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Listen to your fellow-student reading the replies, tell him (her) what his (her) errors in intonation are.
6. Listen to the Verbal Context suggested by the teacher. Reply by using one of the sentences below. Pronounce it with Intonation Pattern X. Say what attitude you mean to render:
Give your own replies to the Verbal Context of Ex. 1 and 6. Use Intonation Pattern X.
8. The teacher or one of the students suggests a Verbal Context The students reply to it in turn using:
A) statements conveying personal concern, involvement or protest;
B) special questions sounding unpleasantly surprised, displeased or protesting;
C) general questions sounding impatient, protesting;
D) imperatives sounding lively, with a note of critical surprise;
E) exclamations conveying affronted surprise, protesting. Continue the exercise until everyone has participated. Work in pairs.
9. Read the following extracts. Observe the position of the logical stress:
"Tell her that you intend to marry her, but after you return from this outing, not before." (Гл. Dreiser. "An American Tragedy")
"You don't live here?" — "No," I said, "I don't. You wouldn't if I did." [J. K. Jerome. "Three Men in a Boat")
"She was so pretty and cute. Yet she was a working girl, as he remembered now, too — a factory girl, as Gilbert would say, and he was her superior. But she was so pretty and cute." (Th. Dreiser. "An American Tragedy")
"In the taxi, returning at last to Chesborough Terrace he proclaimed happily: "First rate chaps these, Chris! Has been a wonderful evening, hasn't it?" She answered in a thin steady voice: "It's been a hateful evening!" (Cronin. "The Citadel")
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