intonation in conversation.

a) Listen to the dialogue "About the Job" carefully, sentence by sentence. Write it

down. Mark the stresses and tunes. The teacher will help you to correct your variant. Practise

reading each sentence of your corrected variant after the cassette-recorder.

b) Record your reading. Play the recording back immediately for your teacher and your

fellow-students to detect your errors. Practise the dialogue for test reading.

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

He hasn't even got to ... yet.

That's my idea of ... .

Are you sure you don't want to be ...?

Is it my ... we're planning, or yours?

No, I'm sorry, ... but I... .

Look here.

All right, all right, there is no need to ... .

I really wanted to be ... .

I haven't made up my mind yet.

Maybe not.

Well, that's not the way I look at it.

You haven't answered my question yet.

I don't want to at all.

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.

a) listen to the joke "Nothing to Complain About", sentence by sentence. Write it down.

Mark stresses and tunes. Practise the joke for test reading.

b) Listen to the narration of the joke. Observe the peculiarities in intonation-group

division, pitch, stress and tempo. Note the use of temporizers. Reproduce the model narration

of the joke.

16. This exercise is meant to test your ability to analyze and reproduce

material for reading and retelling.

a) Read the jokes silently to make sure you understand each sentence. Underline the

sentence expressing the essence of the joke. Split up each sentence into intonation groups if

necessary. Locate the communicative centre of each sentence. Mark the stresses and tunes,

concentrating your attention on the attitude expressed. It is not expected that each student will

mark the story in exactly the same way. Discuss your variants in class. The teacher will help

you to choose the best variant. Practise your corrected variant for test reading.

b) Retell the jokes in your own words:

No Music Lessons

Once the teacher asked his pupil: "Bobby, how many fingers have you?" The pupil answered

at once: "I have ten fingers."

The teacher asked him another question: "Well, if four were missing what would you have

then?" "No music lessons," was the answer.

At the Lessen

"Well, Alex, how much is two plus one?" asked the teacher, "I don't know, sir," answered the

boy. "Well, Alex! Fancy I give you two dogs and then one dog more. Mow many dogs have you

now?" "Four dogs," the boy answered timidly. "Why, Alex?" "Because I have one dog already, sir."

----------------

One morning a boy was going by a London bus to school. He had a cold and was sniffing all

the time and so loudly that the people began to look at him and shake their heads. An old gentleman

was sitting next to the boy. He suffered the boy's sniffing for some time but at last lost his patience

and said: "Haven't you got a handkerchief, my boy?"

"Yes, I've got a clean handkerchief in my pocket," said the boy, "but I can't let you have it.

Mother says it is not polite to ask anybody for a handkerchief. You must use your own."

SECTION SIX Compound Tunes

TWO OR MORE FALLS WITHIN ONE SENSE-GROUP

In sense-groups with the High Falling or Falling-Rising nuclear tone there may be one or

more other words marked by a relatively high falling tone. The function of such Falls is to provide a

greater degree of prominence for the words on which they occur. All other words of the head are not

stressed. The attitude expressed by the sentence is not changed but the utterance sounds emphatic. In

this case the head is called Sliding.

Compare:

1. Listen carefully to the following conversational situations. Concentrate your attention on

the intonation of the replies:

Verbal Context

Drill

What was the party like?

The food was terrible, I'm sorry to say.

Tom's having tea. What for you, Arthur?

I'd prefer a cup of coffee.

It's such a tiring journey by train.

Well why not fly?

Which one can I have?

Which would you prefer?

Oh I know he couldn't help it

Then why are you so angry with him?

I'm going to London tomorrow.

How long d'you intend being away?

The door won't open.

Why not try turning the key?

Ail right. Lets go to the pictures.

Do you really want to?

That's not very convincing.

Well, can you think of a better argument?

She's only working half time now.

Yes, but need she go to work at all?

Have you heard about Alex?

Isn't it incredible?

Of course he'll agree.

Don't be too sure.

These stewed apples aren't very sweet.

Have some more sugar with them.

What time's convenient for you?

Come whenever you're free.

I can't manage all that.

Well, eat as much as you can, then.

He didn't say a word.

How very unusual!

How about a show tonight?

If only you asked me earlier!

It's my birthday today.

Very many happy returns!

2. Listen carefully to the replies and repeat them in the intervals. Make your voice fall

on every stressed syllable.

3. listen to the Verbal Context and reply in the interval.

4. In order to fix the intonation in your mind, ear and speech habits repeat the replies

yourself until they sound perfectly natural to you.

5. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in

intonation are.

6. Listen to your teacher reading the Verbal Context below. Reply by using Sliding Head

+ High Fall in the drill sentences. Say what attitude you mean to render:

Verbal Context

Drill

And now what sweet will you have, Mary?

I'd prefer a piece of apple

tart.

How many sons has she got?

I haven't the slightest idea.

He is not coming. He's an appointment.

You ought to have informed me before.

You know Peter very well, I expect.

No, I've never met him in my life.

How much is the fare?

I've no idea.

And what do you think of London, Mrs.

I've never been here before. I like it so much.

Thompson?

Now what would you choose?

I don't want anything.

What will you do this afternoon?

I am planning to see the Picture Gallery.

I have a free afternoon today.

Well why not go sightseeing?

I suggest we should go to the cinema.

Which film would you prefer to see? Have

you any particular film in mind?

That was Peter on the phone.

Why didn't you ask him about the books he

had borrowed?

I can't find my pen anywhere.

Are you sure you didn't leave it at the

Institute?

What are you looking for, Ann?