Listen to the dialogue. Memorize it. Make up your own dialogue of the same type

II. Logical stress

If the nucleus is shifted from the last notional word to some other word of the intonation-group the sentence stress is called logical.

Exercises

7. The words in bold type are the nucleus of the sentences below. While reading concentrate on the change in meaning in sentences with logical stress. Intone the sentences:

1. Jack lived there alone. Jack lived there alone. 2. We met Mark in our English club. We met Mark in our English club. We met Mark in our English club. 3. He's lost his father's book. He's lost his father's book. He's lost his father's book. He's lost his father's book. 4. John's sister speaks French perfectly. John's sister speaks French perfectly. John's sister speaks French perfectly. John's sister speaks French perfectly. 5. He told them not to go there. He told them not to go there. He told them not to go there. He told them not to go there. He told them not to go there. He told them not to go there. 6. My brother knows you well. My brother knows you well. My brother knows you well. My brother knows you well. My brother knows you well. 7. Her father likes them very much. Her father likes them very much. Her father likes them very much. Her father likes them very much. 8. His last story was long. His last story was long. His last story was long. His last story was long. 9. My cousin helps the boy a lot. My cousin helps the boy a lot. My cousin helps the boy a lot. My cousin helps the boy a lot. 10. Group 102 will take their exam next week. Group 102 will take their exam next week. Group 102 will take their exam next week.

8. Read the sentences according to the situation suggested in brackets. Use the logical stress to single out the elements of contrast. Make your reading expressive:

1. The students were listening to the text at the laboratory (not in Room 15). 2. The students were listening to the text at the laboratory (not to the poem). 3. The students were listening to the text at the laboratory (not recording it). 4. The students were listening to the text at the laboratory (not the teachers). 5. The first-year students sang a Russian folk song (not an American song). 6. The first-year students sang a Russian folk song (not a modern song). 7. The first-year students sang a Russian folk song (not the third-year students). 8. It rained hard on Sunday in Pushkino (not yesterday). 9. It rained hard on Sunday in Pushkino (not in Moscow). 10. It rained hard on Sunday in Pushkino (not just a little as you say). 11. He was taking his exam in Literature on Monday (not on Friday). 12. He was taking his exam in Literature on Monday (not in Linguistics). 13. He was taking his exam in Literature on Monday (not having a consultation).

9. Your teacher or fellow-student will read the questions below. While answering them concentrate your attention on the distribution of sentence stress:

1. Are you in the first or in the second course? 2. Is the girl in Group 213 or in Group 313? 3. Does your father work at a Medical Institute or at a Teachers' Training Institute? 4. Which season do you like best of all? 5. Do you like early autumn or late autumn? 6. Are they reciting a poem or reading it? 7. Have they spoken to their new neighbour or have they just seen him? 8. Will you go boating or cycling on Saturday? 9. Will you go skiing to the forest next week or will you stay at home? 10. Is it my fountain-pen or yours? 11. Is it your coffee or mine? 12. Would you like coffee or cocoa for breakfast? 13. Have you had dinner or are you going to have it? 14. What street do you live in? 15. What exam are you taking on Friday?

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