Arakin_1_kurs

b) Listen carefully to the replies and repeat them in the intervals. Have a short pause after each parentheses. Observe the slight difference in tempo, pronounce the parenthetical words or phrases a bit quicker. Make them sound more weighty and important than in Model 1. c) Listen to the verbal context and reply in the interval. d) In order to fix intonation in your mind, ear and speech habits repeat the responses yourself until they sound perfectly natural to you. e) Listen to your fellow-student reading the responses. Tell him what his errors in intonation are.

3. Listen to the verbal context suggested by your teacher. Respond by using the replies. Say what attitude you express:

251

4. Read the following sentences according to Models 1, 2. Use them in conversational situations:

1. So, if you come with me, I'll show you. 2. Yet, if you talk to her, you'll see that she is right. 3. Then, don't trouble to answer it. 4. Then, I don't know how to help her. 5. So, he is very lucky then, I think. 6. Now, why are there so many people here? 7. Still, there are five more days. 8. Of course, their furniture is more modern than ours. 9. Perhaps, I'll go there immediately. 10. Of course, I didn't know it. 11. Of course, I have been rather silly. 12. Perhaps, she is coming with us too. 13. Perhaps, that gentleman over there will be able to help you. 14. Come, don't worry about that. 15. Here, what's the trouble? 16. Here, somebody is knocking at the door. 17. Why, I didn't know he was there. 18. As a matter of fact, I like the idea. 19. As a matter of fact, I wanted to know what was worrying you. 20. As for me, I never take mustard or pepper. 21. As you know, I finished school in June. 22. As for me, I am a member of our English club. 23. As far as I know, you passed all your entrance exams with excellent marks. 24. Fortunately for me, it was a translated version. 25. As a rule, the plays are magnificently staged. 26. In fact, I would say, the further away the better. 27. I say, how black those clouds are getting. 28. For instance, when driving, they keep to the left-hand side of the road in England. 29. On the whole, I prefer a black hat. 30. You see, you haven't been married as long as we have. 31. First of all, let's see the house. 32. By the way, may I open the window? 33. In any case, before crossing the road, take care to look to your right. 34. I say, who's the boy, with whom I've been dancing?

5. Read the following sentences, according to Model 2. Use them in conversational situations:

1. Besides, I'm afraid I have a bad pain in my side. 2. Generally, I drink coffee in the morning. 3. Normally,

252

we go for a walk in the evening. 4. Occasionally, we go to the South. 5. Besides, it's a pity to stay at home on such a fine day. 6. Personally, I've always wanted to be a teacher. 7. Personally, I'm not very keen on opera. 8. Besides, we do live nearer now. 9. Anyhow, who says I'm bad-tempered? 10. Anyhow, he'll be well looked after at the hospital. 11. However, he is always ten minutes late.

6. Complete the following sentences. Use them in conversational situations:

7. Translate from Russian into English. See that your Russian pronunciation habits do not interfere:

1. , ? 2. , . 3. ,

. 4. , . 5. , . 6.

? 7. , . 8. , . 9.

. 10. , . 11. , . 12. , . 13.

. 14. , . 15. , . 16.

, . 17. , - . 18. ,

? 19. , . 20. , . 21.

, . 22. , . 23. , . 21. , . 25. , . 26. ,

?

Parentheses at the end or in the middle of the sentence.

In the middle or at the end of the sentence parenthetical words and phrases are generally pronounced as the unstressed of half stressed tail of the preceding intonation-group.

Exercises

8. a) Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the parentheses at the end of an intonation-group:

253

b) Listen to the replies and repeat them in the intervals. Have no pause before the parentheses. Pronounce them as unstressed or partially stressed tails of the preceding intonation-groups. c) Listen to the verbal context and reply in the interval. d) In order to fix the intonation of the parentheses at the end of an intonation-group in your mind, ear and speech habits repeat the replies yourself until they sound perfectly natural to you. e) Listen to your fellow-student reading the replies. Tell him what his errors in intonation are.

9. Read the following sentences according to the model given above. Use them in conversational situations:

1.A walking holiday depends upon the weather, of course. 2. You were badly ill then, as far as I remember.

3.A cowardly thing to do, I call it. 4. Tastes differ, you know. 5. They are geologists, as you know. 6. So you didn't have any rest, in fact. 7. Had a nice rest in the South, too, I guess? 8. Our time is up, I'm afraid. 9. Jane doesn't make up, I am sure. 10. Just the same, so far. 11. I feel bad, indeed.

10.Make up sentences using the following parenthetical words and phrases at the end of them. Use them in conversational situations:

11. Give your own examples with parentheses at the end of the sentences.

12.*** This exercise is meant to develop your ability to hear intonation and reproduce it in proper conversational situations. a) Listen to the dialogue "Planning a Holiday" sentence by sentence. Write it down. Mark the stresses and tunes. Practise the dialogue. b) Record your reading. Play the recording back immediately for your teacher and fellow-students to detect the possible errors. Practise the dialogue for test reading. Memorize the dialogue. c) Pick out sentences and intonation-groups containing parentheses. d) Give conversational situations with the phrases below:

1. I say, ... . 2. Well, I don't know. 3. ..., I expect. 4. Oh, yes. 5..... anyhow. 6..... I suppose. 7. ..., as a rule. 8. On the whole, ... . 9. However.....10. For my own part, ... . 11. Right, I will.

e) Make up a conversation with the phrases from the dialogue "Planning a Holiday".

13. Translate the following sentences into English; read them following the intonation patterns of the dialogue:

1. ? - , . 2. ,

? 3. , . 4. , . 5. ,

. 6. , ? 7. ,

.

14.*** This exercise is meant to develop your ability to hear and reproduce intonation in reading. a) Listen to the text "At the Seaside" sentence by sentence. Mark the stresses and tunes. Practise the text. b) Record your reading. Play the recording back immediately for your teacher and fellow-students to detect the possible errors.

254

Practise the text for test reading. c) Pick out sentences with subordinate clauses at the beginning. Observe the intonation they are pronounced with:

At the Seaside

If you're going to stay in England for some time, you ought to spend at least a week at the seaside. If you can stay longer, so much the better. You ought to have no difficulty in finding a suitable hotel or boarding-house.

When we were children, we used to enjoy playing on the beach, making castles and forts and channels in the sands. I expect you did the same when you were young, because it's really one of the most delightful holidays for children. We used to love playing about on the sand and paddling in the water and getting splashed by the waves. Sometimes we'd get our clothes wet, and Nurse would get very cross and tell us we oughtn't to have gone so far into the water.

When you're tired of London, go down to the sea for a week or a fortnight. You can walk up and down the front, listen to the band on the pier and do more or less anything you please. If you wish to bathe, you can hire a hut or a tentr A swim now and then, or better still, everyday, will do you a lot of good. Take your car with you, if you've got one, choose a good hotel, and you're sure to spend a thoroughly enjoyable time.

15.*** Read the text silently to make sure you understand each sentence. Split up each sentence into intonationgroups if necessary. Mark the stresses and tunes. Find the communicative centre of each sentence. Practise reading the text:

We had a grand holiday last year. My husband and I took the children to the seaside for a month. We have five children. John, the eldest, is 12 years old, and little Mary, the baby, is only two and a half.

John has been to the seaside several times before, but this was the first time the other children had been. Naturally, it was a great event for them. For weeks before we were to go they talked of nothing else and were very busy getting their things ready. Finally, the day came when our holiday was to begin. John was a great help in looking after the other children and so was Betty, who is nearly eleven. It was a fine morning. We were up very early as we wanted to leave home soon after breakfast. We made the journey by car, and we took some refreshments with us so that we could stop for lunch when we found a pleasant place in the country. We reached the seaside town, where we intended to stay in the early afternoon, and as soon as we arrived the children were asking if they could go down to the beach and see the sea. After that we spent many hours of each day on the beach. The children made sandcastles and bathed. John and Betty, who are quite good swimmers, had a swim every morning with their father while I sat with the others. Several times my husband and I went to the theatre in the evening and once or twice we went dancing.

16.This exercise is meant to develop your ability to read and narrate a story with proper intonation. a) Listen to the joke. Write it down. Mark the stresses and tunes. Practise reading the joke. b) Listen carefully to the narration of the joke. Observe the peculiarity in intonation-group division, pitch, stress and tempo. Note the use of temporizers. Retell the joke according to the model you have listened to.

17.Read and retell the jokes:

Doctor's Orders

S e r v a n t : Sir, wake up, wake up!

M a s t e r : What is the matter?

S e r v a n t : It's time to take your sleeping tablets.

Politeness

M o t h e r : Which apple do you want, Tom?

T o m : The biggest one.

M o t h e r : Why, Tom, you should be polite and take the little one.

T o m : Well, Mamma, should I lie just to be polite?

His pipe

255

L i t t l e g i r l : Grandpa, would you like me to give you a new pipe for your birthday? G r a n d p a : That's very nice of you, Mary, but I have got a pipe.

L i t t l e g i r l : Don't think you have, Grandpa, I've just broken it.

A good student

P r o f e s s o r : Can you tell me anything about the great chemists of the 17th century? S t u d e n t : Yes, sir, they are all dead, sir.

Section Ten

Intonation pattern VII

(Low pre-head +) falling head + fall-rise

This intonation pattern is used in statements, commands and other communicative types of sentences to express the same attitudes as Intonation Pattern VI. Stressed syllables of the head sometimes glide down.

e. g. I didn't know you drank coffee. - I do \some /times.

Exercises

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

256

b)Listen to the replies and repeat them in the intervals. Make your voice fall as low as possible. Start the rise from the lowest pitch and do not go up too high.

c)Listen to the verbal context and reply in the intervals.

2.In order to fix Intonation Pattern VII in your mind, ear and speech habits repeat the replies yourself until they sound perfectly natural to you.

3.Listen to your fellow-student reading the replies. Tell him what his errors in intonation are.

4. Listen to the verbal context suggested by your teacher. Reply by using one of the drill sentences below. Pronounce it with Intonation Pattern VII. Say what attitude you mean to render:

5.Read the same replies with Intonation Patterns II or IV. Observe the difference in attitude.

6.Give a conversational context with the following sentences pronounced with Intonation Patterns VI and VII.

257

Your fellow-student will suggest a verbal context. You respond to it using one of the sentences below. Keep the exercises moving on rapidly until every student has participated:

1. On Saturday. 2. It's mine. 3. The style is good. 4. He's coming in a week. 5. I saw him today. 6. It's not bad. 7. You needn't do it now. 8. You'll fall. 9. Your chair's slipping. 10. You'll miss your train. 11. Try to be there by six. 12. Careful with that glass. You'll drop it. 13. Mind. There's a step here. 14. Be quick. We are going to be late. 15. You must call at Helen's.

7.Your teacher will suggest a verbal context. You in turn reply by using statements, expressing contradiction, correction, contrast, concern, reproach, sometimes soothing.

8.Read the following sentences, containing the opposition. Use Intonation Patterns VI or VII to express the opposition:

1. There was a beautiful vase on the piano and above it there hung a picture. 2. On the dressing table in front of the lookingglass you'll see a hair-brush and comb, a hand-mirror, a bottle of scent and a powder-box. In the wardrobe I keep my suits and other clothes, which I hang on coat-hangers. 3. Then there's the motor cycle, with which you can travel quickly and cheaply, but for long journeys it's rather tiring. With a motor-car one can travel comfortably for long distances without getting too tired. 4. I saw members of the crew carrying out their duties in various parts of the ship, while the captain watched the operations and gave his orders from the bridge. 5. You'll probably want to sit as near to the stage as possible. But if you're at a cinema, you may prefer to sit some distance from the screen. 6. She kept the books in the bookcase and the dictionaries stood on the shelf above her writing table. 7. The sun was shining brightly but the air was still cold. 8. It takes 45 minutes to get there by bus. But if you go there by metro it won't take you half an hour. 9. The lawns were already green, but the apple-trees stood still bare. 10. The Smiths enjoyed the view of the whole city from the Vorobyev Hills while the Wilsons liked the historical monuments of Moscow. 11. We'd better put the table to the wall and the armchairs in the corner of the room. 12. The elder children were tobogganing, skiing, making snowmen while the smallest were just watching them. 13. You may have a good time in town, going to the museums, theatres and cinemas. But if you want to have a really quiet holiday you'd better go to the country at the week-end. 14. It was already summer. The days were hot and stuffy. But the mornings were still fresh.

9. Read the following sentences. Observe the position of the communicative centre. Use Intonation Patterns VII in the clauses of condition and time to make the communicative centre more prominent:

1. If you are going to stay in England for some time, you ought to spend at least a week at the seaside. 2. But if you'r,e at a cinema, you may prefer to sit some distance from the screen. 3. If you can stay only a few days in London, you won't have much time for your sightseeing. 4. If you want to send a telegram, you can either take it to the nearest post-office or dictate it over the telephone. 5. If you want to send a parcel, you hand it to the assistant. 6. If you want a guide to show you round, they'll get you one. 7. If the price of a reel of cotton is fourpence, you hand over four pennies for it. 8. If you feel too ill to go to the doctor, you'll have to send for him. 9. While we were watching the last scene, her hand small and hot touched mine. 10. When I met her at the entrance to the theatre, she looked excited and her eyes sparkled. 11. And before their tour came to an end, they had seen and learned a lot of interesting things about our country. 12. When we were children, we used to enjoy playing on the beach, making castles and forts and channels in the sand. 13. When you are tired of London, go down to the sea for a week or a fortnight. 14. When summer comes, the weather gets warmer still.

10. Read the sentences according to the situation suggested in brackets. Observe the position of the communicative centre:

1. It was my first visit to London (not the second one). 2. I hope Mary will come soon (not John). 3. She's coming on Sunday at four (not on Tuesday). 4. I'd like to have a few English books (not Russian ones). 5. May I go and see Tom? (not only ring him up) 6. This house is situated on the left side of the street (not on the right one). 7. You'll find the magazine in the desk (not on the desk). 8. I must see him (not his sister). 9. I did it (not anyone else). 10. Will you lead the way? (I can't do it myself).

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

258

situations. a) Listen to the Conversation "Asking the Way" (See p. 253) sentence by sentence. Mark the stresses and tunes. Practise the dialogue. b) Record your reading. Play the recording back immediately for your teacher and fellow-students to detect the errors in your pronunciation. Practise the dialogue for test reading. Memorize and dramatize it. c) Give conversational situations for the phrases of the following type:

I. Excuse me ... . 2. Excuse me, (officer) ... . 3. Can you tell me the way to ...? 4. Certainly. 5. Thank you very much. 6. How far is it from here? 7. There's sure to be. 8. Yes, (sir), any (bus) will take you. 9. Sorry, (sir)

....

"He tells me you've been very good to him."

"Oh we do what we can for him. He is a nice boy."

13.*** Make up a conversation with one of your fellow-students using phrases from the Conversation "Asking the Way".

14.This exercise is meant to develop your ability to hear the intonation and to reproduce it in reading. a) Listen to the text "A Street in London" sentence by sentence. Write it down. Mark the stresses and tunes. Practise the text. b) Record your reading. Play the recording back immediately for your teacher and fellow-students to detect the errors in your pronunciation. Practise the text for test reading.

15.This exercise is meant to develop your ability to read and narrate a story with proper intonation. a) Listen to the joke. Write it down. Mark the stresses and tunes. Practise reading the joke. b) Listen carefully to the narration of the joke. Observe the peculiarities in intonation-group division, pitch, stress and tempo. Note the use of temporizers. Retell the joke according to the model you have listened to.

16.Read the jokes silently to make sure you understand each sentence. Find the main sentence in the text. 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 will intone the text in the same way. Your teacher will help you to correct your variant. Practise reading the joke several times. Retell the joke according to the model above (see Ex. 15):

When a group of women got in the car every seat was already occupied. The conductor noticed a man who seemed to be asleep, and, fearing he might miss his stop he said to the man: "Wake up."

"I wasn't asleep," the man protested. "But you had your eyes closed."

"I know. I just hate to look at ladies standing up in a crowded car."

** *

A very stout lady said angrily that she wanted to report the conductor of the bus that had just gone. "He's been rude," she shrilled.

"How?" asked the official.

"Why," went on the lady. "He was telling people the bus was full up and when I got off he said: "Room for three inside."

Section Eleven

Intonation of direct address

259

Direct address at the beginning of the sentence

Direct address at the beginning of the sentence is stressed. It is pronounced with the low-falling nuclear tone in formal serious speech and with the falling-rising tone to attract the listener's attention or in a friendly conversation.

e. g. \Children, | \listen to me. \Ma/ry, | come \here.

Exercises

1. Listen carefully to the following sentences and repeat them in the intervals. Concentrate your attention on the intonation of direct address:

1.Mary, sit down! 2. John, listen to me! 3. Harry, look at the map! 3. Children, look at the blackboard! 5. Kitty, it's time to get up! 6. Peter, we've run out of vegetables. 7. Peter, sit here on my left! 8. Tom, who's on duty? 9. Nick, hurry up. 10. Boys, don't be so noisy.

2.Read the following sentences according to Model 1. Follow the intonation line exactly:

1. Children, stand still at your desks! 2. Ann, stand up straight! 3. Comrades, take your seats! 4. Helen, why were you absent yesterday? 5. Kitty, you're late again. 6. Children, stop talking! 7. Ann, come to the board and divide it into two parts. 8. Peter, please fetch some chalk! 9. Children, stop making noise! 10. Harry, stand aside, so that we all can see the board.

3. Listen carefully to the following sentences and repeat them in the intervals. Concentrate your attention on the intonation of direct address:

1.Peter, may I use your pencil? 2. Edward, something has gone wrong with my electric iron. 3. Mary, isn't this skirt long for me? 4. Porter, will you see to my luggage, please? 5. Helen, darling, don't be angry with me.

6.Mum, I should like another apple. 7. Ann, may I take your book? 8. Eddy, why didn't you phone me? 9. Tom, why don't you wash your hands?

4.Read the following sentences according to Model 2. Follow the intonation line exactly:

1. Mother, could I go and play football now? 2. Mother, may I have another cup of milk? 3. Ann, will you please give me a little more porridge? 4. Kitty, why aren't you eating anything? 5. Bob, is there anything to your taste on the menu? 6. Peter, give me another glass of water, I am thirsty. 7. Mary, will you help me to wash the dishes? 8. Ann, at what shop did you buy this hat? 9. Madam, which is the biggest department store in Moscow?

Direct address in the middle or at the end of the sentence

260