Laboratory Work 2

Task 1. Listen to a few practice examples pronounced with the fall-rise (the dive) on one syllable. Notice that the fall starts with a rather high or medium tone and ends low. The rise begins very low and goes up to about the middle of the voice.

Indicate the intonation and practise the examples aloud.

Task 1.1. Practise the fall-rise on one syllable with a long vowel or a diphthong. Do it very slowly at first on three notes: high-low-high. Then speed up and stop singing.

|| Two || || Four ||

|| Nine | | || Me ||

|| You || || Soon ||

|| Please || || Try ||

Task 1.2. Now try the fall-rise on one syllable with short vowels. Notice that the rising part of the fall-rise is on the final consonant, so use it.

|| Ten || || Him ||

|| Sing || || Come ||

|| Bad || || Long ||

|| Good || || Bob ||

|| Ann ||

Task 1.3. Listen to and practise examples with short vowels followed by voiceless consonants.

|| Six | | || Which ||

|| This || || That ||

|| What || || Us ||

|| Stop || || Yes ||

Task 1.4. Listen to practice examples with the fall-rise spread over a number of syllables. Indicate the intonation and practise the examples aloud.

Start practising on three syllables: make fall on the first, keep the second low and rise on the third.

|| She won’t help || || I don’t know ||

|| That’s not good || || That was nice ||

|| John can come || || This is mine ||

Task 1.5. Try examples with two syllables, falling on the first and rising on the second. Remember to start quite high.

|| You can || || Tuesday || || Eighty ||

|| I can’t || || Friday || || Sixty ||

|| John does || || Sunday ||

|| That’s nice || || April | |

|| Pat came || || August ||

Task 1.6. Now try longer examples. Keep the syllables after the fall down low until you reach the rise.

I couldn’t help it.

Someone’s got to do it.

Mary would probably tell you.

John came home today.

Several people have told me they thought it looked pretty.

Task 1.7. Listen to examples with the head preceding the fall-rise. Mark the stresses and tunes. Practise the examples aloud.

Don’t worry.

Don’t be late.

You mustn’t lose it.

You can have for a couple of days.

Try not to break that.

I went up to London by car today.

John told me he was going on holiday next week.

I hear there’s been a great deal of trouble about that.

Task 2.1. Listen to the following example:

B: I’ve got some lett ers | to write on Tues day.

This is a suitable response in a context like this:

A: How about coming out for a drink on Tuesday?

B: Un fortunately | I’ve got some letters| to write on Tuesday.

Say what function the falling-rising nuclear tone plays in this example.

Task 2.2. Now you go onand give answersto the stimulus remarks within the following situation: A is trying to persuade B to go out for a drink but B has something arranged every night and can’t accept. Some ideas are given to help B give reasons for not accepting the invitation.

In your answers use the Intonation Pattern suggested in the example in task 2.1.

Listen to the key answers to check yourself.

1. A: Why don’t we go on Wednesday then?

B: I’m afraid? / (meeting) / on Wednesday.

2. A: Can you go on Thursday?

B: Sorry / (homework) / on Thursday.

3. Well, let’s go on Friday, after work.

B: I can’t / (phone call) / on Friday.

4. A: Could you manage Saturday then?

B: I’m afraid not / (theatre) / on Saturday.

5. A: Oh dear, Sunday perhaps?

B: It’s impossible / (visit/sister) / on Sunday.

6. A: Well, that just leaves Monday…

B: Sorry / (thing to do) / on Monday. I need some time for myself.

*Task 3.1. Listen to this example:

B: I’m going to the theatre| on Saturday.

This is a suitable response in a context like this:

A: Let’s go to the theatre.

B: I’m going to the theatre| on Saturday.

Account for the use of the falling-rising tone in this example.

*Task 3.2. Now you go on and give answers to the stimulus remarks within the following situation: A and B have finally arranged to meet. But they haven’t decided what to do. Whatever A suggests B has either done already or is going to do it soon.

In your answers use the Intonation Pattern suggested in the example in task 2.1. Listen to the key answers to check yourself.

1. A: Let’s go to the sports centre, then.

B: / / tomorrow.

2. A: Would you like to see a film?

B: / / this evening.

3. A: Shall we visit Janet?

B: / / next Monday.

4. A: We could try the new Italian restaurant.

B: / / on Thursday.

5. A: Well, let’s just stay in and listen to some music.

B: / / last night. That’s what we always do in the end.

Task 4. Listen to the following utterances, which you will hear twice. In each case mark the tones in the transcript and decide which of the questions, (a) or (b), provides a suitable context for what you hear.

1. I met Robert this morning.

a) Who did you meet today?

b) When did you meet Robert?

2. He told me he was in love.

a) What did he tell you?

b) How do you know he was in love?

3. She’s started to worry about her exams.

a) How does Sue feel about her exam?

b) What is Sue worrying about?

4. I learned Spanish at school.

a) Where did you learn to speak Spanish?

b) Did you learn any languages at school?

Task 5.1. In the examples below the same words are used as responses in two different contexts. Listen to the examples, mark the stresses and tunes in the utterances. Then account for the use of different intonation patterns in the responses.

(1) A: There’s a very good fish restaurant where we could have dinner tonight.

B: I had fish for lunch.

(2) A: We won’t have time to eat later. So i hope you’ve had something already.

B: I had fish for lunch.

Task 5.2. Now you go on. Listen to the context first. Then read the response, intone it in the way that will make a suitable answer to the stimulus remark. You will use the same words twice and pronounce them with different intonation patterns depending upon the stimuli.

Listen to the key answers to check yourself.

1. A: My cousin’s coming to stay with us in April. I’d like you to meet him.

A: So – you’re going to France and Italy for your holidays next year.

B: I’m going to France in April.

2. A: I always meet John when I go to the swimming pool. He must go there every day I think.

A: I don’t know how Alan is going to keep in shape, working such long hours at the office.

B: He’s taken up swimming to keep fit.

3. A: I think i should write to the managing director but i don’t know where to send the letter.

A: I complained to the shop in the High Street but the letter I got in reply came from London.

B: The firm’s head office is in London.

4. A: His exam results were good. What did he do when he got them?

A: So, he’s hoping to go to University. Has he applied yet?

B: He applied for University when he knew he had passed.

*Task 6.1. Listen to the example below. Say what intonation pattern is used in the response. Account for the use of this intonation pattern. Then practise the example aloud.

A: Is he doing his essay?

B: He’s writing something.

*Task 6.2. Now go on. Listen to the conversations. Comment upon the use of the intonation pattern in the responses. Then practise the conversations in pairs imitating the speakers.

1. A: Have you had dinner? B: I’ve had something.

2. A: Has he sent the letter? B: He was going to.

3. A: When will it start? B: It shouldn’t be long now.

4. A: Where have they gone on their honeymoon? B: Somewhere quite.

5. A: What’s the time? B: It must be late.

*Task 7.1. Listen to this example. B first agreeswith something A has just said and then goes on to add some new information. Listen and say what intonation patterns are used in the response and why.

A: It’s important to get it right.

B: Of course, it’s important to get it right, but it’s very difficult.

*Task 7.2. Now work with a partner and develop the conversations below. B first agrees with what A has said, using ‘of course’ or ‘I know’, and then adds some appropriate information beginning with ‘but’. Use the props given in brackets. After you have made up the utterances, intone them and practise with the partner. Listen to the recording to check your responses.

1. A: We don’t agree with you.

B: I know you don’t agree with me/

but (e.g. I’m right)//

2. A: The island’s beautiful.

B: / / it’s beautiful/

but (e.g. too far)//

3. A: She likes diamonds.

B: / / she likes diamonds/

but (e.g. expensive)//

4. A: This hat’s a bargain.

B: / / it’s a bargain/

but (e.g. don’t want/like/need it)//

5. A: He’s a difficult person to work with.

B: / / he’s a difficult person to work with/

But (e.g. very important/clever/famous)//

Task 8.1. Listen to the conversation between Lisa and Tony and answer the following questions:

1. How does Tony feel about his job interview?

2. What makes him worry about the interview?

3. How can you describe the relationship between Lisa and Tony? (Does Lisa talk to Tony as an equal, a friend, or does she feel superior, dominant?)

Task 8.2. Listen to the conversation between Tony and Lisa again. This time write it down. Then mark all the stresses and tunes. Find utterances with falling-rising intonation, account for the use of these intonation patterns.

Task 8.3. Listen to the conversation one more time. Practise it aloud imitating the speakers.

Task 8.4. Memorize the conversation. Then act it out in class. Take in turns the parts of Tony and Lisa.

*Task 9.1. Listen to the continuation of the conversation between Tony and Lisa. You will hear a frequent use of the rising tone. Who uses the rise? What effect does the use of the rise produce?

*Task 9.2. Listen to the continuation of the conversation again. This time put it down. Then mark the stresses and the tunes. Practise the conversation with a partner.

*Task 10.1. You will hear a number of short conversations. Listen to them and write them down.

*Task 10.2. Listen to the conversations again. Mark the stresses and the tunes in them.

*Task 10.3. Practise the conversations aloud.

*Task 11.1. Listen again to one of the conversations from task 10. This time the tones the speakers use in the last two lines have been changed. B has become dominant. Which tone does she use to show dominance?

*Task 11.2. Work on the dialogueswhich you did in task 10. But this timeuse a fall-rise for A’s second utterance and a rise for B’s second utterance.

*Task 12.1. Listen to this very short part of a conversation in which B gives directions to A.

B: When you see the cinema| turn left||

A: Thank you.

When we give directions, instructions or advice we are in a dominant position. Then the rising tone is chosen for pronouncing non-final sense-groups

*Task 12.2. Listen to five utterances with the instructions. Write them down. Mark the stresses and the tunes. Then practise them aloud.

*Task 12.3. Now listen to this example:

Turn left| when you see the cinema||

As you hear the rising tone can be used in the second half of the utterance.

*Task 12.4. Listen to a few more utterances with the instructions. Write them down. Mark the stresses and tunes in them. Practise them aloud.

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