16. This exercise is meant to develop your ability to hear intonation and reproduce it in different speech situations.

17. This exercise is meant to test your ability to analyse and reproduce material for reading and retelling.

SECTION THREE. Intonation Pattern X (LOW PRE-HEAD+) RISING HEAD + HIGH FALL (+ TAIL)

7. Give your own replies to the Verbal Context of Ex. 1 and 6. Use Intonation Pattern X.

8. The teacher or one of the students suggests a Verbal Context The students reply to it in turn using:

9. Read the following extracts. Observe the position of the logical stress:

10. Look for similar situations in the books you are reading at the moment

11. This exercise is meant to practise the intonation patterns you already know.

12. This exercise is meant to develop your ability to bear and reproduce intonation in different speech situations.

13. This exercise is meant to revise Intonation Pattern IX. Read the following dialogue. Use the High Fall to express personal concern, involvement:

14. This exercise is meant to develop your ability to hear intonation and reproduce it in different speech situations.

15. This exercise is meant to test your ability to analyze material for reading.

SECTION FOUR. Intonation Pattern XI (LOW PRE-HEAD + ) FALLING HEAD+ HIGH FALL (+ TAIL)

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

7. Read the following dialogue with a fellow-student» using Intonation Pattern XI. Special questions should sound interested, lively, brisk. The replies sound lively, friendly and warm:

8. A student will read the Verbal Context below. Other students will read the replies in turn, using the High Fall and the logical stress on the same word to make the utterance emphatic. Define the attitude you are trying to express:

9. Listen to your teacher read the context sentences below. Pronounce each of the following replies in two ways: first with Intonation Pattern II, then with Intonation Pattern XI. Observe the intonation line. Convey the suggested attitudes:

10. Listen to a fellow-student say the context sentences below. Pronounce each of the following replies, trying to convey the suggested attitudes. Be careful with the intonation line. Define the Intonation Pattern of your reply:

12. This exercise is meant to develop your ability to hear and reproduce intonation in conversation.

13. Translate into English. Use the corresponding phrases from item(d) above. Do not let your Russian pronunciation habits interfere:

14. Head the following dialogue:

15. Make up a dialogue of your own, using some of the phrases of the dialogue above.

16. This exercise is meant to develop your ability to read and retell a story with correct intonation.

17. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.

SECTION FIVE Compound Tunes FALL + RISE

7. Say the following sentences with a) the High Fall + the Low Rise; b) the Descending Head + the Low Rise. Observe the difference in attitudes:

8. Give your own replies to the Verbal Context of Ex. 1 and 6.

9. Read the following situations. Convey the attitudes suggested in brackets:

10. Listen to the dialogue on the tape ("Dinner-table Talk"). Pick out sentences containing the High Fail + the Low Rise. Say what attitude is conveyed in them. Use these sentences in conversational situations of your own.

11. Listen to the Verbal Context and express sympathy in the replies. Use the proper intonation pattern:

12. This exercise is meant to develop your ability to hear and reproduce intonation in conversation.

13. Make up conversational situations, using the following phrases:

14. Make up a dialogue about your future profession.

15. This exercise is meant to develop your ability to hear intonation and reproduce it in reading and narration.

16. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.

SECTION SIX Compound Tunes TWO OR MORE FALLS WITHIN ONE SENSE-GROUP

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

7. The teacher will suggest the Verbal Context of Ex. 1 and 6. The students will reply to it, using Sliding Head + High Fall. The drill continues until every student has participated. Keep the exercise moving on rapidly.

8. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies. Note all the prominent words of the bead:

15. Read the following sentences expressing the attitudes suggested in brackets. Use them In conversational situations of your own;

16. The teacher will suggest a Verbal Context You in turn reply to it in the form of statements and questions, expressing personal concern or interest:

17. Read the story "A Friend in Need" by S. Maugham (see p. 104). The sentences from the text given below are not true to fact. One of the students will read a sentence, another win correct him, using Intonation Patterns VI or VII.

18. Make statements to be corrected according to the model above. The drill will continue until every student has participated. Keep the exercise moving on rapidly.

19. This exercise is meant to develop your ability to bear the intonation and reproduce it in proper speech situations.

20. Make up a dialogue of your own, using phrases from the dialogue above.

21. This exercise is meant to develop your ability to hear the intonation and reproduce it in proper speech situations.

22. Read the jokes silently to make sure you understand each sentence. Find the sentence expressing the essence of each joke. Split up each sentence into intonation groups if necessary. Mark the stresses and tunes. Underline the communicative centre and the nuclear word of each intonation group. It is not expected that each student win intone the text in the same way. The teacher win help you to correct your variant. Practise reading the jokes several times:

SECTION SEVEN Intonation pattern XII I. (LOW PRE-HEAD + ) HIGH RISE (+TAIL) II. (LOW PRE-HEAD + ) (HIGH HEAD+) HIGH RISE ( + TAIL)

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

7. Respond to the following sentences. Use Intonation Pattern ХП casing for a repetition of the information already given.

8. This exercise is meant to develop your ability to near and reproduce intonation in different speech situations.

9. Make up conversational situations, using the following phrases:

10. Read the following dialogues. Define the communicative type of the sentences and say what attitudes you mean to convey:

11. Make up a dialogue of your own, using some of the phrases from the dialogues above.

12. Read the following sentences. The prompts in brackets will help you to determine the position of the logical stress. Make up a situation to prove the position of the logical stress:

13. Listen to the text on the tape ("Commerce and Industry"). Write it down. Mark the stresses and tunes. Practise the text.

14. Read the following sentences. Use Intonation Patters VI to single out the subject:

15. This exercise is meant to develop your ability to hear the intonation and reproduce it in proper speech situations.

16. Read the text "May Day" silently to make sure you understand each sentence. Split up each sentence into intonation groups if necessary. Mark the stresses and tones. Underline the communicative centre and the nuclear word of each intonation group. It is not expected that each student will intone the text in the same way. The teacher will help you to correct your variant