Владимир Аракин - Практический курс английского языка 1 курс

bite, ...? 9. Going out in such weather is out of the question, ...? 9. She is leaving

for St.Petersburg, ...? 10. She can get rid of her mistakes, ...? 11. You finished

school two years ago, ...? 12. You have passed your exams, ...? 13. You've got a

letter, ...? 14. She hasn't finished school yet, ...?

19.

Complete the same sentences. You are certain of the fact expressed in the first

part of the sentence. No answer is expected. Observe the difference in the intonation of

the tag.

20.

Look throngh the exercise carefully. Mark the stresses and tunes. Read the

tags of the disjunctive questions with the intonation suggested by the conversational

situation:

The exams are over at last. Lovely party, wasn't it?

They have bought three copies.

This text is very difficult to

understand, isn't it?

What about another sandwich?

You see no mistakes in this paper, do you? It's so fine to see them again, isn't

it?

She is better today, isn't she?

Your sister is younger than you, isn't she?

You are not very well, are you?

You haven't got this record, have you?

It was difficult, wasn't it?

It was very nice to see them

all again.

We don't want so many, do we?

Not at all, It's very easy.

No, thank you, I've had enough, haven't I? Yes. I do, but not many.

Oh, yes. It is.

I'm afraid not. The temperature is still high. Oh, yes, she is.

Yes, I am. I'm much better now.

Yes, I have.

You lived on the ground floor, didn't you?

You were in England, weren't you?

The play was wonderful

You like these books, don't you?

You are thirsty, aren't you?

Yes.

No, I wasn't.

You like it, don't you?

Shall we ask how much they

are?

I'd rather have a glass of mineral water.

21." Listen to the following dialogue. Mark the stresses and tunes. Practise and

memorize it:

A: What a lovely day, isn't it?

B: Yes, it is,

A: How blue the sky looks, doesn't it?

B: Yes, it does.

A: What a lot of people, aren't there?

B: Yes, there are.

A: You're on holiday, aren't you?

B: Yes, I am.

A: It's a long one, isn't it?

B: Yes, it is.

A: You don't talk very much, do you?

B: No, I don't. You ask a lot of questions, don't you?

A: Yes, I do.

22. ** Listen to the dialogue. Practise and memorize it.

22.

Make up short dialogues with disjunctive questions.

22.

This exercise is meant to develop your ability to reproduce the text with correct

rhythm. Listen to the text. Split the text into intonation and rhythmic groups. Observe

correct pronunciation of rhythmic groups. Practise the exercise:

The weather in England can change very quickly. One day last week I went

for a walk in the country. When I started early in the morning the weather was

beautiful. The sun was shining, the sky was blue and there were no clouds at all.

In the middle of the morning a sudden change came. A cool wind started toblow,

black clouds covered the sun and in a very short time itstarted to rain heavily.

There were no houses in sight and I had no coat with me. So I got very wet

indeed and very cold too.

After about an hour I managed to catch a bus which took me home. But when

I arrived I was shivering and sneezing. And I've had a cold ever since. I ought to

have taken my coat. We sometimes say that England is the only country where

you can have four seasons in one day.

Section Six

I. Intonation Pattern V

(LOW PRE-HEAD + ) (DESCENDING HEAD + ) MID-LEVEL (4- TAIL)

Model: I think I saw you yesterday afternoon.

> Yesterday | I -* stayed vin ,all ,day.

I ' \

_____I________LiLfi___

Stress-and-tone marks in the text: Mid-Level Tone: | > |.

The mid-level tone in the nucleus is pronounced on the medium level with

any following tail syllables on the same level.

This intonation pattern is usually used in non-final intonation-groups

expressing non-finality without any impression of expectancy.

EXERCISES

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

attention on the intonation of the non-final intonation-groups of the reply:

Verbal Context Drill

Let's hope so.

Hope that's all you can do.

How's Tim behaving?

Recently he's been very con-

siderate.

I'll give him a piece of my mind. I hope you'll do no such

thing.

Jane's forgotten her umbrella. Yes, she left it in such a hurry-

Fancy Max apologising!

But I get so air-sick.

Invite him again in January.

I'm not very interested.

Well, what time then?

He promised it for July.

It'll be difficult, you know.

When do you want me? Won't forty be enough?

He apologised because he

jolly well had to.

In that case, why not go by

train?

But in January, where will he be?

If that's how you feel, why bother about it? Shall we say ten or ten thirty?

July, well, that'll be soon enough, do you think? But do you consider it worth

trying?

If you can, come right away. To be on the safe side, take one or two more.

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

nucleus and the tail of the non-final intonation-group on the same medium level of

your voice, c) Listen to the verbal context and reply in the interval.

2. In order to fix Intonation Pattern V in your mind, ear and speech habits repeat

the replies yourself until they sound perfectly natural to you.

3. Listen to a fellow-student reading the replies. Tell him what his errors in

intonation are.

4. Your teacher will suggest a verbal context. You in turn respond to it by using

mid-level nuclear tone in the non-final intonation-groups:

Verbal Context

Where is his son now? Couldn't you help him? What about Saturday?

And how's the skirt?

I won't be free for another ten minutes, I'm afraid. Am I mistaken?

Drill

Frankly, I don't know.

At present I'm too busy.

On Saturday we'll go to the

country.

For my taste cut it a bit longer.

In the meantime I'll look through the papers. You are. In future try to be more

careful.

Shall I call on you on Sunday?

So you are expecting Johnson.

-low many books would you ike?

Nhen would you like me to :ome?

Alhai did Tom say? Nhy not speak to him? \ny suggestions, Peter?

Will you have an ice-cream?

Why do you play tennis? How often do you play?

Did you meet the Nelsons

yesterday?

Why not buy a car?

I'm afraid I can't do it now.

What are you going to do then?

On Sunday I'll be glad to see you.

Yes, and when he arrives, show him in immediately. If possible, give me

three.

If you can, come right away.

Naturally, he was delighted. Frankly, I'm in two minds. If necessary, I'll let

him know.

Ice-cream I can have at any hour of the day. I play to keep fit. Generally, at

least once a week.

Yesterday I stayed in all day.

Frankly, I can't afford to.

In that case shall I have a

try?

Well, I don't know.

5. Pronounce the drill sentences with the low-rising tone in the non-final intonation-

groups.

II. Sequence of Tones

The Simple Sentence. Intonation of Adverbials.

M o d e l : /Generally. | I Vcome 'home xearly.

> Generally. | I V come 'home vearly. He is at vhome on Sunday.

Simple, sentences with adverbial phrases at the beginning are usually divided

into two intonation-groups.

The non-final intonation-group is usually pronounced with the low-rising or

mid-level tone.

e. g. At ~» two o'clock | we shall have xdinner. At -* two o'>

clock I we shall have ^dinner.

Adverbial phrases at the end of sentences do not form separate intonation-

groups, as a rule, and often remain unstressed.

e. g. We are -* going xout tonight.

EXERCISES

6. Listen carefully to the following sentences, repeat them in the intervals.

Concentrate your attention on the intonation of the adverbials. Observe the sequence of

tones. Repeat the sentences in the intervals:

1. In the dining-room we have our meals. 2. On the sideboard the Browns

usually have a bowl of fruit. 3. In front of the host there's a carving-knife and a