Яков Аракин - Практический курс английского языка 2 курс

Why not ask him about it?

How did you make that?

(wondering, mildly puzzled)

How old is she? Who's he gone to see? How much do you make it? How often must he take

it? How long do you want to keep it? Which is my car? Where did I find them?

(contradicting)

You don't like it. You want it back. He's definitely going. He won't be able to help. You've got

enough money.

(disapproving)

When will that be? What do you want it for? How old did you say? What is the crowd

looking at? When did I see him? How much did I give for it? How many did you say? Before when?

16. The teacher will suggest a Verbal Context You in turn reply to it in the form

of statements and questions, expressing personal concern or interest:

What do you think of the houses in Michurinski Avenue?

What are your general impressions of Moscow?

What else was it that you especially liked in Moscow?

Now what do you want?

Why didn't you meet me at the station?

What was her sister like?

How did Judy get on with the girls?

I'd love going to the cinema.

You haven't left your book here.

Mary said she intended to come back.

How many books do you want?

Do let's buy this dress, Mum!

The last bus has gone.

Have you heard about Mary?

17. Read the story "A Friend in Need" by S. Maugham (see p. 104). The

sentences from the text given below are not true to fact. One of the students will

read a sentence, another win correct him, using Intonation Patterns VI or VII.

Mr. Burton's namesake was an unpleasant-looking man.

He was old; his face was worn and wrinkled and he was always poorly dressed.

He worked hard to earn his living.

Once he came to Mr. Burton's office to help him with his work.

He told Mr. Burton he was getting on in life.

He offered Mr. Burton a good job.

Mr. Burton's namesake didn't accept the cruel terms he was offered.

He was a poor swimmer and he couldn't manage the currents round the beacon.

Mr. Burton was sure that his namesake would succeed in covering the distance.

Mr. Burton's namesake regarded Mr. Burton's offer as an easy and worthy job.

The young man came to the creek of Tarumi on time.

So Mr. Burton proved himself a real friend.

It's rather a funny story on the whole.

18. Make statements to be corrected according to the model above. The drill

will continue until every student has participated. Keep the exercise moving on

rapidly.

19. This exercise is meant to develop your ability to bear the intonation and

reproduce it in proper speech situations.

a) listen to the dialogue "Sports and Games Popular in England", sentence by sentence.

Write it down. Mark the stresses and tunes. Practise the dialogue.

b) Record your reading of the dialogue. Play the recording back immediately for the

teacher and your fellow-students to detect your possible errors in pronunciation. Practise the

dialogue for test reading and memorize it.

c) Pick out of the dialogue sentences containing compound tunes and the logical stress.

d) Make up conversational situations about sport, using the following phrases:

What would you say were

Oh, yes, any amount.

the most popular...?

You should join if you're

Well, I suppose....

keen on....

What about...?

I think I shall if I get the

I should say that....

chance....

Then there are, of course....

By the way....

I've been told that....

Well, I do, but...

Is there any. . to be had near...?

20. Make up a dialogue of your own, using phrases from the dialogue above.

21. This exercise is meant to develop your ability to hear the intonation and

reproduce it in proper speech situations.

a) listen to the Joke "Weather Forecasts”, sentence by sentence. Write it down. Mark the

stresses and tunes. Practise the text

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. Reproduce the model narration you

have listened to.

22. Read the jokes silently to make sure you understand each sentence. Find

the sentence expressing the essence of each joke. 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 win intone the text in the same way. The teacher win help

you to correct your variant. Practise reading the jokes several times:

The cup was handed over into the youth's hands and there went cries of "Speech! Speech!"

Meanwhile the lad was able to collect his thoughts and, of course, to catch his breath. Then

he stepped up on a bench. There came an abrupt and eager hush! "Gentlemen," he said, "I have won

the cup by the use of my legs. I trust I may never lose the use of my legs by the use of this cup."

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

— You've been watching me for three hours. Why don't you try fishing yourself?

— I ain't got the patience.

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

"Bob," said Bill, as he caught up with Bob on the way back to camp, "are all the rest of the

boys out of the woods yet?"

"Yes," said Bob.

"All six of them?"

"Yes, all six of them."

"And they're all safe?"

"Yes," said Bob, "they're all safe."

"Then," said Bill, his chest swelling, "I've shot a deer."

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

The man on the bridge addressed the fisherman. "Any luck?" he asked.

"Any luck!" was the answer. "Why, I got forty pike out of here yesterday."

"Do you know who I am?" "No," said the fisherman.

"I'm the chief magistrate here and all this estate is mine."

"And do you know who I am?" asked the fisherman quickly.

"No."

"I'm the biggest liar in Virginia."

SECTION SEVEN Intonation pattern XII

I. (LOW PRE-HEAD + ) HIGH RISE (+TAIL) II. (LOW PRE-HEAD + ) (HIGH HEAD+) HIGH

RISE ( + TAIL)83

Stress-and-tone marks in the text: High Rise | ' |

If there is no tail the voice in the nucleus rises from a medium to a high pitch.

If there are unstressed syllables following the nucleus the latter is pronounced on a fairly

high level pitch and the syllables of the tail rise gradually. The syllables of the pre-head rise from a

low pitch up to the start of the High Rise.

This intonation pattern is used in questions, echoing, calling for repetition or additional information,

sometimes shading into disapproval or puzzlement, sometimes meant to keep the conversation going.

е.g. We shall have to return.

— Im'mediately?

It's ten feet long.

— 'How long?

What's that bowl for?

— 'What's it for?

Is it raining?

— Is it 'raining?

Careful.

— 'Careful?

Pity.

— 'Pity?

EXERCISES

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

the intonation of the replies:

Verbal Context

Drill

Questions echoing, calling for repetition or

additional information, sometimes shading into

disapproval or puzzlement

I want you this minute.

Yes?

83 The High Rise and the High Head + the High Rise belong to the same pattern since they have no difference in attitudes.

I should phone him about it.

Now?

It's snowing. , ,

Much?

What do you think of my dress?

New?

Could I have another cup of tea?

Sugar?

I've just read that new travel book.

Interesting?

I listened to every word he said.

Every word?

Everybody thinks it's magnificent.

Everybody?

He's going on holiday.

Alone?

I've given up smoking.

For good?

What do you think of the car?

Your own?

I've just met her husband.

You like him?

Have you seen my pen anywhere?

You've lost it?

What do you think of my coat?

It's a new one?

I've just had a new suit made.

Good fit?

Alan's not here, I'm afraid.

He's gone home?

We're going shopping.

Right away?

Let's go to the pictures.

You've got enough money?

I think this is Joan's umbrella.

Whose?

That big one's mine.

Which one?

I shall need a dozen, at least.

How many?

These flowers are for you.

Who are they for?

He must be made to obey.

He must be what?

He'll meet us at three fifteen.

At what time?

What is it?

What is it?

What reason did he give for his

What reason?

behaviour?

Does it matter?

Matter?

Do you mean it?

Mean it?

Is that your little boy?

My little boy?

Wasn't it stupid!

Was it stupid, I wonder?

What lovely cherries!

Want some?

I like Barbara.

Do you?

How do you like my song?

Do you always sing as flat as that?

Would you like one?

Would I like one?

We had a meeting last night.

Should I have been there?

Is it raining?

Is it raining?

Have you answered his letter?

Have t answered it?

Have you finished it?

Have I finished it, did you say?

Did you enjoy the concert?

Did I enjoy it?

What a delightful meal!

Will you have some more coffee?

Stop it.

Stop it?

Telephone me, then.

Telephone you?

Keep them for me.

Keep them for you?

Be nice to them.

Be nice to them?

Get rid of it.

Get rid of it?

Please don't worry.

Don't worry, did you say?

Take it home.

Take it home?

Tell me the time, please.

Tell you the time?

Marvellous!

Marvellous?

Wonderful news!

Wonderful news?

Fantastic!

Fantastic?

Well done!

Well done?

2. listen to the replies and repeat them in the intervals. Make your voice rise from a

medium level to a high pitch.

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

4. In order to fix High Rise 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. listen to your teacher reading the Verbal Context below. Reply by using one of the

drill sentences. Pronounce it with Intonation Pattern XII. Say what attitude you mean to

render:

Verbal Context

Drill

I'm twenty-two today.