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Make up a micro-dialogue using Intonation Patterns I, II

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  1. B) Address one another using the name of your fellow-student at the beginning, in the middle and at the end of the phrase. Work in pairs.
  2. B) Change these general questions into disjunctive ones. Mind the intonation.
  3. B) Complete the letter using words and phrases from the Useful Language box. The letter in brackets indicates which column you should check to find the correct word or phrase.
  4. B) Give sentences of your own using the same model.
  5. B) Make up sentences using the following tables.
  6. B) Speak about the traffic in this country using the word combinations in bold type.
  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) Translate into English using the above dialogue.
  9. 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.
  10. Complete the following sentences using as if - clauses.
  11. Complete the following, using the infinitive
  12. Compositional patterns of syntactical arrangement

Section Three

Intonation Pattern III

 

(Low pre-head +) low rise (+ tail)

 

 

Stress-and-tone marks in the text:

Low Rise: | / |

 

Before the Low Rise the low pre-head is pronounced on the same pitch level as the start of the rise. The rise in the nucleus starts from the lowest level and usually reaches the medium level. If the nucleus is followed by a tail, it is pronounced on the lowest level and the syllables of the tail rise gradually.

This intonation pattern is used:

 

1. In statements, not categoric, non-final, encouraging further conversation, reserving judgement.

e.g. Have you heard about Max? - / No.

Shall we be in time? – I / think so.

What do you want at the grocer's? - /Tea, /rice, /cheese...

2. In questions:

 

a) In special questions (with the nuclear tone on the interrogative word), wondering, mildly puzzled.

e.g. How must I do it? - /How?

She's thirty-six. - /How old is she?

How old are you? - / How old am I?

b) In general questions, disapproving, sceptical.

e.g. It's very important. - /Is it?

We ought to follow his advice - /Must we do as he says?

3. In imperatives, calmly warning, soothing.

e.g. /Careful. /Steady. /Watch. /Don't.

4. In exclamations, reserving judgement; encouraging further conversation; expressing calm, casual acknowledgment; often heard in greetings.

e.g. It's half past ten. - /Well. (We're not in a hurry.)

Here's your change. - /Thank you!

Good morning. - /Morning!

Exercises

 

Low rise only

1. 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 rise from the lowest level reaching the medium one. c) Listen to the verbal context and reply in the interval.

 

Low rise+ tail

 

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

B) Listen to the replies, repeat them in the intervals. Pronounce the stressed syllable on the low level. Unstressed or partially stressed syllables in the tail should rise to the medium level or even higher. c) Listen to the verbal context and reply in the interval.

 

Low pre-head + low rise (+ 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. Pronounce unstressed syllables in the pre-head as low as possible. Then raise your voice from the low level. c) Listen to the verbal context and reply in the interval.

In order to fix Intonation Pattern III 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.


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