I. Identification and reproduction of intonation patterns.

Read the following conversational context according to the intonation marks:

- I Èwant a ^\hat, Çplease.

- ÈWhat ^\size, Çsir? #Do you _/know?

- ^\No,S I Èdon’t ^\know the Çsize.

- ÈPut ^\this hat _/on, please. ÈThat’s too ^\large,S ^\isn’t it? ÈThat’s size Èseven and a ^\half. ^\Here’s a Çsize _/seven.

- ÈToo ^\small. ÈHave you got a Èseven and a _/quarter?

- ^\Here is a Çseven and a _/quarter.

- ÈThis is the right _/sizeS but I Èdon’t like the ^\/colour. ÈHave you got a ^\grey Çhat the Çsame Çsize as _/this?

- ^\Here you _/are, ^>sir.

II. Use of rhythmic structures.

A) State what rhythmic structure is prompted by the lexical composition of the following phrases.

- An endless field of discussion

- Predict the gloomiest consequences

- They learn to be more independent and confident

B) Read the following utterances according to the suggested rhythmic structure.

The district is some distance from the centre. (3 stress-rhythm)

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 Èheard 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:

- ÈLike to Ègo to the ^/pictures this after^>noon?

- _/Well, I was Èthinking of Èdoing some ^>work in the ^\orchard.

- ^\Oh, #come _/on. ÈCan’t you Èdo that to^\morrow?

- It may be ^\raining to_/morrow. ÈAre you very ^\keen to Çgo?

- ^\Yes, I’m Èjust in the ^\mood.

- ÈWhat’s ^\on?

- Let’s _\see. ÈWhere’s Èyesterday’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)

Date: 2015-12-24; view: 1376