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The exercises below are meant to revise the intonation patterns you already know.

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  6. Below the text.
  7. Chapter II. melody as the main component of intonation
  8. Comprehension exercises
  9. Construct the sentences using the prompts below and then make them negative and interrogative.
  10. Do the quiz. Guess the names of the people described below.

I. Read the following conversational situations. Define the communica­tive type of the replies. Say what attitudes are conveyed in them. Give your own replies to the same conversational contexts;

What is your favourite subject? English.
He is at the institute. Where, do you think?
I'll do it myself. Don't.
Here's a note for you. Thanks.
What do you think of the picture? It's a true masterpiece.
May I have your book? What do you want it for?
I shan't speak to him any more. Don't be silly.
Come and look out here. What a wonderful view!
Have you seen him? I have.
Fm twenty-two. How old are you?
(Teacher to class) Go on.
So you think he's not coming. Exactly.
I'm waiting for Mary. When is she coming?
We are having a party tonight. Don't stay too long there.
See you tomorrow. Good-bye for the present.
He's coming on Saturday. On Monday, I think.
May I leave you for a mo­ment? Be quick, then.
I'll leave on Friday. No, on Saturday. Well, make up your mind.
What's that dress made of? It's pure wool.
Which bus shall we take? Which one do you prefer?
I can't do it so quickly. Tell me how I can help you.
You've done a lot for him. Not in the least.
I'm so sorry for her. She You've no reason to worry.
seems to be terribly ill. She'll be well very soon.
I don't think much of this book. I'm not taking it. Which do you prefer, then?
Thanks awfully. Don't mention it.
I'm afraid I can't help you. Very well.

2. Read the following dialogues. Express the suggested attitudes:

— What troubles you? [sympathetically interested)

— I'm quite unwell. I feel giddy and I can hardly stand on m legs. (serious)

— Any pain? (sympathetically interested)

— Yes, I've a sore throat. (conveying personal concern)


— Shall I have to stay in bed long? (genuinely interested)

— No, not more than a week, I hope. (uncertain)

— And shall I take any medicine? (genuinely interested)

— Yes, certainly. Here is a prescription for you. (weighty, catt goric)


— What is your temperature? (sympathetically interested)

— It's thirty-eight point seven.

— Please strip to the waist. I shall examine you. How long have you felt this way? (sympathetically interested)

— Several days already. I've been taking pills, but I don't feel any better.


A.: Hello, Pete, what's happened to you? Why is your arm in a sling? (sympathetically interested)

P.: I had a bad fall and broke my arm.

A.: How awful! Have you any pain now? (interested)

P.: It still hurts, but not so much as before. (reserving judge­ment)


D.: What's troubling you? (interested)

A.: One of my front teeth is working loose.

D.: You have to have this one out. It's a pity you didn't have it looked at before. (grumbling)

A: I wish I had. (conveying personal concern)


— I have an abscess on my finger, it hurts me awfully. (seri­ous)

— Did you run a splinter into your finger? (interested)

— No, I happened to pick it with a wire.

— What did you do for it? (searching)

— I did nothing, I thought it would heal by itself.

— That was not very clever of you. (reprimand)


— Your voice is hoarse and your face is flushed. You must have a cold. I'm sure. Where did you manage to get it? (sympathy)

Idon't know myself. I must have caught cold last night, when I took my coat off.

— How thoughtless of you, the evening was cold and windy. (reproachful) Now you'll have to stay in.

3. a) Listen to the dialogue. Mark the stresses and tunes. Find sense-groups and sentences pronounced with intonation Patterns I, II; III, IV, V, VI, VII, VIII. Say what kind of sentences they are used in. Define the attitudes expressed in them:

— Let's have tea in the garden, shall we?

— That's a good idea. Shall I take the table out?

— Yes, please. And the chairs too.

— Right. Where shall I put them?

— Oh, anywhere. I'll bring the tea.

— Good. We'll have the table here and the chairs here.

— Why have you put the table there?

— Well, you said anywhere.

— Yes, but you must be sensible. It'll be too hot there.

— Where shall I put it then?

— Bring it under the tree here. That's better.

— Now perhaps we can have some tea.

— Oh, dear. I'm sorry I've forgotten the sugar. Would you mind getting it for me?

— Not at all.

— Now where did I put the milk? Ah, here it is.

— Here's the sugar.

— Thank you. That's your cup.

— Thank you. This is very pleasant.

— It is, isn't it? But I'm a bit cold here. Do you think you could move the table again? I'm sorry to be a nuisance.

— All right. I'll put it back where it was. Is that better?

— Much. Where are you going?

— I'm going indoors. For a bit of peace and quiet.

B) Record your reading of the dialogue. Play the recording back for the teacher and your fellow-students to detect the possible errors. Practise the dialogue for test reading. Memorize and dramatize it.

c) Make up conversational situations, using the following phrases:

Let's .... shall we? It'll be too ... .

That's a good idea. That's better.

Yes, please. Now, perhaps, ... .

Right. Oh, dear, I'm so sorry.

Oh, ... . Not at all.

Well, you said ... . Do you think you could ... ?

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