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EXERCISES. Read the following conversational situations, intone the replies according to the suggested attitudinal meanings and read them properly




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Read the following conversational situations, intone the replies according to the suggested attitudinal meanings and read them properly. Statements (conveying personal concern or involvement, sounding inte­rested, lively, airy)

Now what have you done to Mary? - Nothing.

Who's been eating my grapes? - No one. No one has. No one's been eating your wretched grapes. Which will you take, Henry? - This one. That one.

How many of his books have you read? - All of them. None of them.

When did you see him? - On Thursday. (I thought you knew.)

Would you like to join us? - I'd love to.

Come on. Let's get going. - We can't. It's raining.

It was all your fault. - But it wasn't. And I can prove it.

Special questions (lively, interested)

I shall have to give it to him. - Why?

I'm going to Switzerland. - When?

You'll never guess who's here. - Who?

You can win easily. - How?

He's 'coming to stay with us. - When, may I ask?

I mustn't take them. - Why mustn't you take them?

Sorry to be so late. - What's happened?

I ought to write to him. - Why bother?

Hallo, Dennis. - How are you?

I said no such thing. - What did you say, then?

Today's out of the question, too. - When can you come, may I ask?

General questions (conveying mildly surprised ac­ceptance of the listener's pre­mises)

I like it here. - Do you?

She is thirty five. - Is she?

They won't help us. - Won't they?

I can't bear cats. - Can't you?

I must be home by six. - Must you?

I ought to go to the lecture. - But will you go, do you think?

Imperatives (expressing warmth)

Do you think this hat will fit me? - Try it.

He'll be terribly angry. - Let him.

A letter won't reach Ann in time. - Phone her, then.

He doesn't want to play. - Then make him.

I'm awfully sorry. - Forget it.

He can't afford to pay. - Well give it to him, then.

Exclamations (very emotional)

He's over seventy. - Well!

Alice is coming as well. - Really! Splendid!

Will you have a drink? - Thank you!

That you Mr. Archer? - Good morning! Good morning to you.

I'll give it to you. - How lovely!

I'm most grateful to you. - Don't mention it, my dear chap.

She says you're to blame. - What nonsense!



Isn't it a lovely view! - Enchanting!

 

INTONATION PATTERN IX(LOW PRE HEAD+) RISING HEAD+HIGH FALL (+TAIL)

I wonder when Alice's train is due. - Look it up in the time-table.

Stress-and-tone mark:the first stressed syllable [ ]

The syllables of the Rising Head preceding the High Fall gradualIy carry the pitch up.

This intonation pattern is used:

1. In statements, conveying personal concern, involvement, disgruntled protest. e.g. Haven't you brought the car? - You didn't ask me to.

2. In questions: a) In special questions sounding unpleasantly surprised or displeased, protesting. e.g. Send them at once. - Where to?

b) In genera1 questions, protesting, sometimes impatient. e.g. Thursday's a hopeless day for me. - Can't we make it a Friday then?

3. In imperatives, lively, with a note of critical surprise. e.g. What shall I do? - Try it again.

4. In exclamations,conveying affronted surprise, protesting. e.g. John's coming. - What an extraordinary thing.


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