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.

D) Make up a talk with a fellow-student, using phrases from the dialogue above.

21. Read the following sentences, using intonation patterns you find suitable. Use them in conversational situations of your own:

Mine's rather an old-fashioned model compared to yours.

It's much too big to be seen in an hour or so.

There doesn't seem to be anything radically wrong with you.

We have ice-cream twice a week and we never have cornmeal mush.

I can't wait here all day.

I wish you'd told me earlier.

It's all very well to make promises.

I can't possibly finish it.

Come on, Nora. We are going to miss that train.

Peter's not old enough to make up his mind about such things.

Are you sure you don't want to be a farmer, Robert?

I'd never have gone if I had known it was going to be so silly.

Don't you see what a good thing it was that you met me?

I shall speak to Edward the moment he comes in.

I was hoping I might be of use to you.

I find some of the talks very interesting, too.

He is getting on quite well, thank you.

Mind you don't miss the train, Peter.

I prefer red if you've got it.

I should like to read it, when you've finished with it.

We can walk there if there's time.

You'll be late if you don't hurry up.

I don't understand you when you speak so fast.

That's quite right as far as I know.

You must buy the tickets beforehand if you want to see the play.

I'll meet you tomorrow if nothing prevents.

We'll hear "Carmen" tomorrow if I manage to get tickets.

I must put up with it since it can't be helped.

Everybody became silent when he began playing the piano.

This exercise is meant to develop your ability to introduce teaching material in class with correct intonation.

A) Listen to an extract from the lecture on intonation very carefully. Write it down. Intone it Single out the communicative centres and observe the intonation means they are made prominent with.

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Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in pronunciation are.	\|	B) Read and act the extract according to the model.

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