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Intonation Pattern VI

FALL-RISE

 



This time

Try to.

Take it.

Tell me.

 

This time.

Try to.

Take it.

Tell me

 

This time

Try to.

Take it.

Tell me.


 

LOW RISE + TAIL HIGH FALL + FALL-RISE
  TAIL  
(of more than one (of more than one (spread over a
syllable) syllable) number of
    syllables)
Model: None Model;None Model: None
of them. of them. of t them.
That was it. That was it. That was it.
They were in it. They were in it. They were in it.
These'U be good. These'11 be good. These'11 be good.
You could do it. You could do it. You could do it.
That isn't it. That isn't it. That isn't it.
Borrow one. Borrow one. Borrow one.
Wait for them. Wait for them. Wait for them.
Keep it for us. Keep it for us. Keep it for us.
LOW PRE- LOW PRE- LOW PRE-
HEAD + LOW HEAD + HIGH HEAD + FALL-
RISE FALL RISE
Model: I'll , see. Model: I'llxsee. Model: I'llysee.
They shall. They shall. They shall.
You aren't. You aren't. You aren't.
We were wet. We were wet. We were wet.
They may have. They may have. They may have.
She could hear. She could hear. She could hear.
They were eight. They were eight. They were eight.
I can start. I can start. I can start.
They were mixed. They were mixed. They were mixed.
We were in time. We were in time. We were in time.
They understood. They understood. They understood.

 


You were asleep.

It was the best.

Take them today.

 

You were asleep.

It was the best.

Take them today.

You were asleep.

It was the best.

Take them today.


Intonation Pattern VII

(LOW PRE-HEAD +) FALLING HEAD + FALL-RISE


 

She never really looks very well.

I wish we could get them all to agree.

It's easier to speak than to understand.

I should like you to take the class tomorrow.

You can't be sure of finding them in the office.

I think most of the trains used to stop at Exeter.

It doesn't do to be too eager about it.

You surely don't believe everything you hear.

We didn't know the whole family was there.

They won't arrive before lunch tomorrow.

Compound Tunes

FALL + RISE


 

She ought to tell us when she's going to leave.

I used to be very fond of strawberries and cream.

We should have hated to have stayed any longer.

It would have been much better to peel them.

You can certainly ask him to wait in the drawing-room.

It's easy to see he's not susceptible to flattery.

The librarian lent him the book.

I know you wouldn't be anxious to go.

Nobody wanted to stay there.

6. Read the following sentences with the Fall + Rise. In order to fix intonation of this compound tune in your mind, ear and speech habits read each sentence several times until they sound perfectly natural to you. Use them in conversa­tional situations. Observe quick pronunciation of unstressed syllables. Concen­trate your attention on Rhythm and Intonation. Say what attitudes you mean to render.



I want you to take the others.

Living in a big city has advantages.

She sang so well that the listeners were filled with admiration.

How can they be so indifferent to the sufferings of the child?

I'm sure they accepted the invitation with pleasure.

She pretends to be quite indifferent to what her friends said to her.

He was indignant with Tom for not telling him the truth.

I wish I could spare you the trouble of going there.

But we are confident of winning the first place in the competi­tion.

She'll have an accident if she doesn't show more discretion when driving the car.

Spare me the trouble of reminding you of your promises.

I admit that the statement is true.

For me the picture has an irresistible charm.

I regard it as my duty to help them.

She is tired of your constant complaints.

I can hardly believe that my son will be admitted to screen the play.

I'm sorry you've had all this bother on my account.

You don't mean to say you'd forgotten it.

But I've already made an appointment for the morning.

7. '"This exercise is meant to develop your ability to hear and reproduce in­tonation in proper speech situations. Listen to the dialogue. Mark the stresses and tunes. Practise the dialogue. Record your reading. Play the recording backimmediately for your teacher and fellow-students to detect the errors in your pronunciation. Practise reading each sentence of your corrected variant after the cassette-recorder. Find phrases pronounced with Fall-Rise or Fall + Rise. Say what attitudes are rendered by them. Make up conversational situations using these sentences.

A: Did you see "Othello" on television last night?

B: The opera, you mean? No, I didn't. I was out.

A: I saw it, and quite enjoyed it.

B: Did you? I thought you didn't approve of television.

A: I don't as a regular thing, but I happened to be round at my sister's, and she wanted to see it, so I watched it too.

B: Have you thought any more about getting a set?

A: No, I don't think I shall. Though there's a good deal of pres­sure, of course.

B: From your family?

A: From my daughter in particular. All her school friends talk about it so much.

B: I know. You'd think they never did anything else but sit glued to the television screen.

A: That's mostly what I object to, the time it wastes.

B: It isn't the television that wastes the time, it's you.

A: I know that, but I have a deep distrust of myself. So it's proba­bly better to avoid the occasion of sin. Don't you think?


Date: 2015-12-17; view: 3201


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