The ministry of higher and secondary special education of the republic of uzbekistan
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- Bu səhifədəki naviqasiya:
- Train the reading of the Scientific Style
- Draft report expected to cause anger as German officials try to tone it down
- Canada reduces benchmark rate
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Train the reading of the Descriptive Text May Week in Cambridge The → most ' interesting and bi ` zarre time of the year to visit Cambridge | is during ˎ May Week. || This is → neither in May |, nor it is a ˎ week. || For → some reason ≀ which nobody now re > members | ` May Week is the ' name ' given to the ↑first ' two ' weeks in ˎ June |, the → very end of the University ` year. || 1 The paradox is pleasantly ` quaint, | but is also in a way apt. || May Week denotes ' not so much a par ' ticular ` period of time | as the general ' atmosphere of rela ' xation and un ˎ winding ≀ at the → end of the year’s ˎ work. || 1 ________ - communicative center of a phrase _ _______ - communicative center of a phonopassage 121 Train the reading of the Scientific Style Well >NOW ≀ I’d like to turn ' now to AS ` SESSMENT, | and I → hope you won’t ˏ MIND ≀ if I → use this OPPOR ˎ TUNITY ≀ to try to give ' some INDI ˏ CATION ≀ of ≀ ə m || a → more `MODERN, | more ˎ RECENT ≀ AP ˎ PROACH ≀ ˎ TO the as sessment ˎ PROBLEM ≀ than per ↘ haps ' I my ' self was ' brought ≀ ' brought ` UP on. | And I ˎ WANT ≀ → very ˎ ARBITRARILY if I ˏ MAY ≀ to DI ˎ VIDE this ≀ into ˎ THREE ˏ HEADINGS and to > ask | ɜ ׃ | ' three ≀ ' three ˎ QUESTIONS: ≀ as → sessment ˅ WHY, | as → sessment WHAT, | and as → sessment ˎ HOW. ≀ So → this really ˏ MEANS ≀ I want to ' talk a ' bout ↑first of all the ` PURPOSES of AS ˏ SESSMENT ≀ ` WHY we are as sessing ≀ at ˅ ALL, | ɜ׃ m | ˎ SECONDLY ≀ the → kind of ˎ FUNCTIONS ≀ and → processes that are ` BEING AS ˏ SESSED, | and thirdly I want to ' talk about TECH ˎ NIQUES. | And I shall ≀ I shall have to ' go ' through THIS ≀ ` FAIRLY ˏ RAPIDLY, ≀ and I ˎ HOPE ≀ that → if it’s ` TOO ˎ RAPID ≀ you’ll pick me up in ' question time ` AFTERWARDS. || Unit 13. Intonational Peculiarities of Newspaper Style The primary function of the newspaper style is to impart information. Brief news items and articles are most typical forms of this style. Full compound and complex sentences are characteristic of this style. Newspaper texts usually fall into clear-cut paragraphs. Intonation as well as other means serve to inform the listener. Newspaper texts are read in a categoric and reserved manner. I. The division into sense-groups is determined by the contents of the text, its syntactical structure and to a certain extent, the announcer’s manner of reading. The division into shorter sense-groups makes the text weighty and emphatic. The division into longer sense-groups gives the text a somewhat calmer and flowing quality. II. The newspaper texts are characterized by the following tonetic units: 1) Falling tones /rather abrupt/; 2) Descending /Stepping and Sliding/ Scales. Ascending Scales are mostly used in parenthetic constructions; 3) A Mid Pitch Range; III. Both centralized and decentralized stresses are used in reading newspaper texts. IV. The tempo is usually moderate and constant with the exception of parenthetic and absolute constructions, which are as a rule, characterized by a quicker tempo. V. Pauses are mostly logical and obligatory after paragraphs. E.g. World-Wide The ' draft ' U.N. ' proposal ' gives ' weapons ins ˏ pectors ≀ more au ˏ thority and ' threatens ' Baghdad with “`serious ˏ consequences” if it ' fails to co'operate on 'arms in ˎ spections. 122 ' France also ' said it was disa ' ppointed with the ' U. ' S. reso ˎ lution. ' Chief ' U. ' N. ' weapons ins ˏ pector ' Hans ' Blix ' said ' Iraq could a ' void `war ≀ if ' Baghdad per ' suades the ' world that it ' doesn’t have ' weapons of ' mass de ˎ struction. The Wall Street Journal Europe. Draft report expected to cause anger as German officials try to tone it down It i ' dentifies the ' need for ' greater compe ' tition between ˏ uni ˏ versities, ≀ where ' tenured ' staff ' lack in ' centives for ' good ˎ teaching. And it ˏ notes ≀ that ' German ' students ' treat uni ' versity as a ' free re ˏ source, ' leading to pro ' longed ˎ studies. In a ' special ' section on ' aid to the ˏ east, ≀ the ' draft a ' ttacks a misallo ' cation of ˅ resources, with ' too ' much ' money being de ' voted to ' capital-intensive ' projects and ' not e ' nough ' going to ' labour-intensive ˎ schemes. Unem ' ployment ' figures ' published yesterday ' showed the ' jobless ' rate in the ' east ˏ rose ' slightly to 17.3 per cent ˎ last month. ' Many ' German eco ' nomists ' argue that the ' real ˏ rate is ' up to ' twice as ˏ high, ≀ a ' llowing for ' special ' job-creation and ' training ˎ schemes. Financial Times. Read the following texts taken from the newspapers and try to intone them. Golden hoard from a royal home An 800-year-old Wiltshire manor house, once in the possession of Elizabeth I and the place where the “Westbury Hoard” of gold nobles – which predated pounds – was found during building works in 1877. The house has a wealth of beamed rooms and other original features. On the kitchen wall is a facsimile of the conveyance of the property to Elizabeth I by Lord Mountjoy in 1574. Although there is no evidence the Queen visited the house it remained in her private possession until her death in 1603. . Canada reduces benchmark rate The Canadian economy expanded by 4.7 per cent in 2000, but showed clear signs of slowing in the fourth quarter. Gross domestic product grew just 2.6 per cent on an annualised basis in the final quarter last year, amid lower business investment and a 123 cooling in consumer spending. However, the Bank of Canada remained optimistic that economic activity in Canada would rebound in the second half of 2001. The bank said the rate cut, recent tax cuts and rising disposable incomes would help underpin domestic demand. Financial Times. Unit 14. Intonational Peculiarities of the Drama The stylization of colloquial language is one of the features of the language of plays. The playwright seeks to approximate a natural form of dialogue, a form as close to natural living dialogue as the literary norms will allow. It results in abbreviations, temporizes, overlappings that are frequent in plays. Intonation as well as other aspects reflect the intermediate position of the drama between emotive prose and spontaneous speech. I. The sense - groups are shorter than in descriptive prose. They normally contain from one to three stressed /notional/ words. II. 1. A greater variety of tones characterizes this style. Besides simple tones, complex tones are frequent in final as well as in non-final sense-groups; 2. Sliding and Scandent Scales are most useful; 3. Compound tunes are in wide use too; 4. The pitch range is wider than the range in reading descriptive texts /up to 3 octaves /; III. As to the accentual structure, the monologue parts of plays are characterized by both centralized and decentralized stresses. In dialogues, especially in a dialogue-catch up, the centralized stress is prevailing. IV. The tempo is mostly changeable and usually varies within the limits of the moderate tempo. V. Logical pauses are most characteristic as the performers are supposed to know the text well. Hesitation pauses are rare (if they are not presupposed by the text). E.g. Augustus : ( hastily putting aside his paper and replacing his feet on the floor) Hel ˊ lo. Who are ˎ you? The clerk: The ˎ staff (a slight impediment in his speech adds to the impression of incompetence given by his age and appearance) Augustus : ˋ You the ˋ staff. What do you ˎ mean? The clerk: What I ˋ say. There ˋ aren’t anybody ˏ else. Augustus : ' Where are the ˎ others? The clerk: At the ˎ front. Augustus : ˇQuite right. ' Most ˏ proper. ' Why ' aren’t ˋ you at the front? The clerk: Over ˎ age. ' Fifty ˎ seven. 124 Augustus : But you can ' do your ˋ bit. Many an ' old ' man is in the ↑ G, ˋ R s or | volun ˋ teering for home de ˋ fence. The clerk: I ˋ have volun ˏ teered. Augustus : Then ' why are you ' not in ˋ uniform? The clerk: They said they wouldn’t have ˋ me if I was ↘ given ↘ away with a ↘ pound of ˋ tea. ˏ Told me to go ˋ home | and ' not be an ↑ old ˋ silly. Yüklə 5,06 Kb. Dostları ilə paylaş:
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