- •Contents
- •Preface
- •The System of Phonetic Notation
- •Section I
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words. Mind the positional variation of vowel length:
- •2. Identify the speaker’s attitude in the replies.
- •3. Extend the following situations. Give greater prominence to the words carrying new information, observing the difference in the accentual patterns of utterances.
- •Laboratory work
- •1. Identify the component parts of the tunes.
- •2. Read the following pairs of utterances. State the difference in their form and meaning.
- •3. Extend the following tunes using one of the given phrases (I think, I believe, I hear, I am told, they say, I wonder, I hope, I expect) as the head.
- •4. Extend the following tunes adding the phrases given above as the prehead.
- •5. Identify the position of the nucleus in the following utterances. Think of a suitable situation for each of the utterances.
- •6. This exercise is meant to test your ability to read and reproduce a story with correct intonation.
- •Teachers and Actors
- •Additional Training
- •2. Read the poem, using intonation patterns you find suitable and answer the questions: Leisure
- •In view of the contents of the poem, what is hinted at in the title “Leisure”.
- •Section II
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •1. B). Learn the following proverbs. Lay stresses, tone marks. Give tonograms.
- •1. C). Complete the following using one of the proverbs:
- •2. Express agreement or disagreement with the following statements choosing the suitable prompts.
- •3. Choose the appropriate intonation pattern of general questions according to the situation:
- •Laboratory Work
- •1. Add General questions to the stimulus utterance. Express a light, airy attitude to the subject matter.
- •2. Ask your friends about their relatives (age, profession, appearance, etc). Express interest in your general questions.
- •4. A). Read the following conversational situations. Concentrate your attention on the intonation of the replies. Say what attitude you mean to render:
- •5. Give your own replies to the Verbal Context:
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •Tell the jokes in indirect speech. Entitle them.
- •7. B). Answer the following questions using intonation patterns of the text.
- •7. C). Listen to the following dialogues. Mark the stresses and tunes. Practise the dialogues using substitutions.
- •7. E). Reproduce the text so that a question is asked about each sentence said by the patient or the doctor. Present the dialogue in class, using the same intonation patterns.
- •8. B). Listen to the story twice /”Reward for Virtue”/. Complete the following sentences imitating the speaker’s intonation:
- •8. C). Some sentences from this text given below are not true to fact. One of the students will read a sentence, another will correct them, using proper intonation patterns.
- •Additional Training
- •1. A). Listen to the dialogue and answer the questions in your course book.
- •1. B). Listen to the 10 utterances in your coursebook and mark the stressed syllables.
- •1. C). Act out the dialogue in pairs using original language where possible and improvising when necessary.
- •2. Read the poem according to the intonation marked. Learn it by heart, be ready to recite it in class. Nothing will Die
- •Section III
- •Vowels Contrasted
- •1. A). Listen and practise the following pairs of words:
- •3. A). In the following conversational contexts compare the modal meaning of the reactions: first within a contour and then within a communicative type:
- •3. B). Think of the situations where the following utterances will sound natural. Comment on your attitude.
- •Laboratory Work
- •2. A). Present appropriate intonation patterns in replies according to the suggested attitude
- •2. B). Supply your own replies according to the attitude conveyed in them. Pronounce them, present their intonation patterns. Do it in writing.
- •3. Provide a conversational context for each of the utterances in the given pairs.
- •4. Act out the following conversational situations using various kinds of interrogative repetitions in the responses. Mark the type of the nuclear tone you take.
- •5. Practise reading the poem according to the given stresses and tone marks. Learn it by heart, be ready to recite it in class.
- •In Memoriom
- •6. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
- •7. Listen to dialogue 42 from e.L.C. (Sports and Games)
- •8. 1. Listen to the text “One Man in a Boat”
- •2. A). Listen to the story “The Last One?” twice and then finish the following sentences, imitating the speaker’s intonation.
- •Additional Training
- •1. Listen to short stories.
- •2. Listen to the poem, lay stresses and tone marks. Learn it by heart. No Enemies
- •3. A). Read the following conversation, using intonational patterns you find suitable. Use them in conversational situations of your own. The Football Match
- •4. A). Listen to two dialogues. Repeat each utterance trying to watch pronunciation on the cassette. Practice reading the dialogues.
- •4. B). Listen to the eight utterances which appear in your course book and mark the syllables which carry the main stress.
- •Section IV Consonants in comparison
- •Laboratory Work
- •1. Choose the appropriate reply for the given context:
- •2. Correct the following statements or contradict them:
- •3. Answer the following questions expressing hesitation, doubt, uncertainty:
- •4. Respond to the following utterances expressing warning or apology.
- •5. Extend the following utterances by adding a concluding remark that sounds as an afterthought.
- •Sightseeing
- •8. Listen to the text, divide it into communicative blocks, entitle them. After listening to the text twice answer the question: ‘Do the English Speak English?’ Additional Training
- •1. A). Listen to the text “a street in London” (l.L.C. 29). Practise reading it imitating the speaker’s intonation
- •A street in London
- •2. Listen to the text “a Visit to London” (l.L.C. 31), discuss it with your group-mates. A visit to London
- •If you had a chance what place of interest would you like to see first in London?
- •3. Listen to two poems. Lay stresses and tone marks according to the model suggested. Practise reading them. London
- •Sonnet composed upon Westminster bridge
- •Section V Consonants in comparison
- •1. A). Listen and practise the following pairs of words:
- •1. B). Practise reading the following conversational contexts. Define the intonation and accentual patterns of all utterances.
- •1. C). Learn the proverbs. Lay stresses and tone marks:
- •1. D). Use one of the proverbs to comment on the following situation:
- •2. Identify the difference in the expressiveness of the replies.
- •It must be remembered that to emphasize the whole of the utterance we can:
- •Widen the range of the utterance or narrow it.
- •I can’t under stand it.
- •I don’t know that
- •Emphatic Nuclear Tones
- •Laboratory Work
- •2. Choose the appropriate reaction to convey the suggested attitude. Justify your choice.
- •4. Act out the following conversational situations expressing contrast and emphasis in the replies through nuclear shifts and emphatic tones.
- •5. Read the following conversational situations. Observe the position of logical stress in the replies. Make the stress emphatic wherever possible. Give your own replies to the same verbal context.
- •Additional Training
- •At the Station
- •2. A). Listen to the text “Travelling by Sea and Air” (e.L.C. 27). Practise reading it according to the model. Travelling by Sea and Air
- •3. Listen and practise reading the poem imitating speaker’s intonation. Lay stresses and tone marks. Choose a piece of the poem you like best and learn it by heart. Travel
- •Section VI Consonants in comparison
- •The Six o’Clock News Good evening. And here’s the Six o’Clock News from Washington with j.C. Kennedy and Warren Wolf.
- •Descending Scale
- •I. Formal:
- •II. Informal:
- •3. Choose the appropriate reaction (a, b) for the given stimulus-utterances according to the speech situation:
- •Laboratory Work
- •1. Listen to the following texts, lay stresses and tone marks, recognize phonetic styles. Practise reading the texts aloud.
- •3. Act out the following conversations using appropriate intonational patterns according to the speech situation:
- •4. Practise reading the poem to the given stresses tone marks. Learn it by heart, be ready to recite it in class. Sonnet cxxx by w.Shakespeare
- •Theatres, Music-Halls and Cinemas
- •Additional Training
- •After the Cinema
- •At the Theatre
- •2. A) Listen and read the following stories with proper intonation patterns. After reading each story answer the question “What would you have done?”.
- •The Reader’s Page
- •That's my beer...Or was
- •In deep water
- •That's a no-no
- •Strangers in the night!
- •Deep fried
- •Or else
- •Honesty is the best policy
- •3. A) Practise the following poem according to the intonation marked. Bonnie bell by Robert Burns
- •4. B). While watching the film pay special attention to how the characters speak.
- •English language: levels of usage
- •The First Four Minutes
- •Literature used
I. Formal:
-
formal official (public, speeches, official talks, etc)
e.g.: Meeting a stranger on business
Mr. Stick: Good morning. My name’s Stock. I’m a new technical adviser. I’ve got an appointment with Mr. Hopkinson at 11.00.
Receptionist: That’s right, Mr. Stock. Mr. Hopkinson is expecting you.
-
formal neutral (a lecture, a teacher’s explanation, a business talk, an exchange of information between colleagues, a report on one’s work, etc)
e.g.: A business talk.
-
Good afternoon. Is this Mr. Brown’s office?
-
Yes.
-
My name is Martell. I was wondering whether Mr. Brown could see me.
-
Oh, yes, Miss Martell. Mr. Brown has a letter from your manager.
II. Informal:
-
informal ordinary (a conversation on a train, bus, etc, an exchange of remarks in a shop, café, post-office, railway station, etc; an everyday talk between friends, neighbours, schoolmates, etc.)
e.g.: At the barber’s.
-
And the next gentleman, please. I think it’s you, sir, isn’t it?
-
Yes, I think so.
-
How would you like it cut, sir?
-
Oh, fairly short please; but not too much off the top.
-
informal familiar (everyday conversation between intimate friends, relatives, etc.)
e.g.: A disagreement.
Harry: We shall be awfully late home if that No 12 bus doesn’t come soon. Let’s stand in this doorway out of the wind.
Nora: All right, but we must be careful not to miss the buss … How did you enjoy the film?
Harry: I’d never have gone if I had known it was going to be so silly.
Nora: Why, what was silly about it?
3. Choose the appropriate reaction (a, b) for the given stimulus-utterances according to the speech situation:
1. Patient: Morning, Doctor. Need your advice badly.
Doctor: a) Sit down, please. What seems to be the matter?
(moderately loud, normal tempo, distinct)
b) Sit down, please. What seems to be the matter?
(moderately loud, fast, lax)
2. Two friends It’s nearly five. Have you ordered tea?
in a café: a) Yes, a long time ago.
(moderately loud, fast, lax)
b) Yes, a long time ago.
(loud, slow, tense)
3. Technical adviser: We’ve just got their report.
Director of a firm: a) Have they finished the building of the factory?
(loud normal tempo, distinct)
b) Have they finished the building of the factory?
(moderately loud, fast, lax)
4. A telephone call to Is the day for the meeting fixed?
Chairman: a) Not yet but I’ll let you know a bit later.
(moderately loud, normal tempo, distinct)
b) Not yet but I’ll let you know a bit later.
(moderately loud, fast, lax)
5. Hotel-manager: What about the food? Are you well fed here?
Visitor: a) No comp lain, thank you.
(moderately loud, normal tempo, distinct)
b) No comp lain, thank you.
(moderately loud, fast, lax)