Яков Аракин - Практический курс английского языка 2 курс

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?

Have you seen my umbrella anywhere?

I had a bad fall from the stairs and broke

Have you any pain now?

my arm.

Come at six on Sunday.

Do you really want me to?

Jack doesn't want it.

Give it to me, then.

I can't open this — can't someone else try?

Give it to me, I'll do it.

I can't come at six.

Come whenever it's convenient for you.

What shall I do with my luggage?

Leave it in the cloakroom at the station.

I managed to get a ticket.

What a piece of luck!

Many happy returns of the day.

How nice of you to remember!

Let me do it for you.

Thank you very much!

See you tomorrow.

My love to all at home.

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.

II. (LOW PRE-HEAD +) HIGH FALLS + FALL-RISE

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:

Verbal Context

Drill

D'you smoke?

I do sometimes.

What a nasty cold day!

It's bitterly cold. But it's not nasty.

Would he lend me his player?

He might if you talked nicely to him.

You broke the window, didn't you?

Yes, but not on purpose.

I don't suppose it troubled you much.

It wasn't a great deal of trouble. But it wasn't

altogether easy.

Can't I take this one?

You can if you insist. But the other one's better.

You will play, won't you?

I'd rather not.

Can I borrow your penknife?

It's not very sharp.

Well what about this colour?

It isn't exactly the shade I want

I want those shoes mended quickly.

I can't get them done today.

Let me know tomorrow.

I doubt whether I can give you an answer by then.

You are not trying.

I most certainly am.

We got here about midnight.

It wets earlier than that.

Alan's forgotten his umbrella.

He always leaves something behind.

Let me have them by tonight.

I beg your pardon, but it's out of the question.

Where has he been all this time?

He's sorry to be so late, but he was delayed at the

office.

Your conduct was inexcusable.

Before you jump to conclusions, you might at least

hear me out.

What did you think of the lecture?

It wasn't exactly sensational, was it?

She's an absolute failure.

Now be fair.

We'll leave before dawn.

Have a heart. Have a bit of sense.

I think it's going to rain.

Oh don't say that.

I'll have this one. No, this. I'm sorry.

Well, make up your mind. Well, say it as if you

meant it.

Can I come home by myself,

Well, be careful when you cross the main road.

Mummy?

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

on the stressed syllables. Start the rise from the lowest pitch and do not go up too high,

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

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

until they sound perfectly natural to you.

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

intonation are.

13. Your teacher will suggest the Verbal Context of Ex. 8. You in turn reply to it, using

High Falls. The drill will continue until every student has participated. Keep the exercise

moving on rapidly.

14. Read the sentences taking into consideration the suggestions in brackets. Observe

the changes in sentence stress:

Hockey is one of the most popular games in winter. (Not football.) [Not in summer.)

Football is the most popular game in England. (Not tennis.) (Not in India.)

Cars are driven on the left side of the road in London. ( Not on the right side.) (Not in

Moscow.)

In the middle of Trafalgar Square stands Nelson's monument. (Not in the middle of Piccadilly

Circus.) (Not a statue of Cromwell.)

Breakfast is generally a big meal in England. (Not supper.) (Not on the Continent.)

Colleges of Education in Great Britain don't confer diplomas on their graduates. (But award

certificates.) (Not technical colleges.)

Our terminal examinations are held at the end of each term. (Not final exams.) (Not every

other term.)

15. Read the following sentences expressing the attitudes suggested in

brackets. Use them In conversational situations of your own;

(detached, phlegmatic, reserved)

Shall I ask him about it again?

Can you translate a few sentences?

Well, will you come and see her tomorrow?

Could we meet on Wednesday, then?

May we all know what's amusing you?

Do you think so?

Will you tell her about it frankly?

(lively, interested, somewhat unpleasantly surprised)

Well when can you spare the time?

What's that got to do with you?

What makes you so sure?