Владимир Аракин - Практический курс английского языка 1 курс

come here and stay with us on Sunday.

E x c l a m a t i o n s

(weighty, rather emphatic)

Thank you very much! Thank you very much indeed!

What lovely weather we are having today!

Thank you very much indeed, Mrs. Brown. What an extraordinary pieco of

luck!

b) Listen to the replies and repeat them in the intervals. Pronounce unstressed

syllables in the pre-head as low as possible. Make the stressed syllables of the head carry

the pitch lower. Observe the same level of stressed and the following unstressed syllables

of the head. Do not forget to blend the words together. Then make your voice fall on the

last stressed syllable, c) Listen to the verbal context and reply in the interval.

(LOW PRE-HEAD) + HIGH LEVEL HEAD + LOW FALL ( + TAIL)

M o d e l :

How much does it cost? * More than we can now af.ford.

When the syllables of the head are pronounced on the high level pitch the

head is called the High Level.

3. a)* Listen carefully to the following conversational situations. Concentrate your

attention on the intonation of the replies:

Verbal Context

I hate cabbage.

I can't bear Julia.

David's grown a beard. How much does it cost?

What's the time, please?

ave you any news of Malcolm?

Harry's not coming to tea. You can't have that book. I'm afraid I can't do it. I

shan't be able to go.

Drill

S t a t e m e n t s (final, categoric, considered)

So do I.

So does Peter.

So do we all.

Neither can If nor can my mother. So he has. Five shillings. Ten pounds.

Three guineas. Half a crown. Two pounds ten. Four o'clock. Half past one. Five

past eleven. Quarter to six. Quarter to eleven. Ten minutes to nine. He's passed

his exams. I was talking to him yesterday.

S p e c i a l q u e s t i o n s

[serious, intense, often suggesting irritation or impatience)

Who is coming to tea, then? Which one can I have? Can't do what? Why ever

not?

I m p e r a t i v e s

(firm, serious, pressing)

I didn't quite catch what you said. Pay attention, then.

What do you think you are doing? Mind your own business.

I'm going to resign.

Don't be ridiculous.

What do you want?

Write him a letter.

E x c l a m a t i o n s

(rather emphatic)

He says it was your fault.

How ridiculous! Too bad! Bad luck!

I've sprained my ankle.

You haven't! Thanks awfully!

I'l make you a present of it.

b) listen to the replies and repeat them in the intervals. Observe high level tone of

the head. Do not forget to blend the words together. Make your voice fall on the last

stressed syllable, c) Listen to the verbal context and reply in the interval.

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 whathis 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