alone?

Why don't you leave it til tomorrow morning? When are you going to learn to be more

careful? When are you going to visit your parents?

Why didn't you say so before?

What shall I tell John?

What shall I do after tea?

Shall I memorize it?

Hello, Jane!

So sorry he's left.

I really wanted so much to see her.

What nasty weather we are having!

I m p e r a t i v e s (firmr serious, pressing)

Ask him to come as soon as he is free.

Tell him exactly what you think about it.

Take the cups into the kitchen and wash them up. Study the whole dialogue

carefully first.

E x c l a m a t i o n s (rather emphatic)

It's so very nice to see you, Harry!

What a pity we didn't ring sooner!

Such a pity you didn't come a bit earlier.

Fancy such a day in July!

b) Listen to the replies and repeat them in the intervals. Pronounce unstressed syllables in

the pre-head as low as possible. Make the stressed syllables of the head carry the pitch lower.

Do not forget to blend the words together. Make your voice fall on the last stressed syllable,

c) Listen to the verbal context and reply in the interval.

The stepping head makes the utterance more weighty.

(LOW PRE-HEAD) + STEPPING HEAD + LOW FALL {+ TAIL)

M o d e l : Why did you leave so soon?\ Alice was be'ginning to 'getvery V

tired.*• • ■

2. a)' Listen carefully to the following conversational situations. Concentrate your

attention on the intonation of the reply:

Verbal Context Drill

S t a t e m e n t s

(final, categoric, considered, weighty]

Have you any news of Malcolm? We haven't heard from him

for ages.

Tom and I have just been to see him in hospital.

I shall miss him terribly.

I firmly believe you'll be bet-

ter off without him. It's much too late to have any regrets now.

How did you spend the morning? I stayed in bed until nearly

lunch time.

I went to see my brother in Kensington.

We spent the whole morning in Hyde Park and Green Park.

I shan't be able to go. I've lost my handbag.

Good morning, madam.

In a quarter of an hour's time.

S p e c i a l q u e s t i o n s

(serious, responsible, intense, weighty, often suggesting

irritation or impatience)

For heaven's sake why not? What are you going to do about it?

When does the next train for Kiev leave?

What's the price of a single first-class ticket?

I m p e r a t i v e s

(firm, serious, pressing, weighty)

How many pencils do you want? Buy me half a dozen, please. The answer to

the first sum is six. Have a go to the next one.

What shall I do with my boots?

What do you want me to do?

Here are the magazines.

Shall I read the words?

My daughter asks me for permission to visit you.

I'll make you a present of it.

Fine day, isn't it?

There's a letter for you, Mary!

*

I'm going on a voyage round Europe.

See if you can do the second one more quickly. Take them into the kitchen

and clean them. Put them away tidily in the cupboard under the stairs. Read the

paragraph beginning at the bottom of the next page but one.

Don't put them all on my table.

Be careful to pronounce distinctly the word "thirteen." Let your daughter

come here and stay with us on Sunday.

E x c l a m a t i o n s

(weighty, rather emphatic)

Thank you very much! Thank you very much indeed!

What lovely weather we are having today!

Thank you very much indeed, Mrs. Brown. What an extraordinary pieco of

luck!

b) Listen to the replies and repeat them in the intervals. Pronounce unstressed

syllables in the pre-head as low as possible. Make the stressed syllables of the head carry

the pitch lower. Observe the same level of stressed and the following unstressed syllables

of the head. Do not forget to blend the words together. Then make your voice fall on the

last stressed syllable, c) Listen to the verbal context and reply in the interval.

(LOW PRE-HEAD) + HIGH LEVEL HEAD + LOW FALL ( + TAIL)

M o d e l :

How much does it cost? * More than we can now af.ford.

When the syllables of the head are pronounced on the high level pitch the

head is called the High Level.

3. a)* Listen carefully to the following conversational situations. Concentrate your

attention on the intonation of the replies:

Verbal Context

I hate cabbage.

I can't bear Julia.

David's grown a beard. How much does it cost?

What's the time, please?

ave you any news of Malcolm?

Harry's not coming to tea. You can't have that book. I'm afraid I can't do it. I

shan't be able to go.

Drill

S t a t e m e n t s (final, categoric, considered)

So do I.

So does Peter.

So do we all.

Neither can If nor can my mother. So he has. Five shillings. Ten pounds.

Three guineas. Half a crown. Two pounds ten. Four o'clock. Half past one. Five

past eleven. Quarter to six. Quarter to eleven. Ten minutes to nine. He's passed

his exams. I was talking to him yesterday.

S p e c i a l q u e s t i o n s

[serious, intense, often suggesting irritation or impatience)

Who is coming to tea, then? Which one can I have? Can't do what? Why ever

not?

I m p e r a t i v e s

(firm, serious, pressing)

I didn't quite catch what you said. Pay attention, then.

What do you think you are doing? Mind your own business.

I'm going to resign.

Don't be ridiculous.

What do you want?

Write him a letter.

E x c l a m a t i o n s

(rather emphatic)

He says it was your fault.

How ridiculous! Too bad! Bad luck!

I've sprained my ankle.

You haven't! Thanks awfully!

I'l make you a present of it.

b) listen to the replies and repeat them in the intervals. Observe high level tone of

the head. Do not forget to blend the words together. Make your voice fall on the last

stressed syllable, c) Listen to the verbal context and reply in the interval.

4. In order to fix Intonation Pattern II 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.

5. 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 II. Say what attitnde you mean to

render:

Verbal Context

I am hungry.

I'm not thirsty.

I can't translate it.

Do you often read English

newspapers? When can you come? Where is my book?

Where did you see him? What did you do on Sunday?

Drill

So am I. Neither are we. Neither can I. Every chance I get.

Any time after six o'clock. I think you left it on the table.

In Room Twenty-four.

I spent the whole day in the

park.

When did you start learning English?

When can you come?

What shall I do?

What's the time?

Why are you in a hurry?

I don't like this film.

Will you give me your pen?

Pass the sugar?