- •Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Use a friendly general question as a reaction to the following statement.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •React the following expressing contradiction.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
- •Card 14
- •I. Identification and reproduction of intonation patterns.
- •II. Use of rhythmic structures.
- •III. Use of pitch contours*.
- •Iy. Auditory memory check.
III. Use of pitch contours*.
a) Express an apology in your response.
Can I borrow your book?
It isn’t mine.
b) Ask an alternative question with an incomplete list of alternatives.
- Can you bake a cherry-pie or an apple pie?
Yes, all kinds of things.
Iy. Auditory memory check.
Act out the following situational context by analogy with “Buying a Sweater” (from “Opening Strategies”).
What lovely jackets.
Can I help you?
Yes. Can I have a look at those jackets?
Yes, of course.
They’re lovely. Can you show me a striped one, please?
Sure I can. What size are you?
Size 16, I suppose.
Then you need a large one. They come in medium, large and extra-large.
I like it. But it’s a bit tight. Can I look at a larger size, please?
Of course, you can. Here is size 18.
*A pitch contour is an overall tone pattern of an intonation group. It is formed by the type of Prehead, Head and nuclear tone.
e.g. That’s the 'best ·news I’ve heard for a \long time.
The pitch contour of this statement is defined as a high falling contour with a normal prehead and a stepping head.
CARD 11
I. Identification and reproduction of intonation patterns.
Read the following conversational context according to the intonation marks:
Like to go to the /pictures this afternoon?
/Well, I was thinking of doing some work in the \orchard.
\Oh, come /on. Can’t you do that to\morrow?
It may be \raining to/morrow. Are you very \keen to go?
\Yes, I’m just in the \mood.
What’s \on?
Let’s \see. Where’s yesterday’s evening \paper? Oh, \yes. \Here it /is.
II. Use of rhythmic structures.
a) State what rhythmic structure is prompted by the lexical composition of the following phrases.
- Common ground for agreement
- Spiritual and moral significance
Rare fidelity of purpose and achievement
b) Read the following utterances according to the suggested rhythmic structure.
He is dreaming of a quiet holiday in the country. (4 stress-rhythm)
I’d love to do something like teaching for a while. (3 stress-rhythm)
III. Use of pitch contours*.
a) Express a warning in the reaction.
I don’t think I’ll take my umbrella.
It looks like raining.
b) Complete the situation using a friendly remark.
It’s pouring with rain.
I don’t think it’ll last long.
Iy. Auditory memory check.
Act out the following situational context by analogy with D.10 “Afternoon Tea”. .
And now let’s listen to Sue. How was your journey to Canada, Susan, easy or tiring?
Not so easy, of course, as I had heavy luggage. I normally travel rather light, but this time I had to take some extra bags.
Well, how’s tour family, Sue? Where’s Richard?
Oh, he’s staying at a youth camp with his brother and a friend.
*A pitch contour is an overall tone pattern of an intonation group. It is formed by the type of Prehead, Head and nuclear tone.
e.g. That’s the 'best ·news I’ve heard for a \long time.
The pitch contour of this statement is defined as a high falling contour with a normal prehead and a stepping head.
CARD 12