- •Questions and tasks
- •8. Link [ r ] to a following vowel. Mark the links.
- •STRONG AND WEAK FORMS
- •Strong forms
- •ARTICULATORY PECULIARITIES OF ENGLISH CONSONANTS
- •ASSIMILATION
- •Degrees of Assimilation
- •Direction of Assimilation
- •At word boundaries the sonorants [l, r, w] are slightly devoiced if the words form a phrase, e.g. at rest.
- •Questions and tasks
- •6) trace, track, trade, traffic, tragedy, train, traitor, tram, trample,
- •transit, transitive, try, tremble
- •15. Classify these word combinations according to the type of consonant modification :
- •INTONATION
- •Questions and tasks
- •SENTENCE - STRESS
- •INTONATION OF QUESTIONS
- •SEQUENCE OF TONES IN ALTERNATIVE QUESTIONS
- •SEQUENCE OF TONES lN DISJUNCTIVE QUESTIONS
- •INTONATION OF IMPERATIVES
- •INTONATION OF EXCLAMATIONS
- •INTONATION OF GRATITUDES ("THANK YOU")
- •INTONATION OF ADVERBIALS
- •INTONATION OF ENUMERATION
- •INTONATION OF APPOSITION
- •INTONATION OF DIRECT ADDRESS
- •Direct address at the Beginning of the Sentence
- •INTONATION OF PARENTHESES
- •Parentheses at the Beginning of the Sentence
- •INTONATION OF COMPOUND SENTENCES
- •The author's words which follow the direct speech are usually pronounced as an unstressed or half-stressed tail of the preceding intonation group.
- •Author's Words Preceding Direct Speech
- •SECTION III (RECORDED MATERIAL)
- •ORAL INTRODUCTORY COURSE
- •A PRETTY GAME
- •The sun and rain in fickle weather
- •And each in turn would try to chase
- •AUTUMN
- •BIRCH TREES
- •THE WILLOWS
- •WHEN THE LAMP IS SHATTERED
- •I LOVED YOU
- •THE ARROW AND THE SONG
- •H.W. Longfellow
- •1. ASKING THE WAY
- •12. IN A RESTAURANT
- •TONE-GROUP 1
- •Attitudes:
- •Pattern 2. LOW FALL + TAIL
- •Exercises
- •Pattern 1. STEPPING HEAD + LOW FALL + TAIL
- •TONE GROUP 3
- •Pattern 1. HIGH FALL (+ tail)
- •Statements:
- •Pattern 3. LOW HEAD + HIGH FALL
- •TONE GROUP 4
- •Pattern 1. STEPPING HEAD + HIGH FALL
- •Pattern 3. HIGH PRE-HEAD + HIGH FALL
- •EXERCISES
- •1.Read the following conversational situations using Tone-group 7. Concentrate your attention on the intonation of the replies.
- •ENGLISH LINGUAPHONE COURSE
- •OUR SITTING-ROOM
- •THE BROWNS' DINING-ROOM
- •SEASONS AND WEATHER
- •ENGLISH INTERMEDIATE COURSE
- •AFTER THE EXAMS
- •LINGUISTIC TALENT
- •CAREER PROSPECTS
- •THE WEATHER FORECAST
- •SUPPLEMENT 1
- •SOME NOTES WHICH ARE IMPORTANT FOR
- •THE PHONETIC ANALYSIS
- •Supplement 2
- •SOME MATERIAL TO PRACTISE PHONETIC ANALYSIS
- •Supplement 3
- •II. MATERIAL TO BE LEARNED BY HEART
- •II. MATERIAL TO BE LEARNED BY HEART
- •English Intermediate Course (EIC) Lessons 5, 6, 7, 9, 11
TONE-GROUPS
TONE-GROUP 1
Attitudes:
in statements: cool, calm, phlegmatic, reserved, dull, possibly dispassionate, grim or surly;
in special questions: detached, reserved, rather flat, unsympathetic, quite often hostile;
in general questions: detached, reserved, phlegmatic;
in commands: calm, unemotional, controlled, often cold;
in interjections: calm, unsurprised, self-possessed, reserved.
Pattern 1. LOW FALL ONLY.
Statements: |
Drill: |
|
Can you come tomorrow? |
No. |
|
Whose book is it? |
Mine. |
|
Special questions: |
|
|
1. |
You must ask for them now. |
Why? |
2. |
He simply must go. |
When? |
Commands: |
|
|
1. |
I'll send it to him. |
Don't. |
2. |
What do you advise me to do? |
Go. |
Exclamations: |
|
|
1. |
He's just arrived. |
Oh. |
2. |
Here's your sweater. |
Thanks. |
|
Pattern 2. LOW FALL + TAIL |
|
Statements: |
Drill: |
|
1. What's your name? |
Johnson. |
|
2. |
Who is running the music club |
Peter's going to run it |
|
this year? |
|
Special questions: |
|
|
1. |
Someone's bound to have one. |
Who exactly? |
2. |
He says he is coming. |
Why is he coming? |
General questions: |
|
|
1. |
He's forgotten to shut the gate. |
Isn't he stupid? |
2. |
What a very nice house! |
Yes, isn't it? |
3.I rather like Mary. |
Very pleasant, isn't |
|
she?
83
Commands: |
|
|
1. |
What shall I do with this rubbish? |
Burn it. |
2. |
Watch me juggle with these plates. |
Now, look what you've |
done. |
|
|
Exclamations: |
|
|
1. |
Would you like an apple? |
Thank you. |
2. |
Oh, I'm cold. |
Nonsense. |
|
Pattern 3. LOW PRE-HEAD + LOW FALL + (TAIL) |
|
Statements: |
Drill: |
|
1. |
What is your job? |
I'm a shop assistant. |
2. |
Where did you go to school? |
Well, I was at a number of schools . |
Special questions: |
|
|
1. |
Someone'll have to do it. |
But who? |
2. |
I've said I'll meet you. |
Yes, but where? |
General questions: |
|
|
1. I've got so many things to do. |
Can I help you at all? |
|
2. |
Thank you for your offer. |
Will it help, do you |
think? |
|
|
Commands: |
|
|
1. |
May I borrow this poem? |
Yes, do. |
2. |
I can't tell you now. |
Then phone me about |
it. |
|
|
Exclamations: |
|
|
1. |
Did you lock the back door? |
Of course. |
2. |
I'm afraid I've got a cold. |
No wonder. |
|
Pattern 4. (LOW PRE-HEAD) + LOW HEAD + LOW FALL (+TAIL) |
|
Statements: |
Drill: |
|
1. |
What would you like for dinner? |
I don't know. |
2. |
What's that tray made of? |
It's made of a sort of |
plastic. |
|
|
Special questions: |
|
|
1. |
Which road shall we take? |
Which is the quicker? |
2. |
I'm afraid I've lost your pen. |
What are you going to do |
|
|
about it? |
|
|
84 |
General questions:
1. I don't feel like drinking beer.
2. I don’t know what to tell Jean.
Commands:
1.Thank you so much.
Exclamations:
1.It was very kind of you.
2.I'm very pleased with you.
Would you care for a whisky then? Need we tell her anything?
Don't mention it.
Not in the least.
So you ought to be.
EXERCISES
1. Read the following conversational situations using Tone-group 1. Concentrate your attention on the intonation of the replies.
Verbal Context |
Drill |
STATEMENTS (final, categoric, calm, reserved) |
|
Can you come tomorrow? |
Yes. |
Whose book is this? |
Mine. |
|
Yours. |
|
His. |
|
Jack's. |
|
John's. |
|
Tom's. |
When can you do it? |
Now. |
|
Soon. |
Where does he come from? |
France. |
|
Spain. |
|
Wales. |
What subject do you prefer? |
French. |
|
Maths. |
What's your name? |
Smith. |
|
Jones. |
SPECIAL QUESTIONS (calm, |
Brown. |
reserved, serious, very often |
|
unsympathetic) |
|
Take only one of them. |
Which? |
Just tell him. |
What? |
Make them at once. |
How? |
|
85 |
I saw a friend of yours today. |
Who? |
Borrow someone's dictionary. |
Whose? |
Shall we have another game? |
When? |
He's just arrived. |
Why? |
IMPERATIVES (calm, unemotional, serious) |
|
Would you mind calling your dog? |
Sit. |
|
Down. |
|
Here. |
Shall we have another game? |
Let's. |
EXCLAMATIONS (calm, unsurprised) |
|
He’s just arrived. |
Oh! |
|
Right! |
|
Good! |
|
Fine! |
2. Read the following conversational situations. Concentrate your attention on the intonation of the replies. Use Tonegroup 1.
STATEMENTS (final, categoric, calm, reserved)
Verbal Context |
Drill |
Where do you come from? |
India |
|
Poland. |
|
Sweden. |
|
Denmark. |
|
Italy. |
|
Norway. |
|
England. |
|
Scotland. |
|
Ireland. |
How old are you? |
Seven. |
|
Twenty. |
|
Thirty. |
|
Forty. |
Will you send it to me? |
Yes, sir. |
|
No, John. |
|
86 |
Gladly, madam. Certainly, professor.
Whose pen is this? Patricia's. Diana's. Elizabeth's. It's mine. It's Freddie's.
It's Christine's. It's Susan's.
SPECIAL QUESTIONS (calm, serious, reserved, very often unsympathetic)
Pass me that box, Joan. He's away quite often.
She's got something in her eye. He's broken a window.
Someone'll have to do it. You'll find it in the drawer.
Which box? How often? Which eye? Who has?
Whose window?
Whose window, may I ask? Whose window has he broken?
But who?
In which drawer?
IMPERATIVES (calm, unemotional, serious)
Phone him. Wire him. Write to him.
Well, take it then. Divide them. Remember them.
EXCLAMATIONS (calm, unsurprised)
Thank you. Nonsense! Rubbish!
Pity!
Of course. No wonder!
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3. Read the verbal context below. Reply by using one of the drill sentences. Pronounce it with tone-group I. Say what attitude you mean to render:
Verbal Context |
Drill |
Is your brother in? |
Yes. |
Have you any cousins? |
No. |
Whose exercise book is this? |
Mine. |
How old is your brother? |
Ten. |
How old are you? |
Twenty. |
May we go? |
No, girls. |
May I go? |
Yes, Betty |
Who is on duty today? |
Sam. |
May I switch off the cassette-recorder? |
Yes, please. |
Who is absent today? |
No one is. |
Whose book is this? |
It's Mary's. |
When is he coming ? |
Tomorrow. |
Where is your sister? |
At the Institute. |
May I ask you a question? |
Of course, you may. |
Can I help you with the test? |
Of course, you can. |
What’s your uncle's job? |
He's a turner. |
Where's Ann? |
She's out now. |
Where do you come from ? |
The Ukraine. |
Why do you stay here so long? |
I have to. |
Where is your teacher? |
At the dean's office. |
Will you give me your book? |
Which? |
Will you switch on the cassette-recorder? |
How? |
I've got a new flat. |
Where? |
May I go and see him? |
When? |
I'm afraid I can't leave at once |
Why? |
Pass me the book, Tom. |
Which one? |
He is on duty very often. |
How often? |
Will you bring the cassette? |
Which cassette? |
One book is missing. |
Which one? |
Someone'll have to do it. |
But who? |
I must go now. |
Do. |
I'll stop him. |
Don’t. |
What do you want me to do? |
Stay. |
What shall I do now? |
Write. |
How can I get in touch with him? |
Phone him. |
It's my book. |
Then take it. |
88 |
|
I'm afraid to miss the train. |
Hurry up then. |
I don't know this poem well enough. |
Repeat it, then. |
What shall I do with those naughty boys? |
Ignore them. |
All the students are present. |
Fine! |
Here's the cassette. |
Good! |
You've got many mistakes in pronunciation. |
Oh! |
We can go now. |
Fine! |
Don't go so fast. |
Good! |
We've got no ear-phones. |
Pity! |
I've already cleaned the blackboard. |
Thank you, Mary. |
Here's the book. |
Thank you, Tom. |
89