2015-10-14
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– ˈWhat did you ˈthink of the e‘xams, ˌPete? ¯I ˌreckon they were ↘dead ˇ easy.
– ˈMaybe they were ˈeasy enough for “you but they were ‘much too ˌhard for ˇ me.
– ˌOh, "come ‚on. You’ve ˆ probably ‚done ˈbetter than you ‘think.
– \ No, I’m ˈdead ˙certain I’ve ‘failed in ‚Latin,│ and ˈmost ˙likely in ˇ French and ˇ History ‘tоо. ˌThank ˈgoodness it’s ˙all \ over ˌthough. We can for‘get aˌbout it ‚now,│ at ˌleast unˌtil the re \\ sults come ‚out.
– \\ Yes,│↘now I can ↘get ˙on with ↘reading ↘all the “books I’ve been “wanting to read for ˆ months, but ‚haven’t ˈhad “time ˌfor it.
Two friends about the theatre
– >Well, ˈwhat did you ˙think of the \ play?
– I enˌjoyed "every ‘minute of it. ˈWhat did ‘you ˌthink of it?
– ¯I ‚thought it was ‘splendid. ¯I ˙haven’t ˈlaughed so ˙much for a ‘long ˌtime.
– ˈNeither have \ I. It was ex"tremely \ good.
– ‘Yes, ˆ wasn’t it? ¯I ˌthought the ↘acting was ‘excellent.
– ˈSo did \ I. The ˈwhole ‚thing was "first-‚rate from beˈginning to ‘end.
Two friends about the studies
– ¯I ˈhear your ˈtutors deˈcided to ˈgive you ˈthree tu‘torials in the ˈnext ‘week on the ˌsubject of Ob‘lomov.
– ‘Yes, ¯but I ‘can’t ˌsee how I can ˌfit all this ˌin with my ‘essays.
– ˆ Surely your ˌtime-table doesn’t ˌtake up “all the ‚time “every ‚day.
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– ˈI ˙don’t ˙see how I can ‘possibly ˌfit in as ˌmany as ↘three tu˙torials in ↘one ‘week. You ˈknow that the ˙extra hours of ‘language will be ˌgiven as ‘well.
– ¯Now I ‘don’t really ‚see how you ˙ can ‘either. ¯But I sup↘pose your ↘tutor ˙ gave you the ˌusual ˇ plan which is com ˇ pulsory ¦ for a ˌstudent to per ˇ form│ at ˌleast ↘seven tu↘torials ↘on Ob ˇ lomov.
Two friends talking in a cafe
– I ˈwouldn’t ˙mind a‘nother cup of \ tea. It’s ↘so ‘comfortable ‚here.
– ‘Yes, it’s a ‘nice ‚cafe. But I’m a‘fraid we shall ↘have to \ leave.
– ¯Oh, \ Kate, ¯just a \ few minutes ‚more...
– ¯All ‚right. But ˈdon’t be ˙late for the ˇ train.
c) sphere of communication varied, subject-matter and social status unchanged;
Teacher at school introducing new material in a geometry class
If you have a ˈstereo˙metrical ‚figure – we’ll ˌcall it \ F – and we ˈwant to \ move it from its o‘riginal po‚sition in \ space, which we’ll ˈcall ˈS/1 into a ‘different poˌsition which we ˌcall ˈS \ /2,│ >then ¦ we can ˈsee that there are ‘two ˌways in which we can \ do this. There are ˈtwo \ cases.
The ‘first case ‚is that ¦ you can ˈmake this ‘movement ¦ from ˈS/1 to ˈS/2 ˈby ˙means of a “motion│ which we’ll ˌcall a ˙trans ˆ lation,│ ¯trans \ lation ¦ ˌmeans a \ motion and it ˌmeans a ‚motion which is “parallel to itself.
‚Or ¯it can be ‚made ˙by ˌro‘tation,│ ‚or ¯it can be ‚made ˙by а ˈheli‘coidal ˌmotion│–ˈheli‚coidal˙motion is a ˈcombi \ nation of a ˌtrans‚lation│ and ¦ ¯a ro \ tation. ˌAnd ¦ ˈin ¦ po \ sitions ˈS/1 and ˈS/2│ the figure reˈmains “congruent with itˌself. You ‘know what ‘ \ congruent’d:\congruent' with itself ˌmeans, \ don’t you?
