- •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 GROUP 2.
Attitudes:
in statements: categoric, considered, judicial, weighty, dispassionate, more emphatic and more ponderous - sounding than when said with TONE GROUP 1. This dispassionateness often shades into withdrawal and impatience;
in general questions: more ponderous-sounding than when said with TONE GROUP 1.
in special questions: searching, serious, intense, responsible, often suggesting impatience or irritability;
in commands: firm, serious, considered, weighty, pressing, dispassionate, often a ring of impatience;
in interjections: very weighty and emphatic.
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Pattern 1. STEPPING HEAD + LOW FALL + TAIL |
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Statements: |
Drill: |
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1. |
Isn't she very bright? |
Mad as a hatter. |
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Dull as a ditchwater. |
2. |
Is it easy? |
Not so easy as you might |
Special questions: |
think. |
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||
1. |
I'm afraid I can't do it. |
Can't do what? |
2. |
What is he saying? |
How can I hear when you are |
General questions: |
making so much noise? |
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|
||
1. |
It'll be very exciting. |
Will you stick to the point? |
2. |
He's two hours late again. |
Isn't he just the sort of person |
Commands: |
to drive you mad? |
|
|
||
1. |
What do you think you are doing? |
Mind your own business. |
2. |
What do you want me to do? |
Read the paragraph beginning |
Exclamations: |
with the next page but one. |
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||
1. |
Here I am at last. |
Welcome back. Welcome to |
|
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England. |
2. |
Isn't it mild today? |
What a difference from this |
|
|
time last week. |
3. |
Why did he run away? |
I haven't the slightest idea. |
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Pattern 2. LOW PRE-HEAD+STEPPING HEAD + LOW FALL(+TAIL)
Statements:
1. Where is that book of mine?
Special questions:
1.Will you help?
2.Oh, for a bit of quiet.
General questions:
1.It's quite an interesting idea.
2.We've both got the same answer.
3.Do you remember our walk in Epping Forest?
I've put it away in the dining-room cupboard.
How could I possibly refuse?
When will they stop making that dreadful din?
Would you say it's a practical proposition?
Now isn't that peculiar? What a beautiful day, wasn't it?
Commands:
1.We'll be there in no time.
2.It's not much of a risk.
3.How shall I make my peace?
Exclamations:
1.I made rather a mess of it.
2.Here's a pen you lost.
3.I haven't seen you for ages.
Now take it slowly.
Well, don't say I didn't warn you.
Give the girl the most expensive meal you can afford.
I should just think you did. Thank you very much indeed.
And imagine us meeting here of all places.
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Pattern 3. HIGH PRE-HEAD + LOW FALL (+TAIL) |
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Statements: |
|
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1. |
I’ll fetch you in the car. |
That is good of you. |
Special questions: |
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1. |
You won’t do it that way. |
Well, how then? |
2. |
What did you say the address was? |
How many more times d'you |
General questions: |
want telling? |
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||
1. |
Well, he says he needs it. |
Yes, but does he, in all |
honesty? |
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|
2. |
We can't leave it yet. It's raining. |
Now isn't that infuriating? |
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Commands: |
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1. I don't want your help. |
Do it yourself then. |
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Exclamations: |
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1. |
He just shouted me down. |
The brute. |
2. |
Hello, Jack. |
Good evening, Mr. Dean. |
EXERCISES
1.Read the following conversational situations using Tone-group 2. Concentrate your attention on the intonation of the replies.
Verbal Context |
Drill |
STATEMENTS (final, categoric, considered) |
|
When can you come? |
As soon as the weather improves. |
What can I do for you ? |
I want a ticket for Birmingham, please. |
Why didn't the guard let you in? |
He said he couldn't let me in without a |
|
pass. |
When am I to expect you ? |
Sometime towards the end of |
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the next week. |
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Soon after half past five. |
SPECIAL QUESTIONS
(serious, responsible, intense, often suggesting irritation or impatience)
I'm afraid I've broken the vase. I'm terribly tired.
I've lost my handbag.
What was that you said?
He's promised to ring you up.
Why can't you leave things alone? Why don't you leave it till tomorrow morning ?
When are you going to learn to be more careful ?
When are you going to visit your parents?
Why didn't you say so before?
IMPERATIVES
(firm, serious, pressing)
What shall I tell John? |
Ask him to come as soon as he is free. |
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Tell him exactly what you think about it. |
What shall I do after tea? |
Take the cups into the kitchen and wash |
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them up. |
Shall I memorize it? |
Study the whole dialogue carefully |
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first. |
EXCLAMATIONS (rather emphatic) |
|
Hello, Jane! |
It's so very nice to see you, Harry! |
So sorry he's left. |
What a pity we didn't ring sooner! |
|
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I really wanted so much to see her.
What nasty weather we are having!
Such a pity you didn't come a bit earlier.
Fancy such a day in July!
2. Read the following conversational situations . Concentrate your attention on the intonation of the replies. Use Tonegroup 2.
Verbal Context |
Drill |
STATEMENTS (final, categoric, considered, weighty) |
|
Have you any news of Malcolm? |
We haven't heard from him |
|
for ages. |
|
Tom and I have just been to see him |
|
in hospital. |
I shall miss him terribly. |
I firmly believe you'll be better off |
|
without him. |
|
It's much too late to have any |
|
regrets now. |
How did you spend the morning? |
I stayed in bed until nearly |
|
lunch time. |
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I went to see my brother in |
|
Kensington. |
|
We spent the whole morning in |
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Hyde Park and Green Park. |
SPECIAL QUESTIONS (serious, responsible, intense, weighty, often |
|
suggesting irritation or impatience) |
|
I shan't be able to go. |
For heaven's sake why not? |
I've lost my handbag. |
What are you going to do |
|
about it? |
Good morning, madam. |
When does the next train for Kiev |
|
leave? |
In a quarter of an hour's time. |
What's the price of a single |
|
first-class ticket? |
IMPERATIVES (firm, serious, pressing, weighty) |
|
How many pencils do you want? |
Buy me half a dozen, please. |
The answer to the first sum is six. |
Have a go to the next one. |
|
See if you can do the second one |
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more quickly. |
What shall I do with the plates? |
Take them into the kitchen and |
|
clean them. |
Put them away tidily in the cupboard under the stairs.
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What do you want me to do?
Here are the magazines.
Shall I read the words?
My daughter asks me for permission to visit you.
Read the paragraph beginning at the bottom of the next page but one.
Don't put them all on my table.
Be careful to pronounce distinctly the word "thirteen”.
Let your daughter come here and stay with us on Sunday.
EXCLAMATIONS (weighty, rather emphatic)
I'll make you a present of it. |
Thank you very much! |
|
Thank you very much indeed! |
Fine day, isn't it? |
What lovely weather we are having today! |
There's a letter for you, Mary! |
Thank you very much indeed, Mrs.Brown. |
I'm going on a voyage round Europe. What an extraordinary piece of luck!
3. Read the verbal context below. Reply by using one of the drill sentences. Pronounce it with Tone-group 2. Say what attitude 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?
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?
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. 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?
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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 the questions. Give it back to Kitty. Read the first paragraph. Eat it up, 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!
Isn't it beautiful!
How perfectly charming of her! What a big piece of cake you've given me!
What a pleasant surprise! What a difference from this time last week!
4. Work in pairs. Reply to the given context using Tone-group II. Pay attention top the attitude.
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.
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