Pattern Two. (Low Pre-Head+) Falling Head + Fall-Rise

(+ Tail)

Stimulus Response

You liked the film, didn't It's more interesting than I ex-

you? pected.

I shan't go with you. What made you change your

mind?

Pattern Three. (Low Pre-Head +) High (Medium) Level Head + High Fall + Rise (+ Tail)

Stimulus Response

I promise to do it by Friday. It's all very well to make

promises.
How can we let her know Why not go and tell her every-

about it? thing frankly?


Pattern Four. (Low Pre-Head +) Sliding Head (High Falls) + High Fall + Rise (+ Tail)

Stimulus Response

/ve lost my book somewhere. It's no use looking for it in the

dressing-table.
Wait till I'm free. Can't we go by ourselves there?

3. Listen and then read the following conversational situations in pairs keeping in mind the tasks given below and using one of the Fall-Rise patterns in the response. Make up micro-dia­logues with the same responses.

(a) You agree with the first part of the question but disagree
with the rest.

Stimulus Response

Have you been to Spain and I've been to Spain. i

Portugal? Did you meet Jane and Susan I met Jane.

after all?

(b) You agree with the point mentioned but disagree that ev­
erything is like that.

Stimulus Response

I think swimming is boring Well, swimming is.

to watch — like all sports.
I think London is nice — Well, London is.

like most English cities.

(c) You keep warning your fellow student to be careful.

Stimulus Response

Look! I can climb this wall. Don't fall, Carol.

Oh I'm quite safe, I've done Be careful!
it thousands of times before.

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

— Have you ever done any work with synthetic speech <

— Yes, a fair amount, actually.


— Does it really mean that machines talk?

— Well, if. depends what you mean by talk. Certainly the machines produce sentences electronically.

— Do they, now? What does it sound like?

— Well, again, it depends. If you're trying really hard you can get it fairly like.

— Well isn't that what you want?

— Not necessarily. You see, we use them to try and find out about speech^ and the sort of question we ask them is how little they can do and still produce something intelligi­ble.

— I'm afraid I don't follow that.

— Well, the sounds produced by a human voice are enormously complex. And a lot of the information they convey is purely personal. "What sex the speaker is", "what age", "where from", and so on. Now what we want to know is whether you can get rid of these personal fea­tures and still convey information.

— I see. And you can't do this with a human voice, so you use the machines.

— That's it. It's so much easier to control them.

— And that's why they don't sound very like, like.

— Exactly.

— I'd like to listen to one of them sometime.

— That's not difficult. Come along one day, and I'll intro­duce you.

5. Two fellow-students are discussing a party they are going to have in their hostel. Read the dfalogue 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. 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.

— Well we'd better-make a list of the people we're going to invite. There's the Smiths and John...

— We ought to invite John.

— But not the Smiths? All right. But Chris Smith is rather nice, I think.

— Yes, Chris is.


— I suppose his wife is, slightly strange. She's attractive though.

— She's certainly attractive.

— She has a charming voice too.

— She has a charming voice.

— I see you're jealous!

GROUP VIII, MID-LEVEL

la.Listen to the stimulus and respond to it in the intervals. Make sure that your voice neither falls nor rises but stays on the same mid-level tone.

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

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

Pattern One. (Low Pre-Nucleus +) Mid Level (+ Tail)


Model: What do you do on Sundays?


Generally }l "* go to the ^country.


 


Stimulus

When do you want me to

come? How did you like the

performance?


Response If you can come right away.

For the most part it was enjoying.