Listen how the speaker on the tape reads the following sentences with direct address at the beginning of the sentence. Imitate the reading.
Porter, will you see to my luggage, please? Patrick, what do you do every day?
Practise reading the sentences. Be sure to form a separate intonation group expressed by direct address. Concentrate on the terminal tones of the intonation groups.
Listen to your fellow-student reading the simple sentences with direct address at the beginning. Tell him what his errors in intonation are.
Act as if you were a teacher in class. Address your pupils.
Address a friend of yours.
Listen how the speaker on the tape reads the following phrases
with direct address at the end of the sentence. Be sure to
make it half-stressed.
Don't be obstinate, Martin. Don't mention it, my dear chap.
Put the direct address of the phrases above at the beginning of the sentence. Concentrate on the changes in intonation. Practise reading the sentences.
Look through the two columns of sentences and say the difference in their sentence structure. Now read the sentences ob-
serving the difference in the intonation of the sentences. What kind of mistake would you make if you read each pair of the sentences alike?
I don't know Mrs. Smith. He doesn't remember John.
I don't know. Mrs. Smith. He doesn't remember, John.
9. Change the given questions so that there should be a direct
address at the end of the sentence. Read them. Now place the
direct address at the beginning of the sentence. Be sure to
observe the difference in the intonation of these sentences.
Practise reading the phrases.
Do you remember Bill? Have you forgotten Miss Smith? Can you hear Helen?
10. Look for conversational situations in the book you are reading or in the texts on the tape illustrating the intonation of direct address in all positions. Mark the stresses and tunes. Practise reading the situations.
11. Make up conversational situations with direct address in various positions. Do not forget particular occasions you address people on.
Parentheses
1. Listen how the speaker on the tape reads the following sen
tences. Concentrate on the intonation of parenthetical words
and phrases at the beginning of the sentence. Imitate the
reading.
In my opinion, he deserved all he got. Unfortunately, she already knows. Frankly, I can't afford it.
2. Practise reading the sentences. Concentrate on the intonation of the parenthetical phrases.
3. Listen to your fellow-student reading the sentences above. Say what his errors in intonation are.
4. Now read the sentences below pronouncing the parenthetical phrases with the Low Fall, the Low Rise or the Fall-Rise. Observe the difference in meaning.
As far as I know, he is stubborn. In my opinion, it serves you right. Personally. I'm not very keen on opera.
5. Listen how the speaker on the tape reads the following sen
tences. Concentrate on the intonation of the parentheses in
the sentence medial or final position. Imitate the reading.
I'm not good at *a.nguages, you know. Could 1 fix an appointment for her tomorrow, at three o'clock, say?
6. Practise reading the sentences. Be sure to pronounce parentheses in the sentence medial and final positions correctly.
7. Listen to your fellow-student reading the sentences of Ex. 5. Tell him what his errors in the pronunciation of parentheses are.
B. Read the given sentences with parentheses in different sentence positions. Be sure to pronounce them correctly. If possible change the place of the parentheses and read the sentences again. Observe the difference in their intonation.
Fortunately for me, it was a translated version. By the way, did you hear "Carmen" the other night? I say, I've just had a promising proposition.
J. Listen to the dialogues on the tape you have worked with. Pick out of them all the phrases with parentheses. Practise reading them. Make up conversational situations with them.