There's Nowhere to Go in the Jungle

Chris: Hi, Pete. All set for the final scene? Hey, what's the matter? You look as pale as a glass of vodka!

 

Pete: Barry and John have gone. Just upped and gone. While you were looking for the lake. I tried to stop them but there was nothing at all I could do — nothing that any of us could do.

Chris: What do you mean, gone? There's nowhere to go. In the middle of a Bolivian jungle?

How would they get out?

Pete: They said there was a man who'd take them to the river — for an enormous fee — and that anything was better than dying of heat and mosquito bites in a South American jungle.

Chris: The miserable bastards! Well, go and get your camera, Pete. And the rest of the crew.

We can survive without them. And I hope there's an alligator waiting for them at the river!

Exercise III. Transcribe and read the following:

1. Hello, is that you, Peter? — Yes, is that you, Betty? — Yes, can you hear me? — No, I can't. Can you speak louder? — Is that better? — Yes, that's fine. Can you come over today? — I can't come today but I can come tomorrow.

 

2. One day two friends went for a walk. One of them had a dog. "See here, John," one of the men said. "I'm going to put this coin here in the ground. My dog must find it. My dog is small but clever. He is as clever as I am. There goes my dog!"

 

UNIT 27. WORD STRESS

 

In English there are three degrees of word stress: stressed syllables (primary stress)., half-stressed syllables (secondary stress) and weak or unstressed syllables. A large group of polysyllabic simple words wear both primary and the secondary stresses:

e. g.,demon'stration.

Different stressing can change the meaning of a word or make it completely unrecognisable.

A Few General Rules

(a) Always stress the syllable before one that's pronounced [fn] -ssion/-tion, [fs] -cious/-tious,

 

 

[fl] -cial/-tíal, etc.		,arti'ficial.
e. g. a'ttention	'spacious
permission	,consci'entious	sub’stantial

(b) In words ending in -ic, -ical, -ically the stress is on the syllable before -ic (historic — his-torical — historically),

 

except 'Arabic, a'rithmetic, 'lunatic, 'heretic, 'politics, 'rhetoric (but in adjectives;. arith'metic, he'retical, po'litical, rhe'torical).

 

(c) A great many words are stressed on the last syllable but two. e. g. i'lluminate, ther'mome-ter, ge'ology, phi'losopher.

 

Words ending in -ology, -onomy, -osophy, -ologist, etc. always follow this rule.

 

(d) Words ending in -ese have the stress on this syllable, e. g. Chinese, journa'lese. The following groups of words have two primary stresses:

1. Polysyllables with separable prefixes having a distinct meaning of their own: Negative prefixes un-, dis-, поп-, in-, ir-, -il, im-; mis-:

 

‘ un 'able, ' disa 'ppear, ʼnon -'smoker, 'in'accurate, 'illegal, 'i'rregular, 'i'mmoral, 'misunderstand. but: un'usual, im'possible, mi'stake.

 

2. Numerals from 13 to 19.

3. Compound numerals, e. g. 'twenty-'three.

4. Compound adjectives, e. g. 'well-'known, 'absent-'minded.

5. Compound verbs, e.g. to 'give 'in, to 'take 'off, to 'try 'on.

 

The majority of compound nouns are usually single-stressed: 'reading-room, 'apple-tree, 'raincoat, 'blackboard.

 

Double-stressed compound nouns are rare; e. g. 'gas-'stove, 'gas-'ring, 'absent-'mindedness, 'ice-'cream.

 

Compound adjectives have generally two stresses: 'clean-'shaven, Vell-'bred, 'first-'class. Compound adjectives with only one stress on the first element occur when the second element

is semantically weak, e. g. 'springlike, 'oval-shaped.

Exercise I. Read the following:

 

(a) un'aided, Warmed, 'anticy'clonic, ʼnon-'resident, 're'pack, 'ex-'minister, 'pre'paid, 'mi'sspell, 'mis'place, ʼnnder'dressed, Vice-'admiral, 'pre-'history, 'ultra-'fashionable.

 

(b) 'good-'looking, 'old-'fashioned, 'bad-'tempered, 'absent-'minded, 'home-'made, 'yeĩlowish-'looking, 'square-'shaped.

 

(c) 'carry 'out, 'come a'cross, "get 'up, 'see 'off, 'go 'on, 'point 'out, 'sit 'down, 'fall 'out, 'blow 'out, 'fall 'back, 'bring 'forth.

 

(d) 'apple-tree, 'bystander, 'daybreak, 'birthday, 'pillow-case, 'schoolboy, 'suitcase, 'time-table, 'hair-do, 'housewife, 'nothing, 'nonsense, 'everything, 'fireplace.

 

(e) 'butterfly, 'newcomer, 'blacksmith, 'airplane, 'bluebottle, 'blackbird, 'strongbox, 'overwork.

(f) 'abstract — to ab'stract; 'commune — to co'mmune;

"contest — to con'test; 'rebel — to re'bel;

'import — to im'port; 'forecast — to fore'cast;

'produce — to pro'duce.

(g).modification,,aristo'cratic,.mathematician,.qualification,,archaeo'logical,

.ornamen'tation,,represen'tation, ad.mini'stration, a,ssimi'lation, con.side'ration, examination.

Exercise II. Mark the stresses and read the words.

(a) completion, efficient, invasion, financial, advantageous, vivacious, photogenic, scientific, materiaĭistic, musical, geographical, technical, psychology/psychological, meteorolo-gy/meteorologist, ideology/ideologist, Viennese, Chinese, Japanese, Portuguese, Cantonese, Bali-nese.

(b) photograph,	photographer,	photographic;
politics,	political,	politician;
competing,	competitor,	competition;
analyse,	analysis,	analytical.

(c) teapot, washstand, mail-bag, grandfather, handwriting, shopkeeper, office-boy, waiting room, tape-recorder, ground-floor, crossquestion, flat-footed, second-hand, post-graduate, vice-

 

 

president, greenish -looking, underpopulated, ultra-modern, non-payment, antinational, non-stop, reread, misuse, put on, fix up, pick out, make up, bluebell, black-face, bread-and-butter, red-book, blue-stocking.

(d) insult — to insult; object — to object,

subject — to subject; present — to present;

protest — to protest; outlay — to outlay,

outgo — to outgo; record — to record.

Exercise III. Read and memorize:

(a) 1. 'bad-'tempered 2. 'eigh'teen

a 'bad-tempered 'boy 'eighteen 'students

'John's bad-'tempered 'number eigh'teen

(b) 1. 'How can such a 'good-natured "woman 'have such a 'badtempered _vdaughter? 2. The 'mother's ex'tremely good-_xnatured | but the 'daughter is unbelievably bad-_vtempered. 3. There's a 'goodlooking _xgirl over,there. 4. She's 'quite good-Rooking. 5. The 'train 'leaves at 'three sixteen. 6. She's 'bought 'twenty-five _vbooks. 7. It 'happened in 'nineteen twenty-_xfive. 8. He was 'born in 'nineteen nineteen. 9. /Thirteen /fourteen /fifteen,sixteen /Seventeen /eighteen _xnineteen. 10. They were 'eighteen. 11. I said it 'sixteen _xtimes.

c) 'Picca'dilly 'Piccadilly 'Circus

Waterloo "Waterloo 'Station

Tra'fąlgar 'Square Trafalgar Square 'Fountains

'Hyde "Park 'Hyde Park 'Corner

The 'Albert 'Hall The 'Albert Hall 'concert

'Covent 'Garden 'Covent Garden "Market

Exercise IV. Transcribe, intone and read the dialogue:

Photography or Politics?

Diana: What have you decided to do after college, Jeremy?

Jeremy: I'm going to take up photography. Mr McKenzie's recommended the course at the In-stitute. He believes I could make a career as a photographer.

 

Diana: You'll have to develop your own photographs. That requires technical skill. Jeremy, you're not a technician! And photographic materials are very expensive.

 

Jeremy: Well, Diana, Mr McKenzie thinks there's a possibility I might win the Observer com-petition. I sent in four entries. All the competitors are amateurs, like myself.

 

Diana: I detest competitions. I never agree with the decision of the judges! I'm going to be a politician. I shall become the most distinguished woman on the political scene!

Jeremy: I thought you hated competing! Don't tell me politics isn't competitive!

 

PART II. INTONATION

 

UNIT 1. INTRODUCTION

ОБЩИЕ СВЕДЕНИЯ

 

Интонация. Под интонацией понимаются изменения в высоте основного тона,силе,темпе и тембре произнесения. Интонация может менять значение предложения.Например:

'Henry 'sat,down, first. — 'Henry 'sat 'down,first.

I 'didn't 'dare to 'speak to him,frankly. — I 'didn't 'dare to,speak to him _(i)frankly.

Синтагма

В предложении могут быть одна или несколько синтагм или интонационных групп.

 

Синтагмой называется относительно законченный по смыслу отрезок предложения. Син-

тагма может состоять из одного слова или из группы слов. Например:

What's your name? || — Peter. ||

Опытный чтец очень редко отделяет одну синтагму от другой паузой. Однако на на-чальном этапе овладения навыками английской интонации и чтения рекомендуется каждую синтагму (смысловую группу) отделять паузой для набора воздуха. Минимальными синтаг-мами могут быть:

1) распространенное подлежащее, например:

My parents and my younger brother | live in the Crimea. ||

2) подлежащее перед глаголом-связкой to be, например:

 

 

Choosing a career | is no problem for him. ||

3) любое обстоятельство, стоящее в начале предложения перед подлежащим, например:

Next year | she'll graduate from the Institute. ||

4) вводные слова, стоящие в начале, середине или в конце предложения, а также слова автора, вводящие прямую речь, например:

 

Frankly, | are you fond of English? || She said, | "My mother is a housewife." ||

5) обращение в начале предложения, например:

Магу, | read text 2. ||

6) распространенное определение, например:

Westminster Abbey, | founded in the 11th century, | is one of the most interesting...

7) каждый однородный член предложения при перечислении, например:

There are five members in my family: | mother, | father, | my two sisters | and I. ||

8) приложение, например:

This is Moscow, | the capital of Russia, ||

Каждая синтагма характеризуется определенной структурой. Главным компонентом синтагмы, в основном определяющим ее интонационный смысл, является ядерный слог, или ядро. Ядерный слог является последним ударным слогом в синтагме. Ядру могут предшество-вать ударные и безударные слоги. Предъядерная часть синтагмы может образовывать шкалу. Ниже приведена схема расположения слогов в синтагме:

 

	Предударное начало	Шкала	Ядро синтагмы	Послеядерные безударные слоги
	Pre-head	Head	Nucleus	Tail
	Система интонационной	разметки, принятая в данном учебнике, может быть представ-
лена следующим образом:

 

 

Ядерные тоны:

 

Типы шкал:

 

 

Более сложные типы (Climbing Head и т. д.) не представлены, поскольку они более ред-ко встречаются.