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

Practise reading the text several times.

Retell the text in your own words:

May Day

For over 100 years now May Day has been recognized in some countries of the world as the

workers' day. It is the day on which workers in these countries master their strength, and demonstrate

their determination to struggle to achieve the demands which happen to be particularly pressing and

urgent.

Last year's May Day in Britain broke new ground in two ways.

It was the largest-ever demonstration to be held on May 1 itself in addition to the traditional

demonstrations on May Sunday.

But it was more than a demonstration. It assumed the character of a national strike, involving

hundreds of

thousands of

workers who

downed tools

in

London and a

number of

other

major cities.

It was

the

culmination

of an

unprecedented campaign directed against the Government's intentions to put the clock back a

century and more on trade-union rights.

It was a high point in the continuous struggle of the trade unions for the unfettered right to

use the strike weapon in furthering the interests of their membership.

It was a historic May Day not only in the role it played in achieving the immediate demand

of retaining the sovereignty and independence of the unions.

Above all, the flexing of their muscles and the victory achieved the following July, gave the

workers of Britain a new sense of confidence and a deeper understanding that one hour of action is

worth more than a thousand hours of argument and pleas for justice.

SECTION EIGHT. HIGH PRE-HEAD

Stress-and-tone marks in the text: the High Pre-Head | ~ j.

The High Pre-Head never contains any stressed syllables. Before the High Fall it is said on

the same pitch as the beginning of the fall. Before any other nuclear tone or any head the pitch of the

High Pre-Head is higher than the beginning of the following stressed syllable.

As compared to the Low Pre-Head the High Pre-Head is used to add vivacity, liveliness or

excitement to the attitudes expressed in the sentence.

EXERCISES I.

HIGH PRE-HEAD + LOW FALL (+ TAIL)

Model: -I \do /think it's a Ipity.

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

the intonation of the replies:

Verbal Context

Drill

You won't forget, will you?

Indeed I won't.

I'd love to help.

I know you would.

I don't believe you posted it.

I did post it.

John's the winner.

He will be surprised.

D'you think he's forgotten?

I'm sure he hasn't.

It's no good at all.

You're always dissatisfied.

It's quite true, you know.

Well you do amaze me.

I tell you I won't accept.

How can you be so obstinate?

I haven't time now.

When will you have time, may I ask?

That's not much good.

Well can you do any better?

What's up?

Be quiet for a minute,

Shall I or shan't I ask them?

Oh do make up your mind.

Hullo, Jack.

Good evening, Mr. Dean.

We've got to work on Saturday.

Oh no!

I have to go now.

What a pity you can't stay longer.

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

high when pronouncing the initial unstressed syllables.

3. Listen to the Verbal Context and reply to it in the intervals.

4. In order to fix the High Pre-Head in your mind, ear and speech habits

pronounce each reply several times until it sounds perfectly natural to you.

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

errors in pronunciation are.

6. Read the drill sentences according to the given model. Concentrate your attention on the

High Pre-Head:

Verbal Context

DM

He missed Ms lesson yesterday.

He always misses his lessons.

If you are in a hurry, why not take a taxi?

I think I will.

He won't come today.

When is he going to come?

He is not in.

Where is he, then?

I am leaving.

Oh, can't you stay a bit longer?

She is crying.

Oh, hasn't she passed her exam?

The picture's wonderful.

Let me have a look at it.

Mother is asleep.

Don't disturb her, Tom.

Look at his clothes.

Good Heavens!

Good afternoon, Mrs. White.

Hallo, Betty dear!

II. HIGH PRE-HEAD + HIGH FALL (+TAIL)

Model: -I'd simply \love to.

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

the intonation of the replies:

Verbal Context

Drill

Did he say anything?

No, nothing, you'll be pleased to hear.

We're going ahead without Paul.

That's obviously the best solution.

Have some more pudding, Ann.

I couldn't possibly.

You'll help, won't you, Max.

Why me?

I was against the proposal.

What did Jack have to say about it?

You can borrow mine.

D'you mean that?

He says he'll do better in future.

Does he really intend to work harder?

Shall I ask him to tea?

By all means ask him.

I'm going to play tennis.

Let's all have a game.

No luck, I'm afraid.

Try once more, then.

I'm not sure I want to go.

Stay at home, then.

He's broken a leg.

How awful!

Looking for me, Terry?

Oh, there you are, Peter.

8. Listen to the replies, and repeat them in the intervals. Make your voice rise

high when pronouncing the High Pre-Head.

9. Listen to the Verbal Context and reply in the intervals.

10. In order to fix the High Pre-Head in your mind, ear and speech habits

pronounce each reply several times until it sounds perfectly natural to you.

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

errors in pronunciation are.

12. Read the drill sentences according to the given model. Concentrate your attention on the

High Pre-Head:

Verbal Context

Drill

Was it difficult?

Surprisingly so.

I thought you've been there.

So I have.

It's not Mary who phoned you

Well who, then?

yesterday.

He's leaving tonight.

How d'you know?

He says he is going to leave.

Does he really intend to leave?

This book isn't interesting.

Will that one be more interesting?

Shall I tell him about it?

By all means tell him.

I've failed.

Try once more, then.

I'm not well.

Go home, then.

Thank you so much.

Not at all!

Look at this picture.

How wonderful!

Here is a book for you.

How good of you!

III. HIGH PRE-HEAD + LOW RISE (+ TAIL)

Model: -He /won't

13. Listen carefully to the following conversational situations. Concentrate your

attention on the intonation of the replies:

Verbal Context

Drill

Time to go.

I know.

Is that right?

I think so.

Did he check the result?

He did.

Have you any cigarettes left?

A few.