What's he saying?
Will you go and see Helen? Can she see you tomorrow?
I've missed the last bus.
I've done the translation.
I came on Tuesday morning.
The weather is horrid.
I'd like to have a few textbooks.
I've finished my translation.
What shall I do with the book?
What shall I do?
I don't like porridge.
How long do you want me to
stay there?
The doctor says it's not serious.
I didn't quite catch that. I can't undo the door. How long can I have it for?
Where shall I read?
I'll give you an interesting book to read.
It's my birthday.
I started to learn it about three years ago. Whenever you invite me. It's up to
you. I suppose it's about eleven. I've got to catch a train. I entirely agree with
you. What do you want it for? Why don't you say "please"? How can I hear when
you're making so much noise? What street does she live in? What is the matter
with her now?
How are you going to get home?
What will you do next? At exactly what time? Then why can't you stay? How
many of them do you want to have now? Now answer questions. Give it back to
Kitty. Read the first paragraph. Eat it upt I say. Stay as long as you can.
Then don't make so much
fuss about it.
Pay attention, then.
Try another key.
Keep it for as long as you
like.
Go right back to the beginning again. Thanks awfully.
Many happy returns!
Very many happy returns of
the day!
How do you do? Lovely day, isn't it? Here's to you. She asked us to tea.
How do you do! Isn't it beautiful! Your very good health! How perfectly
charming of
her!
Here's your tea.
We're going picnicking. Isn't it mild today?
What a big piece of cake you've given me! What a pleasant surprise! What a
difference from this time last week!
7. Your teacher will suggest a verbal context. You, in your turn, reply to it using
Intonation Pattern II. The drill will continue until every student has participated. Keep
the exercise moving on rapidly. Keep the attitude in mind.
Reference material for the teacher:
1. What's your name? 2. How old are you? 3. When is your birthday? 4. How
many brothers have you? 5. How many sisters have you? 6. Where do you live?
7. Where do you come from? 8. Where do you study? 9. My pronunciation is not
good. 10. When can you do it? 11. What do you think of the book? 12. I'd like to
see you tomorrow. 13. How much have you paid for it? 14. How long have you
been there? 15. Where do you usually rest? 16. What have.you bought for lunch?
17. My cousin is a doctor. 18. I don't know this young man. 19. I'm afraid I can't
do it in time. 20. I'm afraid I don't understand you 21. Where have you put your
bag? 22. Why have you bought the French newspaper? 23. What will you wear?
24. My mother is in St.Petersburg now. 25. She is not in. 26. I don't find it easy.
27. What is there in front of the building?
8/M Listen to the dialogues. Mark the stresses and tunes. Practise and memorize
them:
a) "What's your name?" "My
name's John." "How old are you?"
"I'm thirty-five." "When's your birthday?" "It's on the
1 Material for exercises marked with two asterisks is borrowed from the book by J. D
O'Connor "A Course of English Pronunciation". L , 1954
tenth of December." "How many brothers have you?" "I
haven't any brothers at all." "How many sisters have
you ? " "Just one."
b) A: Stand up. Wh^t have you done? B: I've stood
up.
A: Pick up you pencil. What have you done?
B: I've picked up my pencil.
A: Give it to me. What have you done?
B: I've given it to you.
A: Sit down again. What have you done?
B: I've sat down again.
c) A: Look at this picture. B: How
beautiful!
A: Now look at this book. B: What a very
big one! A: Look at the sun. B: Isn't it bright!
A: Look at me. B:Oh dear!
9.'* Listen to the following sentences and read them using Intonation Pattern II.
Observe quick pronunciation of unstressed syUables. Concentrate your attention on
rhythm and intonation:
Can anyone tell me the time? Does anyone know the time? Does anyone
know Tom? I'm going to town for the day. I'm going to town today. I'm going to
town now.
What do you want me to do ? What do you want to do? What do you want
done? Tom's got abetter idea. Tom's got a better plan. Tom's got a good plan.
10. Make up a micro-dialogue using Intonation Patterns I, II.
Section Three
Intonation Pattern III
(LOW PRE-HEAD + ) LOW RISE ( + TAIL)
M o d e l : Do you play tennis ? ,Yes.
J
/Sometimes.
Of ,course.
> J
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 usual y 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 gradual y.
This intonation pattern is used:
1. I n s t a t e m e n t s , 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.I n q u e s t i o n s :
a) I n s p e c i a l q u e s t i o n s (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) I n g e n e r a l q u e s t i o n s , disapproving, sceptical.
e.g. It's very important. — ,1s it?
We ought to follow his advice — /Must we do as he says?
3. I n i m p e r a t i v e s , calmly warning, soothing, e.g. /Careful.
/Steady. /Watch. /Don't.
4. I n e x c l a m a t i o n s , 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
M o d e l :
,Yes.
1. a)* Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the replies:
Verbal Context
Have you heard about Max? You know where John lives? Whose book
is this?
How many pencils have you got?
Drill
S t a t e m e n t s
(nof categoric, non-final, reserving judgement, encouraging
further conversation)
No.
Yes.
Mine.
Jack's.
Joan's.
Tom's.
John's.
Jean's,
Ann's.
One.
Two.
Three.
Four.
Five.
How must I do it? You must do it this way. Which is William's book?
William's is the blue book. Who's coming this Friday?
(To someone in the way.) (Photographer to sitter.) (Teacher to class.)
