INTONATION PATTERNS AND MEANING

Все темы данного раздела:

TO THE STUDENT
When a student can reproduce the natural flow of living speech he will certainly feel an artist's satisfaction. To achieve it three things are necessary: (1) to practise intelligently; (2) to un­de

Chapter 1. THE ORGANS OF SPEECH AND THEIR WORK
In any language people speak (if they have no physical defects) using their organs of speech (Fig. 1). ••••-; Hard Palate

Fig. 1.
Larynx Vocal Cords The air stream released by the lungs goes through the wind­pipe and comes to the larynx, which contains the vocal cords

QUESTIONS AND TASKS
Now make sure that you can speak on these items: 1.The direction of theair stream released from the lungs. 2. Three different st

Chapter II. ARTICULATION AND BREATHING PRACTICE
In order to acquire correct pronunciation, to manipulate the organs of speech one is to be taught breathing technique. The first and the most important thing in any system of voice exer­cises is th

EXERCISES ON DEVELOPING DEEP BREATHING
1. [This exercise should be taken every morning and evening before an open window.] Stand straight with your hands on hips and shoulders back and down. Close the mouth. Now draw a slow

I. Exercises for the Opening Of the Mouth
1.(a) Keep the mouth closed with the lips pressed together (Fig. 2). (b) Drop the lower jaw as low as possible. The mouth should be wide open (Fig. 3). (c

Fig. 2. Fig. 3. Fig. 4. Fig. 5.
3. (a) Open the mouth as wide as possible. (b) Close the mouth gradually in three equal times. (c) Practise the exercise counting "four" (see Figs. 3, 5, 4, 2).

Fig 6. Fig. 7
3. (a) Press the lips, then make them neutral. Now round them. (b) Now slightly protrude the lips as for the Russian sound [y]. (c ) Take the position of the lips pressed together.

Fig. 10. Fig. 11.
10. (a) Take a thin sheet of paper and put it before your lips (Fig. 12, a). (b) Press the lips together. (c) Push air through the mouth as strongly as possible, pro­nouncing the

Exercises for the Tongue
1.(a) Open the mouth so that the separation of the jaws could be considerable and you could see the tongue. (b) Put the tip of the tongue against the lower teeth (Fig. 13,

Fig. 14. Fig. 15.
5. (a) The mouth is wide open. (b) Put the blade of the tongue on the teeth ridge. (c) Push the air through the mouth very quickly so that the strong friction is heard. (

IV. Exercises for the Soft Palate
1.(a) Take a mirror, turn your back to the light, open the mouth wide, keep the tongue as low as possible and say "Ah", as if the doctor wanted to examine your t

Chapter I. SOUNDS AND PHONEMES
Speech sounds are grouped into language units called pho­nemes. A phoneme may be thought of as the smallest contras-tive language unit which exists in the speech of all people be­longing to the sam

THE DEGREE OF NOISE
According to the degree of noise English and Russian conso­nants are divided into two big classes: Class A. Noise consonants. Class B. Sonorants. A. In the production of

Main Principles of Classification of Consonants
  According to the Degree of Noise Class A. Noise Consonants Class B. Sonorants Vary: 1 .• In the manner

Classification of English Noise Consonants According to the Degree of Noise
  Class A. Noise consonants   b, d.g.v, 0.z, 3,03 p, t. k, Г. 0. s.f.!f.h According to th

THE MANNER OF ARTICULATION
The manner of articulation of consonants is determined by the type of obstruction. The obstructions may be complete, in­complete and momentary. When the obstruction is complete the organs of speech

Classification of the English Noise Consonants and Sonorants According to the Manner of Articulation
  Noise Consonants Sonorants Occlusive stops (plosives) Constric­tive frica­tives Occlusive-con­stric

THE PLACE OF ARTICULATION
The place of articulation is determined by the active organ of speech against the point of articulation. There may be one place of articulation or focus, or two places of articulation or foci when

The Classification of English an Russian Foreiingual Consonants According to the Position of the Tip of the Tongue
  Apical Dorsal Cacuminal English Russian English Russian English

Articulation
  Labial   Lingual     Glottal   Bila­bial

English Stops
  ^~"-~~-^_^ According to the place —^_^ of articulation According ^~^~-^___^ to the force of articulation-^-^^^ Bilabial Fore

Fig. 19.
Definition,[t, d] are occlusive, plosive, forelingual, apical, alveolar; [tj is strong and voiceless, [dj is weak and voiced, in final position it is partly devoiced.

Fig. 21
voice Definition,[k, g) are occlusive, plosive, backlingual, velar; [k] is strong and voiceless, [g] is weak and voiced, in final position it is partly devoiced.

QUESTIONS AND TASKS
1. Why are the occlusive plosive consonants called 'stops'? 2. Define the stops according to the place of articulation. 3. How are stops divided according to the work of the vocal

Kg. 22. Fig. 23.
Definition,[f, vj are constrictive fricative, labio-dental; [f] is strong and voiceless, [v] is weak and voiced, in the final position it is partly devoiced. Artic

Fig. 24. Fig. 25.
Articulation.1. The tip of the tongue is either close to the edge of the upper teeth or slightly projected between the teeth. 2. For [9] the vocal cords do not vibrat

Fig. 28.
Definition, [f,3] are constrictive fricative, forelingual, apical, palate-alveolar, bicentral; [Г] is strong and voiceless, [3] is weak <md voiced, in final positio

QUESTIONS AND TASKS
1. What consonant sounds are called 'fricatives'? 2. What fricatives are bicentral? 3. How are fricatives classified according to the place of articula- tion? 4.

QUESTIONS AND TASKS
1. What consonants are called 'affricates' and why? 2. What is the main difference between occlusive and occlu­sive-constrictive consonants in the manner of releasing the obstruction?

English Sonorants
  ^ч. Place of ^•n. articulation Manner of ^ч. articulation ^v. Labial Forelin-gual api­cal alveo­lar Forelin-gual api­cal post

OCCLUSIVE NASAL SONORANTS
  |m] occurs in all word positions, spelt "m, mm, mb, mn", eg mean, summer, seam, comb, autumn Definition,

Definition.(1] is constrictive, lateral, forelingual, apical, alveo-l.ii.
Articulation. 1. The tip of the tongue is in firm contact with llie alveolar ridge. If the word is formed of a verb, no [gj is pronounced, eg sing — «i/ii/w. han

Fig. 36. Fig. 37.
2. The soft palate is raised and the air goes freely to the mouth. 3. The sides of the tongue are lowered and the air can pass between them and the palate. 4. The vocal cords are

QUESTIONS AND TASKS
1. What is the main feature of sonorous consonants? Enumerate the English sonorants. 2. What advice regarding the position of the soft palate would you give to a fellow-student who

Chapter III. MODIFICATION OF CONSONANTS IN CONNECTED SPEECH
The complete articulation of a speech sound — a vowel or a consonant — when said by itself in isolation consists of three stages: 1. The on-glide stage during which the articulating

CONSONANT INFLUENCES CONSONANT
In Modern English it is mainly consonants that are assimilat­ed. When the two adjacent sounds are consonants there occur most striking assimilative changes. Since the articulation of any speech sou

FUNDAMENTAL CONSONANT ALLOPHONES
Since all the allophones of the same phoneme differ accord­ing to the phonetic context in which they occur, it is necessary to give examples of those allophones which exhibit striking changes of ph

QUESTIONS AND TASKS
1. What is assimilation? 2. What features of the articulation of a consonant may be af­fected by assimilation? 3. Give three examples illustrating different degrees of assimila-

Fig. 45.
Definition,[d] is back, open (broad variant), rounded, short. Articulation.This vowel is articulated with the mouth wide open and slight open lip-rounding

Fig. 46.
Definition,[э:] is back, open (narrow variant), rounded, long. Articulation.The tongue is in the back part of the mouth. The back of the tongue is ra

Fig. 47.
Definition,[u] is back-advanced, close (broad variant), rounded, short. Articulation.The whole body of the tongue is in the back part of the mouth. -The p

Fig. 49.
Definition,[з:] is central, mid (narrow variant), unrounded, long. Articulation.The tongue is almost flat. The central part of the tongue is slightly high

Fig. 52.
Definition, [u:]is back, close (narrow variant), rounded, long. Articulation.The tongue is in ,the back part of the mouth. The back of the tongue is rather high in

QUESTIONS AND TASKS
1. Suppose that a fellow-student pronounces the Russian {и] in­ stead of the English (ij. Keeping in mind what you know about the articulation of the English vowel tell him what to do t

Ai, ay ei, ey
[a] ■ take, paper, made ea - main, say eigh ■ vein, grey, they great, break eight, neighbour

Fig. 53.
Definition. The nucleus of the diphthong is front, mid (nar­row variant), unrounded. Articulation. The nucleus is the vowel [ej (see p. 91). For the qiide the tongue moves upward in the di

Fig. 56.
The sound [зо] occurs in all positions of the word, eg орел, road, no. Allophones.The nucleus of the diphthong [зо] is longer in the open syllable, it is shorter in

Fig. 57.
Definition.The nucleus of the diphthong is central, open (broad variant), unrounded. Articulation.The starting point of the diphthong is between the back

Fig. 58.
Definition.The nucleus of the diphthong is the front-retract­ed, close (broad variant), unrounded vowel [i] (not [t]). Articulation. The nucleus is the vowel [ij

Fig. 60.
Definition.The nucleus of the diphthong is back-advanced, close (broad variant), slightly rounded. Articulation.The nucleus of the diphthong

English and Russian Vowels
  ^x The Part x. of the x. Tongue n^ Raised The Height . of the Tongue X. Front Front-retract­ed Central Back-adva

QUESTIONS AND TASKS
1. How would your fellow-student probably pronounce the English diphthong [eij? 2. Suppose that a fellow-student pronounces the Russian sound combination [ajj instead of the English

QUESTIONS AND TASKS
1. Suppose your fellow-student pronounces the Russian [j] and [y] instead of the correct second elements in the English vow­el sequences [aia, аиэ). What would you advise him to do in order to perf

Chapter V. MODIFICATION OF VOWELS IN CONNECTED SPEECH
' -> REDUCTION In English as well as in Russian vowels in unstressed syllables! are usually reduced. The laws of reduction, in these languages are not the

QUESTIONS AND TASKS
1. What phenomenon is called 'reduction'? 2. Name the sounds which are commonly found in the un­stressed syllables. 3. In what kind of words do non-reduced vowels occur in un­stre

Strong and Weak Forma
  Words Strong Forms Weak Forms (quantitative reduc­tion, qualitative reduction, elision of sounds) Examples

С — consonant; "V — vowel 126
Table II, continued   Words Strong Forms Weak Forms Examples she Jb

QUESTIONS AND TASKS
1. Mark sentence-stresses and underline all the content words in the sentence: 'I sent them a photo of the children.' What parts of speech are content words? 2. Mark sentence-stresses and

Chapter I. SYLLABLE FORMATION
A syllable is a speech unit consisting of a sound or a sound sequence one of which is heard to be more prominent than the others. The most prominent sound being the peak or the nucleus of a syllabl

Chapter II. SYLLABLE DIVISION
Syllable formation and syllable division rules appear to be a matter of great practical value to the language learner. They are especially important when it is necessary to know the numbeT of sylla

QUESTIONS AND TASKS
1. What is a syllable? 2. What sounds can form the 'peak' of a syllable? 3. What sonorous sounds are syllabic? 4. What are the two possible ways to pronounce a word with

Chapter I. MANIFESTATION OF WORD STRESS AND ITS LINGUISTIC FUNCTION
i ■ -■ ■ ........................... i One or more syllables of a polysyllabic word have greater promin

THE DEGREES OF WORD STRESS
In English there are three degrees of word stress: stressed syllables (primary stress), half-stressed syllables (secondary stress) and weak or unstressed syllables. A la

THE POSITION OF WORD STRESS
Word stress in English as well as in Russian is free, in the sense that the primary stress is not tied to any particular syllable m all the words. But it always falls on a particular syllable of an

WORDS WITH PRIMARY AND SECONDARY STRESS
The secondary stress is manifested in polysyllabic words with the primary stress on the third or on the fourth syllable from the beginning, eg ,popu'larity, responsibility.

WORDS WITH TWO PRIMARY STRESSES
The following groups of words have two primary stresses: 1. Polysyllables with separable prefixes having a distinct ueaning of their own. Negative prefixes un-, dis-, non-, in- (a

STRESS IN COMPOUND WORDS
Words composed of separable root morphemes are called compounds. The spelling of compound words differs. They may be spelled as one word, with a hyphen or as two separate words. Among comp

WORD STRESS AND RHYTHM
All the above-mentioned words with two equally strong stresses are subjected to the influence of English rhythm in con­nected speech. Thus in a double-stressed word the first element is we

THE DISTINCTIVE FUNCTION OF WORD STRESS
A relatively small number of words of the same morphologi­cal structure differ in the position of word stress. In this case the opposition of accentual structures differentiates the meaning. T

QUESTIONS AND TASKS
1. What factors create the effect of stress in the English words torment (n) ['to:ment] — torment (v) fto:'ment], concert (n) ['konsatl — concert fv) [kan's3:t] and in Russian

Intonation
Chapter I. MANIFESTATION OF INTONATION AND ITSLINGUISTIC FUNCTION ii The information conveyed by a sentence is expressed not only by proper words and gramm

Chapter II. BASIC INTONATION PATTERNS
THE ANATOMY OF INTONATION PATTERNS It is generally acknowledged that voice pitch or speech melo­dy and sentence stress or accent are the two main components of intonation. Though these ele

THE HEAD
The head in English is an extremely flexible segment. It stretches from the first stressed syllable up to (but not including) the nuclear tone. Head patterns are classified into three majo

The Low Pre-Head The Low Pre-Nucleus
The Low Pre-Head may occur before any head and the Low Pre-Nucleus is usually heard before all the nuclear tones. (b) If unstressed or partially stressed syllables are pronounced highe

Ie High Pre-Head The High Pre-Nucleus
The High Pre-Head usually occurs before descending and <iigh or medium level heads. The High Pre-Nucleus can be leard before almost any nuclear tone. So the рге-heads may

Table of Notation in the Text
  Pre-Heads Heads Nuclear and Terminal Tones Tails |~1 — the High Pre-Head I,J — partially stre

EMPHASIS
Intonation groups and sentences can be made to sound more lively, more emotional and more emphatic by means of pitch, i.e. various sections of pitch-and-stress patterns, cf: I ^didn't with

QUESTIONS AND TASKS
1. By means of what sections of pitch-and-stress patterns can intonation groups and sentences be made to sound more em­phatic? 2. How can the High Pre-Head intensify the meaning of

CLASSIFICATION OF INTONATION PATTERNS
Different combinations of pitch sections (pre-heads, heads and nuclei) may result in more than one hundred pitch-and-stress patterns. But it is not necessary to deal with all of them because some p

Pitch-And-SLress Groupe Usage
    Low Fall High Fall Rise-Fall Low Rise High Rise Fall-Rise Rise-Fall

QUESTIONS AND TASKS
1. How are the patterns of Group I divided according to their usage? 2. Why can Patterns One, Two, Three be referred to the same group according to the expressed attitude? 3. What

Y1-- -Л1.--Л.1---У
   

QUESTIONS AND TASKS
1. Why do all the patterns with the Rise-Fall have occasional emphatic usage? 2. How do they all sound? Give your own examples. 3. Suppose you want to sound impressed, awed, smug

Level Head Level Head
eg Statements: I ,know it. (No Head) I'll re^pair it as 'soon as I /Can. (F. H.) It's "»all ,right. (H. L. H.) It's _, no trouble at ,all. (M. L. H.) General questio

Scandent Head
  eg Statements: General questions: Special questions: Imperatives (requests): Exclamations: There's vno 'need t

Continued
  Common Emphatic Usage Pattern Four (L L. H.) guarded, reserving some judgement, critical, disapproving, wondering, resentful; in

QUESTIONS AND TASKS
1. How are the patterns of Group IV divided according to their usage? 2. Give examples with every sentence type pronounced with Patterns One, Two, Three. Say what attitudes are conveyed in

Quot;Л1------- Л
eg Statements: High Level Head Medium Level Head I ""* don't revmember I'm a,fraid. (H. L. H.) I _»d

QUESTIONS AND TASKS
1. What attitudes are conveyed by the speaker in phrases pro­nounced with Patterns One and Two? 2. If a speaker wants to contradict somebody, sound grumbling and reproachful, what pattern

Chapter 111. INTONATION PATTERNS AND SENTENCE TYPES
In this chapter we shall consider the effect of theintonation patterns in association with each of the five main sentence types: statements, special questions (very often called 'w

I. STATEMENTS
1. Statements are most widely used with the Low (Medium) Fall preceded by the Falling Head or the High (Medium) Level Head. In all these cases they are final, complete and definite, eg: It

III. GENERAL QUESTIONS
1. General questions are most common with the low risincj tone preceded by the Falling Head or the High (Medium) Level Head. With these patterns they sound genuinely interested, eg:

B. Requests
1.Requests with the Low Rise preceded by the Falling or the High (Medium) Level Heads sound soothing, encouraging, per­ haps calmly patronising, eg: -* Don't ,move

The falling-rising tone may be also treated as a more expressive variant I l he rising tone.
The terminal tone of the final intonation group is generally determined by the communicative sentence type and the atti­tudes conveyed by the speaker. Statements commonly sound ■ itti the Low

Adverbial Phrases
Adverbial phrases at the beginning of a simple sentence nor­mally form a separate intonation group pronounced with the Low Rise or the Mid Level, eg: > Yesterday | I "* stayed ^ in

Enumeration
Enumeration in simple sentences is represented by a number of homogeneous parts. Each of them is pronounced as a separate intonation group. The terminal tone of the final intonation group

Disjunctive Questions
Disjunctive questions being simple sentences consist of at least two sense-groups represented by a statement (affirmative or negative) and a tag question (negative or affirmative), corre­sponding t

Direct Address
Direct address can stand in sentence initial, medial and final positions. In sentence initial position it commonly forms an into­nation group pronounced with the Low Fall in formal, serious speech

Parentheses
Parentheses, consisting of a word, word combination or a clause show the speaker's attitude towards the idea expressed in the sentence, connect the sentence with another one or summa­rize what is s

Parentheses
Parentheses, consisting of a word, word combination or a clause show the speaker's attitude towards the idea expressed in the sentence, connect the sentence with another one or summa­rize what is s

COMPOUND SENTENCES
The sequence of tones in compound sentences consisting of two or more coordinated clauses depends on the degree of their semantic unity. If the non-final intonation group (a clause) is

COMPLEX SENTENCES
Complex sentences contain the principal clause and one or more subordinate clauses. The latter may follow the principal clause, precede it or break the main clause into two parts. If the s

QUESTIONS AND TASKS
1. What determines the choice of the final terminal tone? 2. Explain the use of the low rising tone in the sentence: '/Sometimes | I Vcome 'home xearly.' What

QUESTIONS AND T.SKS
1. In what way are tie words in a sentence made prominent? 2. How is the promnence of words realized? 3. What is the mail function of sentence-stress? 4. Which is the mot

QUESTIONS AND TASKS
1. What is speech rhythm? 2. What are the characteristic features of English rhythm? 3. How does the English rhythm differ from Russian? 4. What is a rhythmic group?

Chapter I. GENERAL CONSIDERATIONS
Phonostylistics came into existence as an attempt to start bridging the gap between linguistic and extra-linguistic factors in analysing stylistic differentiation of oral texts. Phonostyli

Words that Imitate Sounds Produced by Animals
  RUSSIAN ENGUSH SPANISH DANISH JAPANESE гав-гав bow-wow guau-guag

QUESTIONS AND TASKS
1. Speak on linguistic and extra-linguistic factors. What is the difference between them? 2. How did phonostylistics come into existence? 3. What does the term "phonostylisti

Chapter II. STYLISTICUSE OF INTONATION
Intonation plays a central role in stylistic differentiation of oral texts. Stylistically explicable deviations from intonational norms reveal conventional patterns differing from language to langu

Intonational Styles and Speech Typoliogy Correlation
  Speech typology- Intona- tional styles Varie­ties of langu­age Forms of com­munica­tion Degrete of speeich prepared­ness

Pattern Two: (Low Pre-Head +) FalUng Head + High FaU (+ ТаШ
Statement Attitude:final, categoric, complete, definite, involved, eg: Stimulus: It's his turn now. Response: I Iquite 'thought it was VMINE.

Pattern Six: (Low Pre-Head +) Scandent Head + Low Rise (+Tail) on
Pattern Seven: High Pre-Nucleus + Low Rise (+ Tail) The attitudesare basically the same as those conveyed by Patterns 1—3, but the meaning is intensified.

Pattern Three: (Low Pre-Head +) Rising Head + High (Medium) Rise (+ Tail).
Special Question Attitude:unpleasantly surprised, puzzled, sometimes disapprov­ing, eg: Stimulus: They behaved like a couple of stuffed dummies.

Pattern Four: (Low Pre-Head +) Climbing Head + High (Medi­um) Rise (+ Tail).
The attitudesare basically the same as those conveyed by Pattern Three but the meaning is intensified. Special Question Stimulus: Why didn't you write to t

Pattern Two: (Low Pre-Head +) Falling Head + Fall-Rise (+ Tail).
Statement Attitude:grudgingly admitting, reluctantly or defensively dis­senting, concerned, reproachful, hurt/reserved, tentatively sug? gesting, eg: Stimulus:

Pattern One: (Low Pre-Nucleus +) Mid-Level (+ Tail) or
Pattern Two: (Low Pre-Head +) High (Medium) Level Head + Mid-Level (+Tail) Attitude:conveying the impression of non-finality, expectancy, hesitation; some

QUESTIONS AND TASKS
I 1. What are the characteristic features of informational (formal) ( style? Analyse and read extracts exemplifying this style. Take ', into

Assimilation
1. This exercise illustrates some special pronunciation which the stops have When immediately followed by [n] or [m]. There is no sound at all between the stop and [n] or [mj. Learners must endeavo

Diphthongoids
1.Listen how the speaker on the tape reads the following words. easy, eager, sea, tea, seem, please, meat, weak 2. Read the words yourself. Pay attention to the v

Diphthongs
(ei] 1.Listen how the speaker on the tape pronounces the following words: aim, aid, day, bay, name, same, late, fate 2. Read the wor

MODIFICATION OF VOWELS IN CONNECTED SPEECH
Reduction 1. Transcribe the following words, paying particular attention to the location of the stresses and to the vowels in the unstressed syllables. Underline them. hopeless, e

INFORMATIONAL (FORMAL) STYLE
1. This exercise is meant to develop your ability to hear and reproduce the kind of intonation used in informational style (news coverage). (a) Listen to the following broadcast ne

SCIENTIFIC (ACADEMIC) STYLE
1. This exercise is meant to develop your ability to hear and reproduce the kind of intonation used in a lecture on a scien­tific subject. (a) Listen to the following lecture carefully, se

DECLAMATORY STYLE
1. This exercise is meant to develop your ability to hear and reproduce the kind of intonation used'in reading aloud a piece of descriptive prose. (a) Listen to the following text carefull

Those Evening Bells
Those evening bells! Those evening bells! How many a tale their music tells, Of love, and home, and that sweet time, When last I heard their soothing chime! Those joyous hours are passed away! And

Bonnie Bell
The smiling spring comes in rejoicing. And surly winter grimly flies: Now crystal clear are the falling waters. And bonnie blue are the sunny skies; Fresh o'er t

PUBLICISTIC STYLE
1. This exercise is intended to develop your ability to hear and reproduce the kind of intonation used in publicistic style (ora­tory and speeches). (a) Listen to the following text carefu

FAMILIAR (CONVERSATIONAL) STYLE
All the exercises given here for Groups I—VIII are meant to develop your ability to reproduce intonation patterns in proper speech situations. Work at the conversational contexts in the way suggest

In this conversation in a cafe the woman is very cold and re served. Listen carefully and concentrate on what she says
Make up similar conversational situations and act them with your fellow-student. — Do you mind if I sit here? — No. — Nice day today, isn't it? — Yes.

Pattern Three. (Low Pre-Head +) High (Medium) Head + High
Fall (+Tail) Model: What was the ~* First * rate. show like? Stimulus Response When's the concert? Next Sunday. It's going to be

Pattern Five. (Low Pre-Head +) Stepping Head + High Fall
(+Tail)

Pattern Six. (Low Pre-Head +) Sliding Head (High Falls) + High
Fall (+Tail) Model: I can't find my vAre you ^sure you purse anywhere. ^didn'tvleave it at the office? iAi

Pattern Five. (Low Pre-Head +) Stepping Head + High Fall
(♦Tail) Stimulus Response Do you think I should Mightn't it be better to wait? ring him? I hate the thought of Ought we to delay it

Pattern Four. (Low Pre-Head +) Stepping Head + Rise-Fall
(♦Tail) Model: Jane was quite You can vhardly 'blame the at a loss. л girl. Stimulus Response Are you fond of

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. Wha

Pattern Five. (Low Pre-Head +) Stepping Head + Low Rise
(+Tail) Model: I can't take all Well then Чаке as 'many of them. as you, can. Stimulus Response Have you finished with I'll do it

Pattern Five. (Low Pre-Head +) Stepping Head + Low Rise
(+Tail) Stimulus Response I feel very tired these days. You mustn't work too hard at night. I'll be seeing you on Tuesday. I shan't be coming here

Pattern Two. (Low Рте-Head +) Falling Head + Fall-Rise
(+Tail) Model: One more game? You'llv miss your v train. Stimulus Response It shouldn't take long. It'll take at least a mon

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 c

Pattern Two. (Low Pre-Head +) High (Medium) Head + Mid
Level (+Tail) Model: What shall we do? Ring her > up f an

Adverbials
1.Listen how the speaker on the tape reads the following sen­ tences with adverbial phrases. Concentrate on sequence of tones. Imitate the reading. Practise reading them. B

Commands
1. Listen how the speaker on the tape reads the following com­ mands. Concentrate on their intonation. Imitate the reading. (a) Fetch a chair, will you? Write it down, will you?

Direct Address
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? Pat

Direct Address
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? Pat