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B) Listen to the replies and repeat them in the intervals. Make your voice fall as low as possible. c) Listen to the verbal context and reply in the interval

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  1. Active Voice or Passive Voice
  2. Active Voice: Formation
  3. Adverbial clauses of this type contain some condition (either real or unreal) which makes the action in the main clause possible.
  4. B) Continue the exercise suggesting your own verbal context.
  5. B) Listen to the replies and repeat them in the intervals.
  6. B) Now match the above questions to these replies.
  7. B) Think of situations or microdialogues consisting of a statement (or a question) and a reply to it using the words mentioned above.
  8. B) Write sentences of your own using the phrases in bold type. Address them to the other students who should reply them expressing their approval or disapproval.
  9. Choose the most appropriate alternative to answer the questions below. Sometimes more than one alternative is possible.
  10. Choosing the Appropriate Verb Voice-Active or Passive
  11. Contextual Contingency as a Principle of Change

 

Low fall + tail

2. a)* Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:

B) Listen to the replies and repeat them in the intervals. Make your voice fall as low as possible. Do not forget to blend the words together. c) Listen to the verbal context and reply in the interval.

 

Low pre-head + low fall (+ tail)

3. a)* Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:

 

B) Listen to the replies and repeat them in the intervals. Make your voice fall as low as possible. Do not forget to blend the words together. c) Listen to the verbal context and reply in the interval.

In order to fix Intonation Pattern I in your mind, ear and speech habits repeat all the replies yourself until they sound perfectly natural to you. See that your Russian pronunciation habits do not interfere.

Listen to a fellow-student reading the replies. Tell him what his errors in intonation are.

6. Listen to your teacher reading the verbal context below. Reply by using one of the drill sentences. Pronounce it with Intonation Pattern I. Say what attitude you mean to render:

 

Your teacher will suggest a verbal content. You in turn respond by using: a) statements, sounding final, categoric, calm, reserved; b) special questions, sounding calm, serious, flat, reserved or unsympathetic; c) imperatives, sounding calm, unemotional, serious; d) exclamations, sounding calm, unsurprised, reserved.

8. Read the following rhythmic groups. Observe quick pronunciation of unstressed syllables:

 

a) Write to her. Read to me. Wait for them. Talk to her. Mary can. Answer it. Certainly. Open it. Tell them that. Nobody is.

 

b) I can answer you. I can wait for you. It was wonderful. It's impossible. You must tell them that. He can write to you. I can give it to him. They must keep it for you. You could do it for me.

Section Two


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