Текст книги "Практический курс английского языка 1 курс"
Автор книги: Владимир Аракин
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4. In order to fix Intonation Pattern II 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 a fellow-student reading the replies. Tell him what his errors in
intonation are.
6. Listen to your teacher reading the verbal context below. Reply by using one of the
drill sentences. Pronounce it with Intonation Pattern II. Say what attitnde you mean to
render:
Verbal Context
I am hungry.
I'm not thirsty.
I can't translate it.
Do you often read English
newspapers? When can you come? Where is my book?
Where did you see him? What did you do on Sunday?
Drill
So am I. Neither are we. Neither can I. Every chance I get.
Any time after six o'clock. I think you left it on the table.
In Room Twenty-four.
I spent the whole day in the
park.
When did you start learning English?
When can you come?
What shall I do?
What's the time?
Why are you in a hurry?
I don't like this film.
Will you give me your pen?
Pass the sugar?
What's he saying?
Will you go and see Helen? Can she see you tomorrow?
I've missed the last bus.
I've done the translation.
I came on Tuesday morning.
The weather is horrid.
I'd like to have a few textbooks.
I've finished my translation.
What shall I do with the book?
What shall I do?
I don't like porridge.
How long do you want me to
stay there?
The doctor says it's not serious.
I didn't quite catch that. I can't undo the door. How long can I have it for?
Where shall I read?
I'll give you an interesting book to read.
It's my birthday.
I started to learn it about three years ago. Whenever you invite me. It's up to
you. I suppose it's about eleven. I've got to catch a train. I entirely agree with
you. What do you want it for? Why don't you say "please"? How can I hear when
you're making so much noise? What street does she live in? What is the matter
with her now?
How are you going to get home?
What will you do next? At exactly what time? Then why can't you stay? How
many of them do you want to have now? Now answer questions. Give it back to
Kitty. Read the first paragraph. Eat it upt I say. Stay as long as you can.
Then don't make so much
fuss about it.
Pay attention, then.
Try another key.
Keep it for as long as you
like.
Go right back to the beginning again. Thanks awfully.
Many happy returns!
Very many happy returns of
the day!
How do you do? Lovely day, isn't it? Here's to you. She asked us to tea.
How do you do! Isn't it beautiful! Your very good health! How perfectly
charming of
her!
Here's your tea.
We're going picnicking. Isn't it mild today?
What a big piece of cake you've given me! What a pleasant surprise! What a
difference from this time last week!
7. Your teacher will suggest a verbal context. You, in your turn, reply to it using
Intonation Pattern II. The drill will continue until every student has participated. Keep
the exercise moving on rapidly. Keep the attitude in mind.
Reference material for the teacher:
1. What's your name? 2. How old are you? 3. When is your birthday? 4. How
many brothers have you? 5. How many sisters have you? 6. Where do you live?
7. Where do you come from? 8. Where do you study? 9. My pronunciation is not
good. 10. When can you do it? 11. What do you think of the book? 12. I'd like to
see you tomorrow. 13. How much have you paid for it? 14. How long have you
been there? 15. Where do you usually rest? 16. What have.you bought for lunch?
17. My cousin is a doctor. 18. I don't know this young man. 19. I'm afraid I can't
do it in time. 20. I'm afraid I don't understand you 21. Where have you put your
bag? 22. Why have you bought the French newspaper? 23. What will you wear?
24. My mother is in St.Petersburg now. 25. She is not in. 26. I don't find it easy.
27. What is there in front of the building?
8/M Listen to the dialogues. Mark the stresses and tunes. Practise and memorize
them:
a) "What's your name?" "My
name's John." "How old are you?"
"I'm thirty-five." "When's your birthday?" "It's on the
1 Material for exercises marked with two asterisks is borrowed from the book by J. D
O'Connor "A Course of English Pronunciation". L , 1954
tenth of December." "How many brothers have you?" "I
haven't any brothers at all." "How many sisters have
you ? " "Just one."
b) A: Stand up. Wh^t have you done? B: I've stood
up.
A: Pick up you pencil. What have you done?
B: I've picked up my pencil.
A: Give it to me. What have you done?
B: I've given it to you.
A: Sit down again. What have you done?
B: I've sat down again.
c) A: Look at this picture. B: How
beautiful!
A: Now look at this book. B: What a very
big one! A: Look at the sun. B: Isn't it bright!
A: Look at me. B:Oh dear!
9.'* Listen to the following sentences and read them using Intonation Pattern II.
Observe quick pronunciation of unstressed syUables. Concentrate your attention on
rhythm and intonation:
Can anyone tell me the time? Does anyone know the time? Does anyone
know Tom? I'm going to town for the day. I'm going to town today. I'm going to
town now.
What do you want me to do ? What do you want to do? What do you want
done? Tom's got abetter idea. Tom's got a better plan. Tom's got a good plan.
10. Make up a micro-dialogue using Intonation Patterns I, II.
Section Three
Intonation Pattern III
(LOW PRE-HEAD + ) LOW RISE ( + TAIL)
M o d e l : Do you play tennis ? ,Yes.
J
/Sometimes.
Of ,course.
> J
Stress-and-tone marks in the text: Low
Rise: |, |
Before the Low Rise the low pre-head is pronounced on the same pitch level as the
start of the rise. The rise in the nucleus starts from the lowest level and usual y reaches the
medium level. If the nucleus is followed by a tail, it is pronounced on the lowest level and
the syllables of the tail rise gradual y.
This intonation pattern is used:
1. I n s t a t e m e n t s , not categoric, non-final, encouraging further
conversation, reserving judgement.
e.g. Have you heard about Max? ,No. Shall we be in time? I ,think so.
–
–
What do you want at the grocer's? /Tea, ,rice, ,cheese„.
–
2.I n q u e s t i o n s :
a) I n s p e c i a l q u e s t i o n s (with the nuclear tone on
the interrogative word), wondering, mildly puzzled.
e.g. How must I do it? ,How?
–
She's thirty-six. ,How old is she? How old are you?
–
,How old am I?
–
b) I n g e n e r a l q u e s t i o n s , disapproving, sceptical.
e.g. It's very important. – ,1s it?
We ought to follow his advice – /Must we do as he says?
3. I n i m p e r a t i v e s , calmly warning, soothing, e.g. /Careful.
/Steady. /Watch. /Don't.
4. I n e x c l a m a t i o n s , reserving judgement; encouraging further
conversation; expressing calm, casual acknowledgment; often heard in
greetings.
e.g. It's half past ten. /Well. (We're not in a hurry.) Here's your change.
–
–
/Thank you! Good morning. – /Morning!
EXERCISES
LOW RISE ONLY
M o d e l :
,Yes.
1. a)* Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the replies:
Verbal Context
Have you heard about Max? You know where John lives? Whose book
is this?
How many pencils have you got?
Drill
S t a t e m e n t s
(nof categoric, non-final, reserving judgement, encouraging
further conversation)
No.
Yes.
Mine.
Jack's.
Joan's.
Tom's.
John's.
Jean's,
Ann's.
One.
Two.
Three.
Four.
Five.
How must I do it? You must do it this way. Which is William's book?
William's is the blue book. Who's coming this Friday?
(To someone in the way.) (Photographer to sitter.) (Teacher to class.)
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.
I'm sure it's the plug.
We're going to be late, I'm afraid.
I've entered this Institute.
I wasn't lucky at the exams.
She has some palatalization of the sound
[ml in the word "milk".
Everybody is present today.
[Photographer to sitter.)
What shall we do to improve our English?
(Sister to small brother who is overexcited.)
(Mother to child.)
(Father to son who is learning to drive a car.) (Girl to her small
sister who is teasing a cat.) John says he can't come. We'll be there by seven.
Something has gone wrong with my electric iron. Can you put it right? Here you
are.
Ann, please bring some more milk from
the kitchen.
Your book, Mary.
Good morning, Tom,
I've passed this exam.
He is seriously ill.
I can't see it from behind you.
Hallo, Jane.
He is what?
From which station?
At what time?
In what box?
Who is it?
Where was he then?
Is there?
Can't you?
Are you?
Haven't we?
Is it?
Are we?
Have you?
Weren't you?
Has she?
Really?
Still.
Read.
Careful.
Careful.
Slowly.
Gently.
Oh! (Why not?)
Well!
Of course!
Thanks! Right!
Thank you!
Morning!
Wonderful!
Pity!
Pardon!
Hallo!
8. Pronounce the drill sentences with Intonation Pattern I. Observe the difference in
attitude.
9. Your teacher will suggest a verbal context. You in turn respond* to it using
Intonation Pattern III. The drill will continue until every studMt has participated.
Keep the exercise moving rapidly.
Reference material for the teacher.
M o d e l : Pm well now. ,Are
you?
1. She is at home. 2. It's already six. 3.1 can come at nine. 4. She is leaving
tomorrow. 5. Tom is coming on Saturday. 6. Jane is at home. 7. I've got "good" in
English. 8. I'm going now. 9.1 must leave you. 10. I've no mistakes. 11. My
brother is a doctor. 12. I'm already twenty. 13. I see him very often. 14. She is
waiting for you. 15. Helen is ill, 16. I don't like this book. 17. She is from the
Crimea. 18.1 can't help you. 19. You have too many mistakes. 20. I can't switch
on the cassette-recorder.
10. Your teacher will suggest a verbal context. You in turn respond by using: a)
statements, sounding non-final, encouraging further conversation or reserving some
judgement; b) special questions, sounding wondering or mildly puzzled; c) general
questions, sounding disapproving or sceptical; d) imperatives, calmly warning,
soothing; e) exclamations, encouraging further conversations, expressing calm, casual
acknowledgement or reserving some judgement.
11. Make up a micro-dialogue. Your fellow-student will suggest a verbal context.
Respond by using Intonation Patterns I, II, 111. Continue the talk.
12. "*1 Listen carefully to the following sentences and repeat them in the intervals.
Observe quick pronunciation of unstressed syllables:
I didn't believe it was true.
I'm perfectly certain you're
right.
I didn't think it was true.
I'm almost certain you're
right.
I don't think it was true.
I'm quite certain you're right.
What a sensible piece of advice. He's the happiest man in the
world.
What a useful piece of advice. He's the nicest man in the
world.
What a wise piece of advice.
He's the best man in the
world.
1 Material for exercises marked with three asterisks is borrowed from the book
"Lingaphone English Course". L., 1960.
13."* This exercise is meant to develop your ability to hear the intonation and
reproduce it in proper speech situations, a) Listen to the dialogue "Days and Months.
Asking the Time" 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 errors in your pronunciation.
Practise the dialogue for test reading and memorize it.
Section Four
Intonation Pattern IV
(LOW PRE-HEAD + ) DESCENDING HEAD 4– LOW RISE (-f TAIL)
–
M o d e l 1: Alice is leaving.
V Does she "want to 'go to the ,Park?
M o d e l 2: That's all you were going to buy, isn't it? – Pve Vonly 'got to 'buy
something for , supper.
(LOW PRE-HEAD + ) HIGH LEVEL HEAD + LOW RISE ( + TAIL)
M o d e l : Don't be so slow. – I'll ™> try to be ,quicker.
– t«
• ______________________________________________________________________________________________________________________________________•
This intonation pattern is used:
l . I n s t a t e m e n t s , not categoric, non-final, soothing, reassuring, (in
echoes) questioning, sometimes surprised.
e. g. Pve made a lot of mistakes It's -»not so ,bad.
in my dictation, haven't I?
He's already left.
Al-> ready ,Ieft.
2. In questions:
a) I n s p e c i a l q u e s t i o n s , expressing sympathy, interest; with
the nuclear tone on the interrogative word, puzzled.
e g. I'm leaving tomorrow. -»What, time are you leaving? I've just seen
him in the You've -»seen him , where?
dean's office.
I've lost the key, mother. VHow did you 'manage to 'do
,that?
b) I n g e n e r a l q u e s t i o n s , expressing interest (most common
pattern for general questions).
e. g, I've packed the things. VAre you 'ready to ,leave?
3. I n i m p e r a t i v e s , soothing, encouraging, calmly patronising (often
addressed to children).
e. g. What shall I do?
-»Don't , worry.
I'm leaving.
V Put 'on your 'warm ,clothes.
4. I n e x c l a m a t i o n s , encouraging, airy, often used in leave-takings
and in bright and friendly greetings.
e. g. Here is my translation. Wery 'well ,done!
Anything else?
-* No, ,thank you!
Good morning.
-»Good /morning!
EXERCISES
(LOW PRE-HEAD + ) FALLING HEAD + LOW RISE ( + TAIL)
M o d e l V Does she 'want to 'go to the ,Park?
■ —1 > j
1. a) Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the reply:
Shall I buy the TV-set?
The furniture is new but not
quite modern.
I'd like to have a bite.
Benny is eager to have a rabbit.
It took me four hours to do the exercises.
Henry Sandford is my brother-in-law.
You are going to the post.
Shall I read the words?
I've arranged your lecture for tomorrow.
S t a t e m e n t s
(not categoric, non-final, soothing, reassuring)
If you don't find it too expensive.
It doesn't matter all that much.
Perhaps we'll go to a restaurant for a cup of coffee.
S p e c i a l q u e s t i o n s
(sympathetically interested, puzzled)
Where do you intend to keep the animal?
It took you four hours to do what?
G e n e r a l q u e s t i o n s (interested)
Is your brother-in-law a doctor?
Have you any letters you'd like me to post?
I m p e r a t i v e s
(soothing, encouraging, calmly patronising)
Be careful to pronounce distinctly the word "thirteen".
E x c l a m a t i o n s (encouraging, airy, friendly)
Terribly sorry for giving you all that trouble.
b) Listen to the replies and repeat them in the intervals. Make the stressed and the
unstressed syllables of the head carry the pitch lower. When pronouncing the nucleus
make your voice rise from the lowest level to the medium one. Do not forget to blend
the words together, c) Listen to the verbal context and reply in the intervals. /
(LOW PRE-HEAD + ) STEPPING HEAD + LOW RISE ( + TAIL) I »
2. a)* Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the reply:
Verbal Context Drill
S t a t e m e n t s
(not categoric, non-fine^ soothing, reassuring)
Tell me, doctor. Is he badly hurt? Nothing at all serious.
Just a few bruises.
I don't think I'll ever do it.
You will. It's iust a matter of
practice.
S p e c i a l q u e s t i o n s (sympathetically interested)
Stevens is going to retire. I'm
afraid they've gone out.
Who do you think will take over from him? How soon will they be back?
G e n e r a l q u e s t i o n s (interested)
Can I come too?
I'm going to do some shopping.
I m p e r a t i v e s
(soothing, encouraging, calmly patronising)
I really must be off.
I'm just going.
Don't let me detain you, then.
Have a good time.
E x c l a m a t i o n s (encouraging, airy, friendly)
Good-bye, Mr. Smith.
Pleasant and interesting jour-
ney.
At last I've got it right.
Well done.
b) Listen to the replies and repeat them in the intervals. Make the stressed syllables of the
head carry the pitch lower. The unstressed syllables should be pronounced on the level of the
preceding stressed syllable, c) Listen to the verbal context and reply in the intervals.
(LOW PRE-HEAD 4– ) HIGH HEAD + LOW RISE (4– TAIL)
M o d e l * Г11 try to be .quicker.
3. a)* Listen carefully to the following conversational situations. Concentrate your
attention on the intonation of the reply:
Verbal Context
Drill
I hate climbing ladders.
I must pay you what I owe you.
I've told Andy about the meeting.
Don't make up your mind now. Think about it again.
He is sitting on the carver. Alice is on the phone.
S t a t e m e n t s
(not categoric, non-final, soothing, reassuring)
It's all right. You won't fall. There's no hurry. Whenever it's convenient. So
that he won't forget. (Drop him a line to confirm it.) Since you insist.
S p e c i a l q u e s t i o n s
(sympathetically interested, puzzled)
He's sitting on the what? Who does she want to speak to?
Here's my new hat.
I just can't quite manage it.
I'm just going.
What a nuisance it all is.
Am I disturbing you?
Have a good holiday. I'll be back later.
You've got the wrong number. More tea?
My name's Lumpkin.
G e n e r a l q u e s t i o n ^ (interested)
May I try it on?
I m p e r a t i v e s
(soothing, encouraging, calmly patronising)
Well, keep trying. Have a good time. Don't worry.
(It's not for much longer.)
No, sit down.
No, come in.
No, but shut the door.
E x c l a m a t i o n s (encouraging, airy, friendly)
And you.
Good-bye for the present.
See you, then.
Sorry you've been troubled.
No thanks.
No, thank you.
I beg your pardon. (Would
you mind saying that again?)
b) Listen to the replies and repeat them in the intervals. There is only one strongly
stressed syllable in Model 3. The unstressed syllables should be pronounced on the level of
the preceding stressed syllable. Do not forget to blend the words together, c) Listen to the
verbal context and reply in the intervals.
4. In order to fix Intonation Pattern IV in your mind, ear and speech habits repeat 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 given above. Tell him what his errors
in the intonation are.
6. Listen to your teacher reading the verbal context below. Reply using one of the drill
sentences. Pronounce it with Intonation Pattern IV. Say what attitude you mean to render:
Are you quite well prepared for your exam?
Shall we write a dictation tomorrow?
I'll give a talk on Cronin. Kitty, why are you so slow? When shall we start?
Are you ready to go? He is leaving for London. I don't think I'll speak to him
today.
Look at this dictation. My pen won't write. I am so tired. I can't do it alone.
Oh dear, oh dear! Who am I talking to? What's our home task? I'm going to
the stadium.
Wait a little. I'll put on my coat.
My friend is a teacher.
I'm going to a dance tonight.
The cake tastes good.
Hope to see you some day.
Something has gone wrong with
the electric iron.
I'm sorry but 1 can't go to the
cinema with you.
I never smoke in the morning.
Our garden is not so beautiful
as yours.
I've just come from Paris.
I am from Poland.
I'll go to the country today.
I can't do it.
Not quite. I believe so.
Since you are fond of him. I'm not slow. Any time that suits you. I shan't be a
moment. Leaving for London? Why not?
Whose is it?
What's wrong with it?
Why don't you have a rest?
Why don't you ask your
friend to help you?
What's the matter?
Who are you talking to?
What's your home task?
Do you have time to go in
for sports?
Do you think it's cold today? Are you a teacher also? Do you like dancing?
Will you have some more? Will you invite me to your evening party? Can you
put it right?
Are you very busy today?
Does your wife smoke? Have you any flowers in it?
Is Paris as large as London? Do you live in Warsaw? Don't be silly. The frost
is severe.
Try it again.
It's so hot here.
I am going for a walk.
I am cold.
Open the window. Don't be long. Shut the door.
A button has come off my coat.
Sew it on.
There is a new film this evening
Let's go and see it.
at the club.
I can't hear what you are saying.
Switch off the radio then.
What a frightful storm. I'll start in half an hour. I'm just going. Have a good
holiday. I'll take my exam tomorrow. More tea?
I'll see you on Sunday.
Don't be afraid. Don't be late. Have a nice time. And you!
Good luck, my boy! No, thank you. Right you are!
7. Say the same replies with Intonation Pattern II. Observe the difference in
attitude.
8. Your teacher will suggest a verbal context. You in turn reply to it using Intonation
Pattern IV. The drill will continue until every student has participated. Keep the
exercise moving on rapidly.
M o d e l : My sister plays the piano very well.
V Does your 'brother 'play the 'piano too?
Wait a little. I'll lake my umbrella. -*Is it /raining?
1. I've bought a new English book. 2. My friend is a student. 3. Something
has gone wrong with my pen. 4. I am hungry. 5. My brother has a new flat. 6. I'd
like to go to the Crimea next summer. 7. My mother is French. 8. I am fond of
tennis. 9. I've just come from St.Petersburg. 10. I can't translate this article alone.
11.1 don't think I'll finish this work today. 12.1 am thirsty 13. I am going to do
the room. 14. I don't think she can speak English.
9. Translate into English. Use Intonation Pattern IV in the replies:
1. Мы купили пианино. – Оно в моей комнате? 2. У меня есть очень интересная
английская книга. – Можно мне взглянуть на нее? 3. Я очень хочу пить. – Принести
тебе чаю? 4. Моя мать – учительница. – Твой отец тойсе учитель? 5. Я не могу
сделать это упражнение. – Помочь тебе? 6. Мой брат полупил новую квартиру. – Он
собирается покупать новую мебель?
10. Your teacher will suggest a verbal context. You in turn respond
by using: a) statements, sounding not categoric, soothing, reassuring;
b) special questions, expressing sympathy, interest, general questions, ex-
pressing interest; c) imperatives, soothing, encouraging, calmly patronising;
d> exclamations, encouraging, airy, friendly.
11. '* Listen to the dialogue «Guessing Game». Mark the stresses and
tunes. Practise and memorize it:
Is it in this room?
Yes.
Can I see it?
Yes.
Is it made of metal?
No.
Is it made of wood?
Yes.
Could I carry it?
No.
Is it useful?
Yes.
Has it got legs?
Yes.
Is it the chair?
No.
Is it the table?
Yes.
12.
Make up your own guessing game.
13. " Listen to the dialogues. Write them down. Mark the stresses and
pines. Practise and memorize them.
14. Read the following sentences. Observe correct pronunciation of fhythmic
groups:
1. John came last night. 2. Don't do that here. 3. What nice soft gloves. 4.
John's away on business. 5. Thank you for the letter. 6. They went for a walk in
the Park. 7. At the bottom of Kensington Road. 8. At the bottom of Kenton Road.
9. At the bottom of Kent Road. 10. It wasn't so nice as before. 11. It wasn't so
nice before. 12. It wasn't so nice then. 13. Come and see him off. 14. Don't be so
impatient. 15. He always keeps me waiting. 16. It's the only time I'm free. 17.
Would you mind passing the sugar? 18. Can you be here at eleven? 19. She's
rather an impetuous woman. 20. Everyone else was on holiday. 21. How on earth
can you manage to finish so quickly? 22. I sent them a photo of the children, 23.
I should think it would be better to wait till tomorrow. 24. He realized that the
bus wasn't going to stop for him.
15.*** This exercise is meant to develop your ability to hear and reproduce
intonation, a ) Listen to the text «Our Sitting-Room» 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 to detect the errors. Practise the text for
test reading, c) Describe any picture in the same manner.
