Practice activities
Practice the following pieces of monologue and dialogue. Note that changes in extra-linguistic factors cause modifications of language features: prosodic characteristics, vocabulary and syntax.
a) social status and relations between the speakers varied, subject-matter unchanged;
1.1. Teacher to students in a classroom
¯Good
˙after‚noon,
˙students.
At the beˈginning
of the ˇterm
I’ve deˈcided
to ˙give
you a ˙brief
ˇoutline
of the
ˌsort
of ˌwork
we’ll be ↘doing
this \term.
As you ‚know,
it’s a …
we’re ˌnow
taking ˌup
the 19th
˙century
‚literature
│
and there are ¦
↘certain
↘set
↘books
¦
which ˌyou
will be exˌpected
to “read
│
’and
you ˈalso
‚know
per˙haps,
that it is com↗pulsory
for a ↗student
to perˇform
a ‘certain
ˌnumber
of tu“torials
¯for
ˈeach
\book.
The ‘book,
of ˇcourse,
you must ↘study
on your ’own,
and ˈbe
pre‚pared
to ˈbring
something “useful
to tu‚torials.
‘Otherwise,
ˈthat
is ˙just
a ↘wasted
\hour.
You ↘can’t
ex˙pect
to ‘sit
‚there
and ˙let
the ˇtutor
ˇtell
you what “he
˙thinks
of the ˙book,
│
it’s
up to ‘you
¦
to ˌwork
out your own i\\deas.
The ‘tutor
is there ˇonly
to ˈbring
them to>gether
to
co‘ordinate
the iˌdeas
of the ‘students
in the “group,
│
then
to conˈtribute
some of his ‚own,
per’haps,
│
¯and
in ˌgeneral
to “help
but ˈnot
to “spoonfeed
you.
1.2. Teacher to teacher at school
Hel‚lo, ˙love. ¯Have ‚met the ˙new ‘students this ˌafternoon. I ˆtold them ¦ it’s com↘pulsory for a ↘student to per↘form a ˈcertain ↘number of tuˇtorials for ˙each ˙set of ˙books. ¯Well, I > told them that there’ll be ˈ2 or ˈ3 tuˈtorials a >week and ‚they would be exˈpected to con‘tribute ‚something. I ‚can’t ˙see ˆany of them con↘tributing ˆanything, │ so I got a ˙bit aˇbrupt ˙with them. I ˌsaid that they ↘mustn’t ex↘pect the ˇtutor to ↘spoonˇfeed them and they ˈmust read the ‘books and preˈpare to con↘tribute something \useful to the tuˇtorials, │ and the ˈtutor is there ˌonly to ˈbring their ˙different iˈdeas to‘gether │ ˈnot to ‘spoonfeed them.
2.1. Teacher to head-master at school
It was ˆreasonably sucˇcessful but so there ˈwere one or two ˙things ˈwent \wrong. I ˌthink there ˈare ˙one or two ˙things we ˌmight ˈbear in ˙mind for ˈnext ‘time. For ‘instance, the \boys. I ˈthink, per˙haps, ˈnext ˙time we have a ˈtrip ˇanywhere we’d ˈbetter have a ‘man ˌmember of ˌstaff as ‘well as a ˌwoman. Aˈnother ˙thing we ↘might ‘think about next ‚time ˈis, ˌwell, I ˈwondered if the ˈform \teacher ˈmight ˈgive them ˈmore spe↘cific ins“tructions beˌfore they ˌgo ˌanywhere. There ˈare ˙certain ‘rules about the ˇZoo,│about ˈfeeding the ‘animals and \so ‚on,│ and I ˈfound it ˙quite ˆdifficult to ˙restrain ˆall of them from ˌfeeding the ˆmonkeys and ˈfeeding the other \animals│ˈeven though there were ˌbig ˆnotices ‚everywhere ˈsaying that they ˈmust ˈnot be ‘fed.