2. Listen carefully to the replies and repeat them in the intervals. Make your voice fall on every stressed syllable. 3. listen to the Verbal Context and reply in the interval. 4. In order to fix the intonation in your mind, ear and speech habits repeat the replies yourself until they sound perfectly natural to you. 5. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in intonation are. 6. Listen to your teacher reading the Verbal Context below. Reply by using Sliding Head + High Fall in the drill sentences. Say what attitude you mean to render:
Which film would you prefer to see? Have you any particular film in mind?
That was Peter on the phone.
Why didn't you ask him about the books he had borrowed?
I can't find my pen anywhere.
Are you sure you didn't leave it at the Institute?
What are you looking for, Ann?
Have you seen my umbrella anywhere?
I had a bad fall from the stairs and broke my arm.
Have you any pain now?
Come at six on Sunday.
Do you really want me to?
Jack doesn't want it.
Give it to me, then.
I can't open this — can't someone else try?
Give it to me, I'll do it.
I can't come at six.
Come whenever it's convenient for you.
What shall I do with my luggage?
Leave it in the cloakroom at the station.
I managed to get a ticket.
What a piece of luck!
Many happy returns of the day.
How nice of you to remember!
Let me do it for you.
Thank you very much!
See you tomorrow.
My love to all at home.
7. The teacher will suggest the Verbal Context of Ex. 1 and 6. The students will reply to it, using Sliding Head + High Fall. The drill continues until every student has participated. Keep the exercise moving on rapidly.
II. (LOW PRE-HEAD +) HIGH FALLS + FALL-RISE
8. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies. Note all the prominent words of the bead:
I do sometimes.
What a nasty cold day!
It's bitterly cold. But it's not nasty.
Would he lend me his player?
He might if you talked nicely to him.
You broke the window, didn't you?
Yes, but not on purpose.
I don't suppose it troubled you much.
It wasn't a great deal of trouble. But it wasn't altogether easy.
Can't I take this one?
You can if you insist. But the other one's better.
Well, make up your mind. Well, say it as if you meant it.
Can I come home by myself, Mummy?
Well, be careful when you cross the main road.
9. Listen carefully to the replies and repeat them in the intervals. Make your voice fall on the stressed syllables. Start the rise from the lowest pitch and do not go up too high, 10. Listen to the Verbal Context and reply in the intervals. 11. In order to fix the intonation in your mind, ear and speech habits repeat the replies until they sound perfectly natural to you. 12. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in intonation are. 13. Your teacher will suggest the Verbal Context of Ex. 8. You in turn reply to it, using High Falls. The drill will continue until every student has participated. Keep the exercise moving on rapidly. 14. Read the sentences taking into consideration the suggestions in brackets. Observe the changes in sentence stress: Hockey is one of the most popular games in winter. (Not football.) [Not in summer.) Football is the most popular game in England. (Not tennis.) (Not in India.) Cars are driven on the left side of the road in London. (Not on the right side.) (Not in Moscow.) In the middle of Trafalgar Square stands Nelson's monument. (Not in the middle of Piccadilly Circus.) (Not a statue of Cromwell.) Breakfast is generally a big meal in England. (Not supper.) (Not on the Continent.) Colleges of Education in Great Britain don't confer diplomas on their graduates. (But award certificates.) (Not technical colleges.) Our terminal examinations are held at the end of each term. (Not final exams.) (Not every other term.)