Владимира Дмитриевича Аракина одного из замечательных лингвистов России предисловие настоящая книга
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SECTION FOUR. Intonation Pattern XI |
| Model: How are you finding your new job? |  |
| — Liking the `work im`mensely. |
The High Fall starts from a higher pitch than the preceding syllable of the Falling Head.
If the head contains only one stressed word the High Fall starts from the level of the stressed syllable.
е.g. How nice!
This intonation pattern is used:
1. In statements, conveying personal concern, sounding light, airy, warm but without the disgruntled effect of Pattern X.
е.g. Why don't they work in the evenings? — `Some of them `do, I believe.
2. In questions:
a) In special questions, sounding interested, brisk, business-like.
е.g. I've just seen that new musical. — `What is it `called?
b) In general questions, conveying mildly surprised acceptance of the listener's premises; sometimes sounding sceptical, but without the impatience of Pattern X. (The question is put forward as a subject for discussion.)
е.g. Shall we try again? — Well 'would it be any `use?
3. In imperatives, sounding lively; suggesting a course of action to the listener.
е.g. The tea's too hot. — `Put some more `milk in it.
4. In exclamations, conveying mild surprise but without the affront of Pattern X.
е.g. Look, it's snowing. — `Oh, `yes!
EXERCISES
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
| Verbal Context | Drill Statements (conveying personal concern; sounding light, airy, warm) |
| When's the concert? | Next Sunday. Next Wednesday. |
| It's going to be a fine place. | So it seems. So I've heard. |
| What was the show like? | First rate. Simply splendid. |
| It's not very valuable, is it? | It cost over three hundred pounds. |
| We'll never get there. | It's not as far as you imagine. |
| Which would you like, tea or coffee? | I'd prefer tea. |
| I may be a bit late. | That wouldn't matter in the least. |
| | Special questions (sounding interested, brisk, business-like) |
| I've just seen that new musical. | What's it called? |
| "Underneath the Arches," | What did you think of it? |
| Quite good, really. | Who composed the music? |
| John Adams, I think his name is. | Which theatre is it playing at? |
| "The Prince of Wales." | Which exactly is "The Prince of Wales"? |
| The one near Piccadilly Circus. | How did you get there? |
| By a fourteen bus. | Why didn't you go by tube? |
| I can't bear the Underground. | |
| | General questions (conveying mildly surprised acceptance of the listener's premises; sometimes sceptical) |
| D'you think I should ring him? | Mightn't it be better to wait? |
| I hate the thought of spring cleaning. | Ought we to delay it any longer, though? |
| I don't really want to meet them. | Will you be able to get out of it? |
| I'm sorry, but I hate cocoa. | Would you like a cup of tea, then? |
| Thank you for all you've done. | Is there anything else I can do to help? |
| He's promised to stop smoking. | Does he really mean what he says? |
| | Imperatives (sounding lively; suggesting a course of action to the listener) |
| I hate quarrelling with Clara. | Then make it up with her. |
| I shan't be able to phone you. | Drop me a line, then. |
| Sorry I forgot to change my shoes. | Just look at the mud you've brought in here. |
| I can't think what to say. | Don't say anything at all. Leave it entirely to me. |
| What shall I do with this? | Put it in the waste paper basket. |
| | Exclamations (conveying mild surprise) |
| He won't give us permission. | So that's that. |
| I gave him a piece of my mind. | Well done! Good for you! |
| Tom has passed his exam. | Well fancy that! |
| I've just become a father. | Congratulations, my dear chap! |
| I forgot every word about it. | What a fine mess you've made of things! |
| We'll go there on Friday. | The sooner the better! |
| I'm sorry to have to vote against you. | A fine friend you turned out to be! |
2. Listen tothe replies and repeat them is the intervals. Make your voice follow the intonation line exactly.
3. Listen to the Verbal Context above and reply in the intervals concentrating your attention on the intonation line.
4. In order to fix Intonation Pattern XI in your mind, ear and speech habits pronounce each reply several times untilitsounds perfectly natural to you.
5. listen to your fellow-student reading the replies. Tell him (her! what his (her) errors in pronunciatioa and intonation are,
6. a) Listen to a fellow-student reading the Verbal Context below. Pronounce each of the following replies in two ways: first with Intonation Pattern X, then with Intonation Patters XI. Observe the intonation line. State the difference in attitude. Ask a fellow-student to comment oa the attitudes you are trying to render:
| Verbal Context | Drill |
| Has she caught up with the group? | Better than that. She is the best in the group now. |
| I'm glad you've made some progress. | So is my teacher. |
| Why doesn't she join our trips? | Sometimes she does. |
| What's his mark in physics? | I don't remember. |
| I'm an amateur. | I should never believe it. You're good at tennis indeed. |
| Where is my pen? It's gone again. | You never remember where you put your things. |
| Thank you very much for your help. | Not at all. Just happy to help you any time. |
| Let's go to the pictures in the evening. | I really can't. I've got a lot of work to do. |
| We're leaving tonight: | It's a pity. You promised to stay with us a bit longer. |
| I'm going to consult a doctor. | It's high time you thought about your health. |
| It's not my size. | Well, what size do you take, then? |
| I saw Mike the day before yesterday. | How is he getting on? |
| She went to the circus on Sunday. | Why didn't she take the children with her? |
| Mary is waiting for you. | Why has she come? |
| I got back yesterday. | And where did you go, I wonder? |
| I don't know Peter's address. | Why didn't you ask him about it before? |
| She promised to bring the book. | Does she always keep her promises? |
| They say they'll help us. | Do they really mean that? |
| Shall we ask her to speak to him? | Will it be of any use? |
| Shall we go for a walk to the forest? | Isn't it still pouring? |
| I didn't understand the rule. | Wouldn't it be better for you to ask the teacher to explain it again? |
| They won't come to the party. | Do they still feel offended? |
| I can't wait for him any longer. | Couldn't we ring him up, then? |
| I'm very much obliged to him. | Tell him about it, then. |
| He asked her about her age. | How silly of him! |
| She made me come for the second time. | What a shame! |
| She's laid up with quinsy again. | Poor thing! |
| Thank you for your very good news. | Don't mention it. |
| He promised to speak to her. | The sooner the better. |
b) listen to a fellow-student reading the first sentence of the Verbal Context above. Reply in your own way, using Intonation Pattern XI. The drill will continue until every student has participated. Keep the exercise moving rapidly. Be careful about the intonation line and try to convey the proper attitude.
7. Read the following dialogue with a fellow-student» using Intonation Pattern XI. Special questions should sound interested, lively, brisk. The replies sound lively, friendly and warm:
A: What was that you said?
B: Where did you go for your summer holiday?
A: First to London and then to Cornwall.
B: How long did you live in London?
A: Just a week.
B: Which part of your holiday did you prefer?
A: Oh, our fortnight in Cornwall.
B: Where did you stay while you were down there?
A: In a little village near Penzance.
B: What sort of weather did you have in London?
A: The best we could possibly have hoped for.
B: What did you do there?
A Sightseeing mostly.
8. A student will read the Verbal Context below. Other students will read the replies in turn, using the High Fall and the logical stress on the same word to make the utterance emphatic. Define the attitude you are trying to express:
| Verbal Context | Drill |
| He's ruined my shoes. | Make him buy you a new pair. |
| None of us wants to go. | Someone will have to go, won't they? |
| Aren't you lucky? | That's what everybody says. |
| How does your wife find it? | She likes it as much as I do. |
| What's Vernon's opinion? | He can't make up his mind which he prefers. |
| What an amazing trick! . | Can't imagine how it's done. |
| I can't make head or tail of it. | Let Johnson have a look at it. |
| Don't bother to fetch me. | It's not in the least trouble. I do the same for all my guests. |
9. Listen to your teacher read the context sentences below. Pronounce each of the following replies in two ways: first with Intonation Pattern II, then with Intonation Pattern XI. Observe the intonation line. Convey the suggested attitudes:
| Verbal Context | Drill |
| When's the concert? | Next Sunday. |
| | a) categoric, dispassionate |
| | b) warm, airy, lively |
| I feel so sleepy. | So do I. |
| | a) categoric, dispassionate |
| | b) lively |
| What was it like in Nigeria? | Oh, the heat was terrible. |
| | a) categoric, dispassionate |
| | b) lively |
| I shan't be seeing you, | Whyever not? |
| I'm afraid. | a) serious |
| | b) interested, brisk |
| I can't undo the door. | Try the other key. |
| | a) pressing, weighty |
| | b) suggesting a course of action |
| I hope I'm not disturbing | Come in. Sit down. |
| you. | a) pressing, weighty |
| | b) suggesting a course of action |
| Hullo, Fred! | Well if it isn't my old friend Tom! |
| | a) weighty |
| | b) mildly surprised |
| He's sending you a copy. | How very nice of him! |
| | a) weighty |
| | b) mildly surprised |
10. Listen to a fellow-student say the context sentences below. Pronounce each of the following replies, trying to convey the suggested attitudes. Be careful with the intonation line. Define the Intonation Pattern of your reply:
| Verbal Context | Drill |
| Can you come tomorrow? | Yes. |
| | a) phlegmatic, reserved |
| | b) lively, interested |
| Who on earth would take | I would. |
| such a risk? | a) calm, reserved |
| | b) lively, concerned |
| You mustn't speak to him. | Why not? |
| | a) phlegmatic, reserved |
| | b) unpleasantly surpised |
| What's that you say? | Why don't you listen? |
| | a) unsympathetic |
| | b) unpleasantly surprised |
| I'm afraid I've lost your pen. | What are you going to do about it? |
| | a) hostile |
| | b) interested |
| 1 can't meet you this Tuesday. | Shall we leave it till next week? |
| | a) phlegmatic, reserved. |
| | b) willing to discuss the question, impatient |
| Thursday's a hopeless day for me. | Can't we make it a Friday, then? |
| | a) phlegmatic, reserved |
| | b) willing to discuss the question |
| Bill's refused my request. | Well, ask someone else. |
| | a) calm, cold |
| | b) warm, with a note of critical surprise |
| I haven't got a spoon. | Go and get one, then. |
| | a) calm, unemotional |
| | b) suggesting a course of action |
| He's actually engaged. | Would you believe it! |
| | a) calm, unsurprised, reserved |
| | b) mildly surprised |
| Tom's coming on Monday. | Now fancy that. |
| | a) calm, reserved |
| | b) affronted surprise |
11. listen to the Verbal Context and reply expressing critical surprise or suggesting a course of action to the listener. Use the proper intonation pattern:
| Verbal Context | Drill |
| I'll show you how to do it. | Don't! Do! Don't you worry! Try! |
| We're moving on Tuesday. | Don't be silly! It's up to you! Don't make so much fuss about it. |
| I can't undo the door! | Tell me what 1 can do, then! Don't you worry! |
| It's my turn to pay! | Do! Have a go! Don't be ridiculous! Don't be silly! Don't you worry! It's up to to you! |
| I can't find my purse anywhere. | Don't you worry! Don't make so much fuss about it. |
12. This exercise is meant to develop your ability to hear and reproduce intonation in conversation.
a) Listen to the dialogue "Dinner-table Talk" carefully, sentence by sentence. Write it down. Mark the stresses and tunes. The teacher will help you to correct your variant. Practise reading each sentence of your corrected variant
b) Record your reading. Play the recording back immediately for your teacher and fellow-students to detect your errors. Practise the dialogue for test reading. Memorize and play it with a fellow-student.
c) Pick out of the dialogue sentences pronounced with Intonation Patterns IX, X, XI. Define the attitudes conveyed in them. Make up conversational situations with these phrases.
d) Make up conversational situations, using the following phrases:
| Good evening,... . | I was asking ... . |
| I'm so glad .... | Oh, I think it's a ... . |
| Oh, only.... | And how do you like ... ? |
| .... to be exact. | Is this your first... ? |
| Let's go into ... . | I feel quite at home .... |
| Will you sit... ? | Well, it's rather .... |
| How long ... ? | On the whole, .... |
| What do you think of ... ? | It's not so bad, once .... |
| I beg your pardon, I didn't quite catch what you said. | Will you have some more ... ? |
| | What about... ? |
13. Translate into English. Use the corresponding phrases from item(d) above. Do not let your Russian pronunciation habits interfere:
1. Я так рада, что вы смогли мне позвонить. 2. Он так рад, что я смогла его пригласить. 3. Я так рада, что вы смогли сделать это вовремя. 4. Чай готов. Ужин готов. Статья готова. 5. Сколько времени вы находитесь в Москве? 6. Вы давно живете здесь? 7. Это твое первое представление? 8. Это ваша первая картина? 9. Это ее первое сочинение? 10. Я чувствую себя на юге как дома. 11. Я чувствую себя у Петровых как дома. 12. Я чувствую себя в Петербурге как дома. 13. Простите, пожалуйста, сколько вам лет? 14. Я не расслышала, что вы сказали. 15. Я вас спрашивала, где вы родились. 16. Я вас спрашивала, как пройти к гостинице «Минск». 17. О, Кавказ — превосходное место. 18. О, я думаю, Петербург — превосходный, город. 19. О, я думаю, это превосходный рассказ. 20. Как вам нравится наша еда? 21. Как вам нравится наша кухня? 22. Как вам нравится это утро? 23. О, это довольно скучно, не так ли? 24. О, она довольно капризна, не так ли? 25. Вообще-то она не такая уж плохая, если к ней привыкнуть. 26. Не хотите ли еще рыбы? 27. Не хотите ли еще овощей? 28. Суп превосходен. Обед был так вкусен. Торт великолепен. 29. Я так рада, что вам нравится. 30. Я так рада, что у тебя это есть. 31. А что ты будешь есть на сладкое?
14. Head the following dialogue:
Ordering a Meal
— Is this table free, waiter?
— I'm sorry, sir, those two tables have just been reserved by telephone, but that one over there's free.
— What a pity! We wanted to be near the dance floor. Still, it doesn't matter, we'll take it... The menu, please.
— Here you are, sir. Will you dine a la carte or take the table d'hote?
— Well, let's see. What do you think, darling?
— Oh, I don't want much to eat. I'm not very hungry. I think I'll have — er — some oxtail soup and fried plaice with chips.
— Hm. I'm rather hungry. I'll start with some hors d'xuvre.
— And to follow?
— A grilled steak with baked potatoes and peas,
— Will you have anything to drink, sir?
— Well, I'm rather thirsty. Bring me half a pint of bitter. What about you, darling?
— Well, I don't care for beer, but I will have a glass of cherry.
— Very good... What sweet would you like?
— I'll have fruit salad.
— So will I. And we'll have two coffees, please.
— Black or white?
— White, please. Oh, and two liqueur brandies.
— What a lovely waltz they are playing. Shall we dance?
— Yes, I'd love to...
— Waiter! The bill, please.
— Very good, sir.
— Here you are.
— Thank you very much, sir.
15. Make up a dialogue of your own, using some of the phrases of the dialogue above.
16. This exercise is meant to develop your ability to read and retell a story with correct intonation.
a) Listen to the story "Insufficient Local Knowledge" carefully, sentence by sentence. Mark the stresses and tunes. The teacher will help you to correct your variant. Practise reading your corrected variant.
b) listen carefully to the narration of the story. Observe the peculiarities in intonation-group division, pitch, stress and tempo. Note the use of temporizers. Reproduce the model narration you have listened to.
17. This exercise is meant to test your ability to analyze and reproduce material for reading and retelling.
a) Read the joke silently to make sure you understand each sentence. Underline the sentence expressing the essence of the joke. Split up each phrase into intonation groups if necessary. Locate the communicative centre of each sentence. Mark the stresses ana tunes, concentrate your attention on the attitude expressed. It is not expected that each student will mark the story in exactly the same way. Discuss your variants in class. The teacher will help you to choose the best variant. Practise your corrected variant for test reading,
b) Retell the joke in your own words:
The father of a family, who was angry with his children because they were displeased with their food, exclaimed angrily one day at dinner: "You children are intolerable; you turn up your noses of everything. When I was a boy, I was often glad to get dry bread enough to eat." "Poor papa," said Rose, "I'm so glad you are having such a nice time now living with mama and us."