Pattern Four. (Low Pre-Head +) Stepping Head + Rise Fall

(+Tail)

Stimulus Response

Why are you so angry with I don't think you're aware of

her? what she's done.

She refused to help us again. What is the use of asking her

favour?

3. Listen and then read the following conversational situations in
pairs keeping in mind the task given below and using one of
the Rise-Fall patterns in the response.

You sound very impressed by what your fellow-student says to you. Make up micro-dialogues using one of the re­plies.

Stimulus Response

He's passed his finals. Marvellous.

I've managed to get some How exciting.

seats for the ballet.

Do you like my new dress? It's lovely.

4. Listen carefully to the dialogue below. Mark the stresses and
tunes. Your teacher will help you and all the members of the
class to intone the dialogue correctly. Practise reading your
corrected variant. Act the dialogue in pairs.


— Oh, there you are, Peter! At last!

— Sorry to be so late, Frank. I expect you thought I was never going to turn up.

— Well, I've begun to have my doubts, 1 must admit. And it's pretty chilly waiting here; another five minutes and I'd have needed treatment for frost bite. However! What's been keeping you this time?

 

— Oh, it's been one of those days when everything seems to go wrong.

— I thought all your days were like that!

— No, honestly! Take this morning, for instance: alarm clock fails to go off; miss my train; late for the office; boss early for once; acid comments on persistent unpunctuality; unpleasantness all round.

— Yes, but that w.as this morning. And in any case, I don't suppose you were an hour late then, were you?

— All right. Don't rub it in. And don't exaggerate, either. It's less than an hour I'm late, actually.

— Fifty-five minutes, or thereabouts. You're right,
though. I wasn't that much late this morning.

5. Read the dialogue silently. Underline the communicative centre in each phrase and decide what attitude should be expressed in it. Mark the stresses and tunes, keeping the attitude constantly in mind. Do not forget that one of the partners sounds impressed. It is not expected that each member of the class will mark the dialogue in exactly the same way. Practise reading your corrected variant- Memorize the dialogue and act it with your fellow-student.

— Did I tell you I went to Switzerland for my holiday?

— Well.

— I flew there by jet.

— Did you?

— It only took an hour and a half.

— Quick.

— Yes, but we had to wait an hour at London Airport. Fog, you know, is dangerous.

— Well when you fly a lot, you get used to it/

— Oh.

— I remember once I was flying over the Alps when one of the engines stopped.

— Good heavens.


GROUP ΓΣ. THE LOW RISE

la.Listen to the stimulus and respond to it in the intervals. Make your voice rise from a low level to a medium pitch when pronouncing the nuclear tone.

lb. Pronounce each response several times until it sounds per­fectly natural to you.

lc. Listen to your fellow-student reading the responses. Tell him what his errors in pronunciation are.

Pattern One. (Low Pre-Head +) Low Rise (+ Tail)

Model: You haven't spoken I ,have. to him.

Stimulus Response

You know where John lives. Yes.
He must help you. How?