Listen to the replies and repeat them in the intervals. Make your voice rise high when pronouncing the initial unstressed syllables
Listen to the Verbal Context and reply to it in the intervals.
In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you.
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
6. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
| Verbal Context | DM |
| He missed Ms lesson yesterday. | He always misses his lessons. |
| If you are in a hurry, why not take a taxi? | I think I will. |
| He won't come today. | When is he going to come? |
| He is not in. | Where is he, then? |
| I am leaving. | Oh, can't you stay a bit longer? |
| She is crying. | Oh, hasn't she passed her exam? |
| The picture's wonderful. | Let me have a look at it. |
| Mother is asleep. | Don't disturb her, Tom. |
| Look at his clothes. | Good Heavens! |
| Good afternoon, Mrs. White. | Hallo, Betty dear! |
II. HIGH PRE-HEAD + HIGH FALL (+TAIL)
Model: -I'd simply \love to.
7. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
| Verbal Context | Drill |
| Did he say anything? | No, nothing, you'll be pleased to hear. |
| We're going ahead without Paul. | That's obviously the best solution. |
| Have some more pudding, Ann. | I couldn't possibly. |
| You'll help, won't you, Max. | Why me? |
| I was against the proposal. | What did Jack have to say about it? |
| You can borrow mine. | D'you mean that? |
| He says he'll do better in future. | Does he really intend to work harder? |
| Shall I ask him to tea? | By all means ask him. |
| I'm going to play tennis. | Let's all have a game. |
| No luck, I'm afraid. | Try once more, then. |
| I'm not sure I want to go. | Stay at home, then. |
| He's broken a leg. | How awful! |
| Looking for me, Terry? | Oh, there you are, Peter. |
Listen to the replies, and repeat them in the intervals. Make your voice rise high when pronouncing the High Pre-Head.
Listen to the Verbal Context and reply in the intervals.
In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you.
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
12. Read the drill sentences according to the given model. Concentrate your attention on the High Pre-Head:
| Verbal Context | Drill |
| Was it difficult? | Surprisingly so. |
| I thought you've been there. | So I have. |
| It's not Mary who phoned you yesterday. | Well who, then? |
| He's leaving tonight. | How d'you know? |
| He says he is going to leave. | Does he really intend to leave? |
| This book isn't interesting. | Will that one be more interesting? |
| Shall I tell him about it? | By all means tell him. |
| I've failed. | Try once more, then. |
| I'm not well. | Go home, then. |
| Thank you so much. | Not at all! |
| Look at this picture. | How wonderful! |
| Here is a book for you. | How good of you! |
III. HIGH PRE-HEAD + LOW RISE (+ TAIL)
Model: -He /won't
13. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
| Verbal Context | Drill |
| Time to go. | I know. |
| Is that right? | I think so. |
| Did he check the result? | He did. |
| Have you any cigarettes left? | A few. |
| I wouldn't dream of going in for it. | Why not? |
| You won't catch me going by air. | Why don't you like flying? |
| Now write down your answer. | Will pencil do? |
| Anybody for more tea? | May I have another cup? |
| What a miserable day! | Cheer up. |
| Let me carry it for you. | Look out. |
| Would you like an orange? | Yes, please. No, thank you! |
| I'm off to bed. | Good night, dear! |
Listen to the replies and repeat them in the intervals. Make your voice rise high when pronouncing the High Pie-Head.
Listen to the Verbal Context and reply in the intervals.
In order to fix the High Pre-Head in your mind, ear and speech habits pronounce each reply several times until it sounds perfectly natural to you.
Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.
18. Read the drill sentences according to the given model. Concentrate your attention on the High Pie-Head:
| Verbal Context | Drill |
| Do you need any more magazines? | That'll do. |
| I'm afraid I can't do it. | As usual. |
| He is a good writer. | He is. |
| He has left | He has what? |
| I'm going to St. Petersurg tomorrow. | To where? |
| I'm going to the theatre tonight. | May I go with you ? |
| Will you be present at the party? | Do you want me to? |
| What shall I do next? | Go home. |
| Jack is still out. | Don't worry. |
| Good morning, Mrs. Brown, | Hallo, Mary! |
| See you presently. | So long, old chap. |
Give your own replies to the Verbal Context of Ex. 1, 6, 7, 12, 13, 18.
This exercise is meant to develop your ability to hear and reproduce intonation in different speech situations.
a) Listen to the dialogue "Broadcast Programme" carefully, sentence by sentence. Write it down. Mark the stresses and tunes. The teacher will help you and all the members of the class to correct your variant. Practise reading every sentence of your corrected variant after the cassette-recorder.
B) Record your reaing. Play the recording back immediately for the teacher and your fellow-students to detect your errors. Practise the dialogue for test readiag. Memorize the dialogue and play it with a fellow-student.
c) Make up conversational situations, using the following phrases:
Oh, not too badly.
Personally, I'm not very keen on ... .
Fortunately for me, it was a ....
What kind of ... do you like best, then?
With all the practice in ear-training I've had ....
I wish I had your gift for ... .
Where there's a will there's a way, you know.