Владимир Аракин - Практический курс английского языка 1 курс

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 ofthe 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 111in 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