- •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 3
Attitude:
In statements: conveying personal concern or involvement, lively interested, more airy and lighter in mood than when said with TONE GROUP 1 and 2 (with low head querulous);
special questions: lively, interested, with low head somewhat unpleasantly surprised;
in general questions: mildly surprised acceptance of the listener's premises, willing to discuss though sometimes impatient that such discussion should be necessary;
in imperatives: sounding warm; in exclamations: very emotional.
Pattern 1. HIGH FALL (+ TAIL)
Statements:
1. |
Do you know Basil Fish? |
No, I don't. |
2. |
Why didn't you buy the picture? |
Much too expensive |
Special questions: |
|
|
1. |
I saw the queen yesterday. |
Where? |
2. |
Let's paint one of the walls pink. |
Which of them, do you think? |
General questions: |
|
|
1. |
You are too late. |
Am I? |
2. |
John's generosity is amazing. |
Is it generosity do you think? |
3. |
They can't go after all. |
Pity, isn't it? |
Commands: |
|
|
1. |
May I borrow your pen? |
Yes, do. |
2. |
I love salted almonds. |
Take a couple of handfuls. |
3. |
The paper is too big for the envelope. |
Fold it then, you helpless man. |
Exclamations: |
Thank you, I'd love one. |
|
1. |
Will you have a drink? |
|
2. Have you taken over your new house? |
Heavens yes! Ages ago! |
|
|
Pattern 2. LOW PRE-НЕAD + HIGH FALL |
|
Statements: |
|
|
1. What did you think of the show? |
It was wonderful! |
|
2. You can't eat all that. |
Oh, but I can. I'm starving. |
|
Special questions: |
|
|
1. You must do it. |
But how? |
|
2. I know all about it. |
But how can you know? |
|
|
96 |
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