1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
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Drill
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You won't forget, will you?
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Indeed I won't.
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I'd love to help.
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I know you would.
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I don't believe you posted it.
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I did post it.
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John's the winner.
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He will be surprised.
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D'you think he's forgotten?
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I'm sure he hasn't.
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It's no good at all.
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You're always dissatisfied.
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It's quite true, you know.
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Well you do amaze me.
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I tell you I won't accept.
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How can you be so obstinate?
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I haven't time now.
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When will you have time, may I ask?
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That's not much good.
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Well can you do any better?
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What's up?
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Be quiet for a minute,
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Shall I or shan't I ask them?
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Oh do make up your mind.
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Hullo, Jack.
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Good evening, Mr. Dean.
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We've got to work on Saturday.
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Oh no!
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I have to go now.
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What a pity you can't stay longer.
| 2. Listen to the replies and repeat them in the intervals. Make your voice rise high when pronouncing the initial unstressed syllables. 3. Listen to the Verbal Context and reply to it in the intervals. 4. In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you. 5. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are. 6. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
Verbal Context
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DM
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He missed Ms lesson yesterday.
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He always misses his lessons.
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If you are in a hurry, why not take a taxi?
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I think I will.
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He won't come today.
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When is he going to come?
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He is not in.
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Where is he, then?
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I am leaving.
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Oh, can't you stay a bit longer?
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She is crying.
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Oh, hasn't she passed her exam?
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The picture's wonderful.
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Let me have a look at it.
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Mother is asleep.
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Don't disturb her, Tom.
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Look at his clothes.
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Good Heavens!
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Good afternoon, Mrs. White.
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Hallo, Betty dear!
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II. HIGH PRE-HEAD + HIGH FALL (+TAIL)
Model: -I'd simply \love to.
7. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
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Drill
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Did he say anything?
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No, nothing, you'll be pleased to hear.
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We're going ahead without Paul.
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That's obviously the best solution.
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Have some more pudding, Ann.
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I couldn't possibly.
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You'll help, won't you, Max.
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Why me?
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I was against the proposal.
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What did Jack have to say about it?
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You can borrow mine.
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D'you mean that?
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He says he'll do better in future.
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Does he really intend to work harder?
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Shall I ask him to tea?
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By all means ask him.
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I'm going to play tennis.
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Let's all have a game.
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No luck, I'm afraid.
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Try once more, then.
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I'm not sure I want to go.
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Stay at home, then.
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He's broken a leg.
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How awful!
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Looking for me, Terry?
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Oh, there you are, Peter.
| 8. Listen to the replies, and repeat them in the intervals. Make your voice rise high when pronouncing the High Pre-Head. 9. Listen to the Verbal Context and reply in the intervals. 10. In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you. 11. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are. 12. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
Verbal Context
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Drill
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Was it difficult?
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Surprisingly so.
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I thought you've been there.
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So I have.
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It's not Mary who phoned you yesterday.
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Well who, then?
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He's leaving tonight.
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How d'you know?
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He says he is going to leave.
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Does he really intend to leave?
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This book isn't interesting.
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Will that one be more interesting?
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Shall I tell him about it?
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By all means tell him.
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I've failed.
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Try once more, then.
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I'm not well.
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Go home, then.
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Thank you so much.
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Not at all!
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Look at this picture.
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How wonderful!
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Here is a book for you.
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How good of you!
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III. HIGH PRE-HEAD + LOW RISE (+ TAIL)
Model: -He /won't
13. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
Verbal Context
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Drill
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Time to go.
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I know.
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Is that right?
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I think so.
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Did he check the result?
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He did.
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Have you any cigarettes left?
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A few.
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I wouldn't dream of going in for it.
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Why not?
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You won't catch me going by air.
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Why don't you like flying?
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Now write down your answer.
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Will pencil do?
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Anybody for more tea?
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May I have another cup?
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What a miserable day!
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Cheer up.
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Let me carry it for you.
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Look out.
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Would you like an orange?
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Yes, please. No, thank you!
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I'm off to bed.
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Good night, dear!
| 14. Listen to the replies and repeat them in the intervals. Make your voice rise high when pronouncing the High Pie-Head. 15. Listen to the Verbal Context and reply in the intervals. 16. In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you. 17. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are. 18. Read the drill sentences according to the given model. Concentrate your attention on the High Pie-Head:
Verbal Context
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Drill
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Do you need any more magazines?
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That'll do.
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I'm afraid I can't do it.
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As usual.
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He is a good writer.
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He is.
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He has left
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He has what?
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I'm going to St. Petersurg tomorrow.
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To where?
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I'm going to the theatre tonight.
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May I go with you ?
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Will you be present at the party?
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Do you want me to?
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What shall I do next?
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Go home.
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Jack is still out.
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Don't worry.
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Good morning, Mrs. Brown,
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Hallo, Mary!
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See you presently.
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So long, old chap.
| 19. Give your own replies to the Verbal Context of Ex. 1, 6, 7, 12, 13, 18. 20. This exercise is meant to develop your ability to hear and reproduce intonation in different speech situations.
a) Listen to the dialogue "Broadcast Programme" carefully, sentence by sentence. Write it down. Mark the stresses and tunes. The teacher will help you and all the members of the class to correct your variant. Practise reading every sentence of your corrected variant after the cassette-recorder.
b) Record your reaing. Play the recording back immediately for the teacher and your fellow-students to detect your errors. Practise the dialogue for test readiag. Memorize the dialogue and play it with a fellow-student.
c) Make up conversational situations, using the following phrases:
Oh, not too badly.
Personally, I'm not very keen on ... .
Fortunately for me, it was a ....
What kind of ... do you like best, then?
With all the practice in ear-training I've had ....
I wish I had your gift for ... .
Where there's a will there's a way, you know.
d) Make up a talk with a fellow-student, using phrases from the dialogue above.
21. Read the following sentences, using intonation patterns you find suitable. Use them in conversational situations of your own:
Mine's rather an old-fashioned model compared to yours.
It's much too big to be seen in an hour or so.
There doesn't seem to be anything radically wrong with you.
We have ice-cream twice a week and we never have cornmeal mush.
I can't wait here all day.
I wish you'd told me earlier.
It's all very well to make promises.
I can't possibly finish it.
Come on, Nora. We are going to miss that train.
Peter's not old enough to make up his mind about such things.
Are you sure you don't want to be a farmer, Robert?
I'd never have gone if I had known it was going to be so silly.
Don't you see what a good thing it was that you met me?
I shall speak to Edward the moment he comes in.
I was hoping I might be of use to you.
I find some of the talks very interesting, too.
He is getting on quite well, thank you.
Mind you don't miss the train, Peter.
I prefer red if you've got it.
I should like to read it, when you've finished with it.
We can walk there if there's time.
You'll be late if you don't hurry up.
I don't understand you when you speak so fast.
That's quite right as far as I know.
You must buy the tickets beforehand if you want to see the play.
I'll meet you tomorrow if nothing prevents.
We'll hear "Carmen" tomorrow if I manage to get tickets.
I must put up with it since it can't be helped.
Everybody became silent when he began playing the piano.
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