stylistically. 45TEXT 1 The Lord of the Manor When the Normans conquered England in 1066 they found a system of living already long established. It was based on the village community whieh is ealled by historians the manorial system. Every village was a self-contained community and belonged to the lord of the manor, who lived in the manor house with his land around it ‘Some of the fields were the lord's own "demesne", some were let to tenants, who paid for them partly in rent and partly in work, and some were divided into long nar- row strips which Were cultivated by the labourers, or villcins. Other lands, such as ‘woods, meadows and waste land was common land, shared by all the villagers for their cattle, pigs and poultry. ‘The villein virtually belonged to the lord of the manor, and was not permitted to {20 away. He paid no rent for his cottage and strip of land, but worked for the lord instead. He veveived uv waes, but had Ue protection oF the lord. ‘This way of life went on for three hundred years after the Norman conquest. We can still find traces of the strips of land the villeins cultivated, and names of fields and villages often remain in use today TEXT 2 Land of Sheep A terrible disaster struck England in 1348, and had the effect of considerably changing the appearance of the countryside. The disaster was a plague called the Black Death, which was brought by rats in ships. Nearly half the people in England died of the infection, Some villages were emptied by the death of everyone in them, and in others only a few survived. It caused the break-up of the manorial system, because there were not enough people left to work the land in the old way. Land-owners had to do something else, so they changed to sheep farming, for a large flock of sheep can be looked after by ‘one man, Gradually most of the cultivated land and the old villein’s strips became grass for the sheep to graze, the fine, rich grass of England. ‘As the number of flocks increased a new prosperity came to England: the result of selling the wool abroad, The wool merchants became rich and the towns in good 46 sheep country, like the Cotswold, became rich too. You can see the proof of this in the old wool towns. They have wide streets with many fine houses, and splendid churches built by the rich wool merchants. TEXT 3 Land Enclosure ‘When the land was cultivated under the manorial system, fields and strips were not all fenced. The only fencing was round the whole area to protect it from wild animals. When the land was used for sheep farming. however, hedges, walls ot fences were necessary to keep neighbours’ flocks apart. If flocks became mixed up it was confusing and could have led to trouble. So land was enclosed, and with it much of the old common land The result was that many villagers lost small plots of land, so they had to work 49 labourers on the new farms or go to the towns to make a living. Many became spinners and weavers and made cloth from the abundant wool which had become available. The "land enclosure’, as it is called, gave the countryside a different appearance, with the pattem of fields separated by hedges, fences or stone walls, Peer 4 The Market Town Markets were authorized by Royal Charter to be held on certain days, Market Days, and the market was an important feature of the medieval town. On that day the country people took their produce tothe town to sell in the market: butter, eggs, fruit and vegetables, wool, hides for leather, and many hand-made articles. Beasts and birds were also sold. Many medieval towns were enclosed by high walls with gates, which were closed at night and guarded. There was always a church, @ town hall and, often, 2 castle, Towns were usualy built by rivers forthe water supply Craftsmen plied their trades: butchers, leather-workers, cloth merchants, corm mer- hans, tailors, blacksmiths, goldsmiths and so on. Each had a sign hanging outside his house or shop. Although the houses were crowded clase together. many had gardens 0We can stilt Gnd traces of the medieval (own fiom wiih « modern one fies grown, perhaps an ancient building, stret names which have not changed and, most likely of all, the market place. TEXT 5 Gothic Architecture ‘The Normans were great builders, and some of their castles and cathedrals still stand. Their work can be recognized by thick walls, the strong, sturdy pillars and the squat towers, The cathedrals are so strongly built that they look like castes. England is famous for her beautiful cathedrals, and the finest were built after the Normans, in what is known as the Gothic period of architecture, between 1200 and 1500. Some of the Noman cathedrals were enlarged and many new ones were built. “The Gothic builders had a great advantage over the Normans, becauce they knew hhow to use the pointed arch instead ofthe round arch, This gave the cathedrals strength ‘with lightness; they could build thin walls, use slender pillars and tll towers, some: times iopped by delicate spires. Very large windows were made inthe walls. The Gothic cathedrals are miracles in sténe, beautifully proportioned and exquisitely decorated ‘They have been in daily use for six or seven hundred years, and are among the glories of the land. TEXT 6 English Castles Britain is rich in ancient castles; some are still family homes, some are royal castles, some are ruins which remind us of their past grandeur. The Normans built ‘castles because they lived in a conquered land with enemies around them. But the greatest castles were builtin the reigns of two strong and warlike kings, Edward [ (1272-1307) and Edward Il (1327-1377). Edward | conquered Wales, which had successfully resisted the Nonmans and brought it into his realm, and to keep this turbulent and independent people under subjection, he built great castes at strategic places. "The castles dominate the landscape over which they once held sway. Each cas- te has a keep, in which were the living quarters, and very strong walls and towers 48 with a battlemented walk for sentries and soldiers in time of siege. The gate-house had a portcullis, which was lowered to prevent enemies getting in, and a drawbridge over the moat. ‘The barons of those days had their own armies and they too lived in strong cas~ tes, to defend themselves against enemies and jealous neighbouring barons. TEXT 7 Power from Steam In 1781 a young Scotsman named James Watt patented a new kind of steam engine. Steam engines had been in use for fifly years for pumping, for it turned & ‘wheel so that machinery could be driven by the power of steam. Until then the only sources of power or enerky were man-power, horse-power, windmills and water- wheels. ‘The steam engine brought about revolution in man's way of if, and hal worldwide ceffecs. Is called the Industrial Revolution. With the new power, aticles could be made in great quantities by machines in factories, instead of by hand by craftsmen in their homes Factories were built in cities and towns for countless industries - spinning cotton, weaving cloth, making machinery and for making every kind of com- modity, The towns grew quickly, and houses had to be built for the workers. “They were small houses packed closely together in mean streets, Britain became the richest and the busiest country in the world, but the crowded smoky towns became an ugly feature in the beautiful landscape. TEXT 8 ‘The Ports of Britain When the Romans came to Britain, nineteen hundred years ago, they found a number of ports to which ships had been sailing from the eastem Mediterranean for the purpose of trading. For the next four centuries these were used for the galleys and sailing ships which plied between Rome and her British colony. Many of our ‘modem ports have grown from these ancient ones 49Ponts are vitai to Britain because itis an isiand. and they have always been used both for coastal trade between one part of Britain and another, and for trade with the rest of the world. The Industrial revolution affected the ports as well as everything, else. The factories needed more ports to bring raw materials and to carry finished products to foreign markets. The railways provided swift transport to and from the ports, Modern ports ate very large; the Port of London, tor example, extends for sixty nine miles, Ports have changed quiet estuaries and river-mouths into busy docks, with sheds, quays, cranes and @ network of railway lines. They are the gateways to the outside world, TEXT 9 The Infant England (450-1300) ‘The infancy of England was the time known as the Dark Ages - from 500 10 1300 = which we can say roughly corresponds to the period of childhood in the life of a ‘man, when various influences and people came in successive waves to the British Island from different parts of Europe: from the pagan North and the Christian South, from Germany, Scandinavia and France. These were the centuries when the basic character of the English people and their civilization was formed. ‘The first man in history who can be recognized at once as an Englishman was a ‘monk called Bede, He worked in a northem monastery in the eighth century, and devoted his quiet life to religious writing, In his greatest book, the History, he zives ‘an account of the beginnings of the nation, His manner is firm and reliable; yee itis inspiring too. He has the gift, unmistakably English, of passionate understatement. ‘The mingling of two races had started the conflict. In 450, nearly three centuries before Bede, Britain was invaded by the people of North Germany and Jutland, whom now we call the English. There were only tribes of Celts living in the country, brood- ing people with alot of spirit, who eventually retreated to Wales and Ireland inthe west, Some were Christian, and their surviving legends suggest that they were, as still they are in Wales and Ireland, a poetic people, But nether their beliefs nor their art had any affect on the invaders from Germany, who treated them contemptuously as slaves. The Celts were short, dark-eyed and tough; the English tall, blond, brave. But the wwo races, so different in type and temperament, managed to avoid destroying each other, They co- existed more of less peacefully, with now and then an outburst of savage fighting 50 4 comparison withthe dul! marshes of their homeland, the English had found a paradisal place to live in. The landscape was full of forests and wild hills, but at the same time gentle and welcoming, full of chances for the farmer as well as for the hero. The pattern of their living was a rough sketch of the way Fngland lives now. Fach man had his place and bis responsibility, a strict duty to his lord and to his fa- mily. He was independent by nature, but knew that he must sacrifice himself for the commen good. A man's honour was more important than his success and a grand death beter than a quit life. At first the English took no notice of the Christian beliefS that lingered from Roman times. They preferred their own pagan mythology, 2 religion based on a fear of the forests and the threats of weather. They were fatalistc. So the English brought with them the ancient faith of the north; they brought = culture and a language. Both were harsh. But they were soon to be enriched, not only by the character of the Celts, but from the south too, from Rome, by the Christian church. TEXT 10 The Coming of Christianity Between the Sth and 10th centures the English nation experienced great changes religion, political organization and, no doubt, socal customs ‘The Christian faith arrived with Roman abbot, Augustine, in 597, who greatly ed English history ‘The impact was colossal. Augustine brought books, riches, art, ideas, He not “only gave this country knowledge of a new God, but hints of Greece and Rome too. “It was the most generous gift in English history. From this on England received a | stream of cultura influences from the remnants of the Roman Empire. AAs time passed, monasteries sprang up, where monks like Bede copied down both the word of God (in Latin) and whatever took ther fancy in English). ‘Schools were founded. A parish church rose in every village, dominating the people, But England was not, of cours, christianized in a day. Sussex and the Isle of Wight were not converted until the 8th century and formal renunciation of the old gods was not always followed by a real change of hear. Gradually visits to Rome and Jerusalem became an English habit; and for seme it was soon changed into 2 missionary work on the Continent. Women took animport ety. Double monasteries, in which monks and nuns lived together, although in sep- arate buildings, were ruled by an abbess; and the Anglo-Saxon church calendars were strewn on female saints. Christianity created new paths for the English to tread ‘A common religion, hierarchically organized, may have reinforced the bonds o° t part in race in the movement towards political unity TEXT I ‘The Viking Invasion Then, in the ninth century, the Vikings came from Denmark. They tore the English culture to pieces by destroying the monasteries and conquering more than half of the country. But they aroused something of @ common spirit among the people of England, who had hitherto been divided into @ handful of small quarreling kingdoms. This spirit found a leader in Alfred, King of Wessex, a brilliant man, just as happy to read books as to make war. He lived from 849 to 901. Allred was a writer of prose; indeed, he started the tradition of English prose. Once the Danes were under control, Alfred had to pick up the pieces of the ruined culture. He caused singing to be taught, he translated books into common English, so that common people could read them. He invited foreign scholars to his court. He ordered that all men of free birth should learn to read their own language. Finally, he launched the Anglo-Saxon Chronicle, a workday but invaluable docu- ment, which went on for three hundred years after his death. ‘The Danes, who could not defeat England, stayed to change her. These Vikings had immense energy and a lust for adventure. They were clever traders wino, using no slaves, placed a high value on personal freedom, “The monasteries rose again in the tenth century, and there was a sudden blos- ‘soming of art, particularly in southern England. 2 TEXT 12 ‘The Norman Invasion 5 The most famous date in English history, known to every school-boy and gil is 1066, the battle of Hastings. In that year six thousand Norman knights under their king William conquered the country. © ‘The Normans were ruthless and superior men from the north of France, brilliant in warfare, They built their massive castles everywhere, they controlled with an iron ‘hand a million and a half Englishmen. At a single stroke they brought England out ‘of the Dark Ages. The energy of the Normans swept the country. They set up the feudal system. ‘hich bound everyone from the slave tothe baron to serve his immediate superior. The country was not isolated any more, but the changes needed time to take effect. Three centuries passed before England had absorbed this new shock of inva- sion and found her own feet, her own authentic voice The Normans created with as sweeping a hand as they destroyed. The old ish churches, though by no means small and simple, were pulled to the ground, ‘mighty cathedrals rose in their place. The knights snatched huge areas of the completely upsetting old pattems of living. But they organized those areas ciently towards achieving a united nation under a strong cenral king One of the first social acts of the Normans was to visit and record. in the ‘that soon began to emerge, for such detailed knowledge of the land and ople quickly gave the Normans roots in their new home, a sense of belonging to ‘As soon as they settled down, they went on speaking French and preferred the “customs of Francein theit manor-houses. But they also formed a respect for the speech and traditions ofthe land they had won, ‘They had orders to give, so they were forced to learn English; the English in tum “Teamed some French, The two languages clashed, fought a battle that lasted three ‘hundred years, and English won. But by that time the French influence had turned a hard awkward tongue into something softer, more flexible. Fine English literature ‘owes much to the Normans Medieval schools, run by the Church, provided a tough education in reading, grammar and chants. Among free men there was no excuse for illiteracy.TEXT 13 The Arthurian Stories Inthe 11-13ih centuries Christian Powers of Europe (England included) under- took a number of military expeditions to recapture the Holy Land from the Muslims. ‘These medieval Christian wars were waged on behalf of a religious cause as cam- paigns against evil (1096-1291). The wars turned England at all levels into a nation of travellers. Not only were men of noble birth expected to journey to Palestine, but the common people too were sent on more local pilgrimages. The roads of England, where you might see anyone were a democracy on the move. Stories passed from ‘mouth to mouth, songs were exchanged, Penitents returned to their villages, not only forgiven for their sins, but full of tales, gossip, news. The roads were the newspa- pers of the time as well as the novels. ‘There arose in the 12th century the first great legend of England herself, the first sign thatthe English felt they were a nation with deep roots in the past. This was the story of King Arthur ‘No one knows how the legend of King Arthur arose or how far it was true to his- tory, but it gripped the imagination ofthe entire people, even of the Normans, whose ‘wives thought it fashionable to patronize anything of Celtic origin. The story of ‘Arthur presented a fairyland in which the knights fought savagely and their ladies behaved with a refined passion, « world of ideals in which men's heroic aspirations ‘were given a very English form. It was a mingling of adventure and mystery ‘The Arthur stories entered the mythology of Europe and have always haunted English literature, TEXT 14 The First Genious Geoffrey Chaucer (1340 -1400) lived during a brief spell in history when the noise and dangers of medieval life seemed to have subsided for a while, With the feudal system breaking up, a smell of freedom was in the air. The plague had passed. A king (Richard II), concerned with the peaceful arts, had brought prosperity back. London was thronging with trade Chaucer himself, living in the midst of such activity, was like the city, He was @ man of the world, absorbing influences from France and Italy, but at the same time he was domestic, very much a man of his own country, who understood its particu- 54 lar moods and qualities more subtly than anyone belore him. The language, newly matured, was there to hand. He set himself the task of showing this busy new England in a huge poem. The Canterbury Tales is the first masterpiece in English. The story is of a pil ‘srimage in springtime to a holy shrine, during which the pilgrims, who come from all ranks of society, tell stories aloud to while away the journey. Chaucer knew his characters in the round. His pilgrims are a gallery of English eccentrics, each of them vividly individual but at once to be recognized as types. Chaucers's manner of lainspeaking and friendliness corresponds tothe spirit ofthe rural England of that, time. Chaucer uses common materials: simple words, simple feelings, but the regult takes the breath away, as though he had suddenly unlocked the universe. His whole aris an exquisite understatement. TEXT 15 The Supreme Genius William Shakespeare (1564-1616) belongs tothe world. He is probably the grestest ‘man who has ever used words s « way of making sense of this glorious contradictory life Shakespear is a summary of ll things English. In England we detest him when we have hm stuffed down our trots at schoo, but left to ourselves we cannot help responding to him. This is even true when we are not quite sure precisely what he means. Very young children ten to se a Shakespeare pay, are often deeply excited by it almost hypnotized a ithe were some sort of magician; as indeed he i. ‘Shakespeare has given people the sense that time on earth has point and depth. He as profoundly human; in fact English, in fat middle-class, and full of the failings that we all have, mide-cass or not, What Shakespeare did was to bring together in a perfect balance the opposites in the English character: the other-workly and the prac- tical. The concems of his plots ae ordinary enough - jealousy in "Othello", ambition in “Macbeth”, egoism in "King Lear. But they are daily, human practical problems. His characters cover a tremendous social range, in detail Shakespeare's plays are a social history of his own time. In spirit - they convey the England of any century vou choose : You can still see shadows and glimpses of his characters in the fields, pubs and fac- tories of present-day England. Shakespeare raised social problems to extraordinary heights. He was the master ofthe dangers and dignitie of being human,TEXT 16 Victorian Society In the story of English civilization, the nineteenth century has come to mean the sixty-odd years from 1837 which coineide with Queen Victoria's reign. The basis of that civilization was empire and industry, both of which made England the richest country in Europe and also the most complacent. The British Empire was draining the massive strength of India, taking the best out of Africa, and tapping the wealth of islands all over the world, At the same time, by 1840, it had taken England sixty years to become an industrial society the first in Europe, and therefore able to snatch all the best markets abroad. ft was not so much that England pioneered industry as ‘hat industry pioneered us: ideal conditions existed in England for the greatest ‘evolution in history, We had coal and iron in enormous quantities, we had wool, we had the right climate for cotton-spinning, and we had a growing population that could no longer live off the land alone, The result was that England became a coun- try of social extremes. Squalor and grandeur. misery and joy. wealth and poverty, lived side by side, The middle class grew pompous, the working class got desperate. “This was 2 society which Charles Dickens, the greatest ofall English novelists, pictured with brightening accuracy. Dickens stands alone with Chaucer and Shakespeare in his genius for larger-than-life characters, the unique which expresses the universal. Dickens, like Shakespeare, had no philosophy of life - only @ super sense of it His novels are an exciting guide to the character of a people throughout their history. Nowadays Dickens is read all over the World CLASSROOM EXPRESSIONS Good morning! ~ Good afternoon! _ Good evening! “It's nice to see so many people in the lass tonaght. "Is anybody absent? What's the date today? ‘What day isi today? | What did you do as homework? What preparations did I set you for today's class? Yes, that's right. What else’? What was your written assignment? | What written work did I set you? What words were you given to lear for the dictation? Yes, the vocabulary on page 14 What grammar unit did we study atthe last class? Thank you. Let's begin with exercises on page 14. Have you noticed any mistakes? Are there any other mistakes? Has anyone prepared text 5? ‘Choose a paragraph to read aloud. Read the paragraph (the part) I set you last time. Read slowly, make pauses between the different sense groups. Read it with understanding Don't stress prepositions, conjunctions, pronouns, link verbs or auxiliaries. Begin your sentence on & high note and then go gradually down to a lower note. Your intonation isn't quite right Im afraid. Mind your intonation. Make the long sound {u:] longer. ‘Your lips shouldn't protrude so much. Spread your lips Keep the tip of your tongue raised. Keep the tip of your tongue on the alveolar-ridge. Drop your jaw a little. Dont palatalize the sound [1‘Your reading is much bette: Omit the next page, We'll begin with a revision of the vocabulary Could you just be a little quieter, please. Could | have your attention, please We'll have a quiz now. We'll revise the vocabulary orally: Give the Russian (the English) for the following words. ‘Think of simple sentences with those words. Listen attentively, repeat after me and give another variant for what I say Could you say it again, please. Could you repeat that, please. Could you say ita little louder, please. Say the same sentences again, more slowly. Dont be in such a hurry. ‘Try to articulate the sounds properly Make your long sounds a bit longer. ‘Are there any mistakes in this sentence? Did you find any mistakes? Is anything wrong with this sentence? What is the correct form of the verb? Make a note of it in your notebooks. ‘What does the term "aspiration" mean? Is that clear? ‘Now let's pass on to the revision of what we did during the last class. Let's go on to the revision of what we did during the last class. Open your books on page 9. Turn to page 9 now. We are going to translate the sentences given in exercise VE Please, be attentive, you are supposed to correct the mistakes if there are any. Let each person take one sentence, Could you stand up, please. Could you come up to the blackboard, Face the class, Read distinely. We can hardly hear you. Read it a litle more loudly. please That's much better 58 Right, all together now, efter me Once again, =| Use the falling tone on the word “history” Let's repeat it all rogether. = Allright, next sentence, please Yes, thats very good, ‘Any mistakes? ‘Can everybody hear me? I can't quite hear you. p Let's discuss what we have read Make up some questions about the text, please Make 2 question to whic No prompting, please. Who would like 10 give a short summary of the text? What i the literal translation ofthe sentence? ‘What isthe correct spelling ofthis word? How do you spell the word “rhythm”! The letter “his missing Hand in both the rough and the fair copies Hand in your rough copies as well, Write down the homework forthe next class. That's all for today. See you on Tuesday. Goodbye, see you next time, this sentence is an answer