Consonant sounds /t/, / d /, /t/, /d/, /s/, /z/.

💸 Как сделать бизнес проще, а карман толще?

Тот, кто работает в сфере услуг, знает — без ведения записи клиентов никуда. Мало того, что нужно видеть свое раписание, но и напоминать клиентам о визитах тоже. Проблема в том, что средняя цена по рынку за такой сервис — 800 руб/мес или почти 15 000 руб за год. И это минимальный функционал. Нашли самый бюджетный и оптимальный вариант: сервис VisitTime.
⚡️ Для новых пользователей первый месяц бесплатно. А далее 290 руб/мес, это в 3 раза дешевле аналогов. За эту цену доступен весь функционал: напоминание о визитах, чаевые, предоплаты, общение с клиентами, переносы записей и так далее.
✅ Уйма гибких настроек, которые помогут вам зарабатывать больше и забыть про чувство «что-то мне нужно было сделать».
Сомневаетесь? нажмите на текст, запустите чат-бота и убедитесь во всем сами!

º 1. Listen and make sure you can hear the difference between these three words:

Practise saying the words, making sure that the difference between them is clear.

2. Listen to the first word on each of the cards below. Make sure that you can hear the difference the sounds /D/, /d/, and /z/

Which card had the first row of crosses? Which was the last to have all the words crossed out?

3. º Read the dialogue. When you think the letters th are pronounced /D/, underline them like this __ When you think the letters th are pronounced /T/, underline them like this _ _ _ _.

B Those three? Well... both Heather and Cathy are very healthy, but I think they're having rather a lot of trouble with Matthew.

B No, they must be thirteen months because it was their first birthday at the end of last month - on the thirtieth... or was it the thirty-first?

A Oh dear, and I didn't send them anything, not even a birthday card... I wonder what Judith and Timothy thought?

º 1.1. Listen to this continuation of the conversation between Lisa and Tony which you heard in Units 3 and 4.

a) Can you hear any tones which sound more like a rise (), rather than a fall- rise ().

Lisa: // But TO ny // surely you REALi sed // everybody would he wearing SUITS //

In the parts of the conversation you heard in Units 3 and 4 Lisa and Tony talk to each other as equals. They are friends just exchanging information.

In the part of the conversation you have just heard in this unit Lisa becomes more assertive, as she begins to realise that Tony has, in her opinion, been silly.

She takes on a dominant role: you hear her referring to things she expected Tony to know or remember. When she does this she usually chooses to use a () tone.

In some conversations the relationship between the speakers means that one of them naturally takes a dominant role. Think, for example, of a manager speaking to a worker, a doctor to a patient or a teacher to a student.

The () tone is the appropriate referring tone for the dominant speaker to choose, but it would be inappropriate for the non-dominant speaker to use it.

You will see that, by choosing the() tone instead of the () tone, speakers can exercise a sort of dominance in the conversation which may or may not be a associated with their social status.

Therefore, it is important that you are able both to recognise the () tone when it is used by others, and to make the correct choice between () and () tones when you are speaking. If you use a () when a () would have been more appropriate, you may sound self-assertive or even aggressive.

3.1. Here are some of the things Lisa said to Tony. You will hear each twice. Listen first and than repeat what Lisa says the second time you hear it.

3.2. Here are some other things Lisa said to Tony. Say them as she did and then say them using a. Listen first and then repeat both utterances when you have heard them the second time.

4.1. Listen again to this extract from the conversation. Notice that Lisa uses the () tone when she responds to what Tony tells her.

These short dialogues are similar. In each case A chooses a () tone to respond to the information B gives. Practice reading the dialogues before listening to the recording.

4.2 Now listen again to the first dialogue from 4.1. This time tones that speakers use in the, last two lines have been changed.

Work on the dialogues which you did in 4.1, but this time use a for A's second utterance and a for B's second utterance. Try first before listening to the recording.

4.3 Listen to this very short part of a conversation in which A has asked for directions.

The referring tone can be in the second half of the utterance. Listen to the example:

º In each of the following dialogues one of the speakers will take the dominant role. Decide which one and then, with a partner, practice reading the dialogues before listening to the recording. But remember that the recording presents only one of several possible ways of reading them.

Mrs. N: Well - the usual honey and hot lemon. And then I bought some cough syrup.

Jack Marsden has arranged to see his bank manager because he wants to borrow enough money to start buying a flat.

Jack: That’s right. You see, I want to raise enough money for a deposit on a small flat.

Jack: Yes, I've seen about that. You see, I've got a secure job with a good salary.

Jack: Yes. For the moment anyway. Why? Does that make any difference to the loan?

Jack: Do you need to know anything else? I've brought my contract with details of my salary.

B. M.: Good. Yes, fine. And have you any securities? Shares in any companies? Insurance policies? Things are that?

Student A — You are the Director of the Children's Holiday Camp which has advertised for cadres. Student B is interested in the advertisement and telephones you. Try to find out if he/ she would be suitable by asking questions. He/ she will ask you for further information.(Refs — references)

If you think Student B might be suitable, make an appointment to meet him/ her next Friday at 101, Cambridge Street.

Student B: You are a student who has seen the advertisement for leaders at a Children's Holiday Camp. Student A is the Director of the camp, who answer the phone. Answer his/ her questions and ask for further information.

EXTRA INFORMATION You want a holiday job where you can earn a lot of money because you want to visit the USA in September. You want to know about free time. You would like at least one full day free.

You may be asked for an interview so you must decide whether or not you want to be considered for the job by the end of the call.

1. Prepare a conversation between the Director of the camp and the person who is interested in the advertisement. Watch the appropriate use of tones. It is important that Student A chooses to use some tones, but it is even more important that Student B does not use them unaware. In the last part of the activity Student A has to initiate making an appointment if she/he decides that Student B is suitable.

Listen to the extract from the story 'The Hitchhiker' by Roald Dahl and put a tick against the true sentences:

I had a new car. It was an exciting toy, a big BMW 3.3Li, which means 3.3 litre, long wheelbase, fuel injection. It had a top speed of 129 mph and terrific acceleration. The body was pale blue. The seats inside were darker blue and they were made of leather, genuine soft leather of the finest quality. The windows were electrically operated and so was the sunroof. The radio aerial popped up when I switched on the radio, and disappeared when I switched it off. The powerful engine growled and grunted impatiently at slow speeds, but at sixty miles an hour the growling stopped and the motor began to purr with pleasure.

I was driving up to London by myself. It was a lovely June day. They were haymaking in the fields and there were buttercups along both sides of the road. I was whispering along at 70 mph, leaning back comfortably in my seat, with no more than a couple of fingers resting lightly on the wheel to keep her steady. Ahead of me I saw a man thumbing a lift. I touched the brake and brought the car to a stop beside him. I always stopped for hitchhikers. I knew just how it used to feel to be standing on the side of a country load watching the cars go by. I hated the drivers for pretending they didn't see me, especially the ones in big empty cars with three empty seats. The large expensive cars seldom stopped. It was always the smaller ones that offered you a lift, or the rusty ones or the ones that were already crammed full of children and the driver would say, '1 think we cansqueeze in one more.'

1. Divide the text into intonation groups, determine their structure in each case.