3. Think of suitable contexts for the following utterances to justify the use of the falling-rising nuclear tone in the non-final intona­tion-groups.

1. Be'hind the 'school ^ there's a 'play-ground and a 'sports licld. 2. Her ' younger -daughter ^ will be 'going to 'high school in September. 3. My ' father | 'doesn't .smoke. 4. Her ' husband | is 'ihirty-'five. 5. Mr. ' Green | 'usually -went 'home from the -office by _vbus. 6. On ' Tuesdays ^ I 'usually 'visit my ^parents.

3. Complete the compound sentences depending on the meaning of the initial clause as indicated by its nuclear tone.

Model: The 'flatis "not 'large | and there are only two rooms in it.

The ' flat is "not' large | but the rooms are comfortable. 1. The 'kitchen is 'small. The 'kitchen is ' small (and it is in­convenient; but it is light). 2. The 'street is 'narrow. The street is ' narrow (but it's nice; and it's busy). 3. The 'window -looks out to Hie 'North. The 'window "looks "out to the ' North, (and it's rather dark; but the view from the window is marvellous). 4. There's 'no 'yard in [front of the ,house. There's no 'yard in ifront of the /house (and the children have nowhere to play; but there's a little orchard behind it). 5. He 'can't "speak English. He can't 'speak /English (and it's a great disadvantage for him; but he understands nearly everything).

3. Act out the following situations using utterances with non-final intonation-groups.

   1. Ann asks Tracy what she will do if she doesn't get into university. Tracy says she will look for a job.

   2. You ask your friend what the members of her family like doing on Saturday evenings. Your friend says that on Saturday evenings I hey usually go to the cinema or to the theatre.

I. You ask your friend about her grandparents and tell her where

your grandparents live. •I Your friend tells you that she is worried about the results of the last (est. She says the previous test was much simpler.

READING AND MEMORY PRACTICE

A. CONSOLIDATION AND SELF-CHECK.

I. The following texts illustrate the use of various intonation patterns on non-final intonation-groups. Practise reading the texts accord­ing to the intonation marked. Our sitting-room

¹ Let's have a ¹ look at this ¹ picture of our 'sitting-room. As you come into the ,room, ^ you notice a 'piano ^ with a 'low 'music !stool ^ in 'front of it. 'Next to the ,piano ^ is a 'tall »bookcase I'standing against the 'wall. On the 'left is a 'large \ window. 'Under the ,window | there's a 'radiator, | but you 'can't ,see it jl because it's be'hindthe settee. 'On the set_vtee ^thereare 'two'cushions. The 'fire-place ^ is at the 'other -end of the 'room. On 'each -side of the ,fireplace | there's an 'arm'chair. An 'old 'lady is fitting in ,one of the /Chairs, | but 'nobody's .sitting in the ,other one; | it's 'empty.

In the 'centre of the,mantelpiece ^ there's a 'clock | and ä'bove it ^ an 'oval 'mirror. 'On the , right ^ you can ,see a istandard 'lamp. 'Opposite the /fireplace ^ you can see a 'small 'table | with an 'ash­tray ^ and some 'newspapers ,on it. 'By the /table ^ there's a 'small »chair. On the ex'treme ,right | there's a »radio-set. The 'floor is ,covered J with a 'beautiful 'thick »carpet. An e'lectric 'light is /hanging I from the 'middle of the _ч ceiling. At 'night | when it ,gets ,dark, I we 'switch *on the /light | and 'draw the 'curtains. 'During the /day ^ the 'light 'comes 'in 'through the 'window.

(From "Lingaphone Conversational Course")