John says he can't come. It's half past ten. The car's here. Shall I ring the bell?
S p e c i a l q u e s t i o n s
(wondering, mildly puzzled)
How?
How?
Which?
Which?
Who?
I m p e r a t i v e s
(calmly warning, exhortative)
Mind.
Smile.
Start.
Stop.
Go.
E x c l a m a t i o n s (encouraging further conversation, reserving
judgement, expressing calm, casual acknowledgement)
Oh! Well! Good! Please!
b) Listen to the replies and repeat them in the intervals. Make your voice rise from
the lowest level reaching the medium one. c) Listed, to the verbal context and reply in
the interval.
LOW RISE 4- TAIL
M o d e l : , Isn't it?
2. a)* Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the replies:
l^ren't they rather expensive? pan Tommy come to tea tomorrow? I'm going
to use my old one. Will you be able to fetch them? He's late again.
Count as far as you can.
That one is yours. His name was William. Richard's due at eleven o'clock.
How old are you?
They are supposed to be different.
They are arriving next week. It's very important. You were quite wrong about
it. The Smiths weren't invited. I thought she was pretty.
(Mother to small daughter who is overexcited.)
(Father to small son who is riding his bicycle a little too fast.)
S t a t e m e n t s
(not categoric, non-final,
encouraging further conversation, reserving judgement)
Some of them are. Maybe he can. That should be all right. Probably I shall.
That's all right. That doesn't matter. Thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, ...
S p e c i a l q u e s t i o n s
(wondering, mildly puzzled)
Which one? What was that? When is he due? How old am I?
G e n e r a l q u e s t i o n s
(disapproving, sceptical)
Is there any difference between them? Are they? Is it? Was I?
Weren't they? Did you?
I m p e r a t i v e s (calmly warning, soothing) Steady.
Slowly.
(Mother to small son who is teasing Gently. a
puppy.)
He just can't be bothered. Your change, sir. I've finished my work. Good
morning, sir.
E x c l a m a t i o n s
(encouraging further conversation, reserving judgement;
expressing calm, casual asknowledgement)
Pity!
Thank you!
Splendid!
Morning!
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 4- LOW RISE ( + TAIL)
M o d e l ' Per, haps. JI /think so. ,
•
t
3. a)" Listen careful y tp the following conversational situations. Concentrate your
attention on the intonation of the replies:
Verbal Context Drill
S t a t e m e n t s
(not categoric, non-final, encouraging further conversation,
reserving judgement)
How about asking Max to join us? He ought to be able to get
away.
Can you turn up at nine on
Tuesday?
D'you think the proposal is
reasonable?
Martm says the answer's six.
As a rule I can.
On the whole it's quite fair.
I suppose that's the right answer.
(Response to a knock at the door.) (Teacher to student practising
pronunciation.) (Doctor to patient.)
I m p e r a t i v e s
(calmly warning, exhortative)
Come in. Again.
Relax.
E x c l a m a t i o n s
(reserving judgement, expressing
Is it really yours? Shall we meet at ten? Good morning, sir! I'll bring it
tomorrow.
calm, casual acknowledgment)
Of course! All right! Good morning! Many thanks!
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.
4. In order to fix Intonation Pattern 111 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 your fellow-student reading the replies. Tell him what his errors in intonation
are.
6. Your teacher will ask you or one of the students the question "What would you like?".
You answer by using one of the replies below. Pronounce it with Intonation Pattern 111. You
in turn ask someone else the same question. And he (or she) will also answer from the replies
below. Continue the exercise until everyone has had an opportunity to ask the question and
have it answered from the replies below. Keep the exercise moving rapidly and do not allow
the students to take a long time to answer the question.
M o d e l : What would you like? An,
apple.
an orange, some cheese, a bicycle, a book, a carpet, a drink, some
mushrooms, a walk, a telephone call, a trip, some coffee, potato, porridge.
7. Listen to the verbal context suggested by your teacher. Reply by Using the drill
sentences below. Pronounce them with Intonation Pattern 111. Say what attitude you mean to
render:
What do you think of the picture?
Do you play the piano?
Do you think the English climate is
changeable?
Why is your garden so beautiful?
Do women smoke?
Do students dance?
Do you do your morning exercises?
What's your nationality?
What does it cost?
Where are you going next week?
When's your birthday?
What's your hobby?
What's your favourite month?
Do you speak French?
Can you call on me tomorrow night?
Will you be able to do it?
Nobody goes to see him.
Pity, they didn't like it.
Did she see him yesterday?
How many English books have you got?
Will he ring her up?
Do you get up early in the morning?
Thank you very much.
What are they doing? He is at home after four. You should do it like this.
Which is Benny's coat? Lucy is coming to Moscow. Where shall we meet? I stop
here. I'm thirty.
You should write to her at once.
Come round at five.
Who gave it to you? I'll finish it by Sunday.
Fine.
No.
Quite.
Work.
Some.
Many.
Sometimes.
Russian.
Fourpence.
Moscow.
Monday.
Music.
January.
Certainly.
Maybe.
Probably I shall.
Mother does.
I like it.
She did.
A few.
Perhaps.
As a rule.
You're welcome.
It was nothing.
What?
When?
How?
Which?
Who?
Where?
Why, may I ask? -How old are you? Who should I write to?
What time do you want me to come? Who gave it to me? By what day?
He is a writer.
Your train goes from King's Cross station.
The train leaves at two.
The pen is in that box.
Someone wants you on the phone.
He wasn't there.
There's a concert this evening at the club,
I can't go there.
I'm making a new dress.
We haven't been to the club for ages.
