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Make up a micro-dialogue. Your fellow-student will suggest a verbal context. Respond by using Intonation Patterns I, II, III. Continue the talk

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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) Continue the exercise suggesting your own verbal context.
  5. B) Give sentences of your own using the same model.
  6. B) Imagine you are telling someone about what is said in the sentences below. Your fellow-student is to express agreement as in the model.
  7. 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.
  8. B) Make up a similar situation (a visit to a concert, a variety theatre, a circus, etc.) for your fellow-students to present it in the form of a dialogue.
  9. B) Make up sentences using the following tables.
  10. B) Respond to the negative sentence of your fellow-student as in the model. Use contracted forms in speech. Work in pairs.
  11. B) Respond to the negative sentences of your fellow-student as in the model. Use contracted forms in speech.
  12. B) Speak about the traffic in this country using the word combinations in bold type.

12.***1 Listen carefully to the following sentences and repeat them in the intervals. Observe quick pronunciation of unstressed syllables:

1 Material for exercises marked with three asterisks is borrowed from the book "Lingaphone English Course". L., 1960.

13.*** This exercise is meant to develop your ability to hear the intonation and reproduce it in proper speech situations. a) Listen to the dialogue «Days and Months. Asking the Time" sentence by sentence. Write it down. Mark the stresses and tunes. Practise the dialogue. b) Record your reading, play the recording back immediately for your teacher and fellow-students to detect the errors in your pronunciation. Practise the dialogue for test reading and memorize it.

Section Four

Intonation Pattern IV

 

 

This intonation pattern is used:

 

1.In statements, not categoric, non-final, soothing, reassuring, (in echoes) questioning, sometimes surprised.

 

e. g. I've made a lot of mistakes It's à not so ,bad.

in my dictation, haven't I?

He's already left. Alà ready /left.

 

2. In questions:

 

a) In special questions, expressing sympathy, interest; with the nuclear tone on the interrogative word, puzzled.

e.g. I'm leaving tomorrow. àWhat /time are you leaving?

I've just seen him in the You've à seen him /where?

dean's office.

I've lost the key, mother. æ How did you 'manage to 'do /that?

b)In general questions, expressing interest (most common pattern for general questions).

e. g. I've packed the things. æAre you 'ready to /leave?

 

3. In imperatives, soothing, encouraging, calmly patronising (often addressed to children).

e. g. What shall I do? àDon't /worry.

I'm leaving. æPut 'on your 'warm /clothes.

 

4. In exclamations, encouraging, airy, often used in leave-takings and in bright and friendly greetings.

e. g. Here is my translation. æVery 'well /done!

Anything else? àNo, /thank you!

Good morning. àGood /morning!

Exercises

 

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



1. a) Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the reply:

 

B) Listen to the replies and repeat them in the intervals. Make the stressed and the unstressed syllables of the head carry the pitch lower. When pronouncing the nucleus make your voice rise from the lowest level to the medium one. Do not forget to blend the words together. c) Listen to the verbal context and reply in the intervals.

 

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

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

B) Listen to the replies and repeat them in the intervals. Make the stressed syllables of the head carry the pitch lower. The unstressed syllables should be pronounced on the level of the preceding stressed syllable. c) Listen to the verbal context and reply in the intervals.

 

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

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

 

B) Listen to the replies and repeat them in the intervals. There is only one strongly stressed syllable in Model 3. The unstressed syllables should be pronounced on the level of the preceding stressed syllable. Do not forget to blend the words together. c) Listen to the verbal context and reply in the intervals.

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


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