Английская интонация: правила, упражнения


З.М. Шенина





                АНГЛИЙСКАЯ ИНТОНАЦИЯ Правила, упражнения




Практикум


2-е издание, стереотипное





Москва Издательство «ФЛИНТА» 2021

УДК 811.111’367.2(075.8)
ББК 81.2Англ-1-923
    Ш47








        Шенина З.М.

Ш47 Английская интонация. Правила, упражнения [Электронный ресурс] : практикум / З.М. Шенина. — 2-е изд., стер. — М. : ФЛИНТА, 2021. — 73 с.

     ISBN 978-5-9765-2883-3

     Пособие по фонетике английского языка содержит правила и комплекс упражнений по интонации для студентов I и II курсов очного и заочного отделений институтов и факультетов иностранных языков.
     Сведения по интонации английского языка изложены с учётом материала учебников «Практический курс английского языка» для I и II курсов под редакцией В. Д. Аракина и сборника «Intermediate English Course», University College, London. Для упражнений использована лексика соответствующих курсов.


                                                УДК 811.111’367.2(075.8)
                                                ББК 81.2Англ-1-923










ISBN 978-5-9765-2883-3

             © Шенина З.М., 2016
                                   © Издательство «ФЛИНТА», 2016

            CONTENTS



Предисловие ........................................... 4
STATEMENTS ............................................ 5
IMPERATIVES .......................................... 13
EXCLAMATIONS ......................................... 20
GENERAL QUESTIONS .................................... 25
SPECIAL QUESTIONS .................................... 35
ALTERNATIVE QUESTIONS ................................ 45
TAG QUESTIONS ........................................ 47
ECHO QUESTIONS ....................................... 56
SUPPLEMENT ........................................... 64

3

            ПРЕДИСЛОВИЕ



    Практикум по фонетике английского языка содержит правила и комплекс упражнений для студентов I и II курсов очного и заочного отделений факультетов иностранных языков. В работе представлены утвердительные, восклицательные, побудительные и вопросительные предложения. В упражнениях акцентируются следующие функции интонации:  различение коммуникативных типов высказывания,
выражение конкретных эмоций, вскрытие подтекста высказывания, характеристика ситуации общения. Сведения по интонации английского языка изложены с учётом материала учебников «Практический курс английского языка» для 1 и 2 курсов под редакцией В. Д. Аракина, A. C. Gimson “Intermediate English Course”, книг David Hicks “Meet the Parkers”, J. D. O’Connor “Linguaphone English Course”. Для упражнений использована лексика соответствующих курсов. Аудиозаписи упражнений, помеченных значком J, сделаны носителем языка Jerome Thomas.
    Расположение    глав    не    обязывает    к определённой
последовательности изучения содержащегося в них материала. Внутри каждой главы материал расположен по степени трудности так, как кажется методически целесообразным.

4

            STATEMENTS



                                     I    The  Low Fall
                                     II   The  High Fall
                                     III  The  Low Rise
                                     IV   The  High Rise
                                     V    The  Fall-Rise
                                     VI   The  Rise-Fall



        I
        The Low Fall


     Statements with the low fall convey a calm, reserved, unsurprised, dull, possibly grim attitude on the part of the speaker.
     When the low fall is preceded by the descending head the speaker may sound considered, responsible, intense, pressing, and rather emphatic.
E.g. Nora: I’m ex¹ pecting .Mother | - she is ¹ coming .over, | for the .day. (Meet the
       Parkers 12)¹


/ Exercise 1.
Read the following conversational situations with statements. Remember that the low fall is used in final, calm, reserved, categorical statements.

1. Can you come tomorrow?  - .Yes.      
2. Whose book is this?     - .Anne’s.   
3. Where do you come from? - .Russia.   
4. How old are you?        - .Twenty.   
5. When is he coming?      - To.morrow. 
6. Where is Ann?           - She’s .out.

        ^ Exercise 2.

        Read the following conversational situations with statements. Remember, when the

        statements get longer they sound considered and weighty.

1. How much did you pay for it? - It 'costs 'over Ttwo 'hundred .pounds.
2. What is the weather like?        - I 'think it is 'going to .rain.

3. When can you come?          - As
4. Why didn’t the guard let you in? .pass.
5. Have you any news of Malcolm?
6. How did you spend the morning?
7. David has grown a beard.
8. What’s the time, please?
9. I don’t like this film      - I en

'soon as the 'weather im.proves.
- He ^said | he 'couldn’t 'let me 'in without a

- We 'haven’t 'heard from him for .ages.
- I 'stayed in 'bed until 'nearly .lunch time.
- 'So he .has.
- 'Ten 'minutes to .nine.
'tirely a.gree with you.


¹ SUPPLEMENT, text 3.

5

        II The High Fall

     Statements with the high fall sound insistent, lively and interested, sometimes surprised. They are very common in conversation.
E.g. Mrs. Howard: Oh, but I’m sure he’ll win a scholarship.
     Nora: 'Yes, we 'hope he will. (lively) (Meet the Parkers 3)²

     Harry: 'No, .seriously, .Nora, 11 Can’t 'bear it. (insistent) (Meet the Parkers 12) ³


/ Exercise 1.

Read the following conversational situations with statements, use the high fall.
Convey your personal concern, including irritation or interest.
1. Now what have you done to Mary? - 'Nothing.
2. Who has been eating my grapes? - 'No one.
                                   - 'No one has.

                                  - 'No one’s been .eating your .wretched .grapes.

3. Which will you take, Henry? - 'This one.
4. How many of his books have you read? - 'All of them.

5. When did you see him?
6. Would you like to join us?
7. Come on. Let’s get going.
8. It was your entire fault.
9. What was the show like?
10. It’s not very valuable, is it?
11. We’ll never get there.

  - On 'Thursday.
          - I’d 'love to.
          - We 'can’t. It’s 'raining.
  - But it 'wasn’t. I can 'prove it.
          - 'First rate. 'Simply 'splendid.
  - It 'costs 'three .hundred .pounds.
  - It’s 'not as .far as you i.magine.

12. Which would you like, tea or coffee? - I’d pre'fer 'tea.
13. I may be a bit late.        - It 'wouldn’t 'matter in the 'least.
14. Has he caught up with the group? - 'Better than that. He is the 'best in the .group.
15. Why doesn’t she join our trips?    - 'Sometimes she 'does.
16. I’m an amateur.             - I’ll 'never bejieve it. You are 'good at 'tennis in'deed.
17. Where is my tie? It’s gone again. - You 'never re.member where you .put your .things.
18. Let’s go to the pictures tonight.  - I 'really 'can’t. I’ve 'got a 'lot of .work to .do.

19.  I’m going to consult a doctor. - It’s 'high 'time you 'thought about your .health.
20.  We are leaving tonight.            - It’s a 'pity. You 'promised to 'stay with us a 'bit
'longer.


Exercise 2.
Read the following conversational situations. Use either the low fall or the high fall in accordance with the speaker’s attitude given in brackets.
1. I’m going to consult a doctor.
       -  It’s high time you thought about your health. (weighty)
       -  It’s high time you thought about your health. (lively)
2. We are leaving tonight.
       -  It’s a pity. You promised to stay with us a bit longer. (weighty)
       -  But you promised to stay with us a bit longer. (surprised)
3. Why don’t you go to the doctor?
       -  Sometimes I do. (weighty)
       -  Sometimes I do. (surprised)
4. How many students of your group were present?

² SUPPLEMENT, text 1.

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       -  All of them. (calm)
       -  All of them. (lively)
5. I’m an amateur.
       -  I’ll never believe it. You are very good at tennis indeed. (weighty)
       -  I’ll never believe it. (surprised) You are very good at tennis indeed. (lively)
6.  I may be a bit late.
       -  It wouldn’t  matter in the    least.   (calm)
       -  It wouldn’t  matter in the    least. (lively)
7. I don’t often have time these days.
       -  Yes, there   are so many       other things to do. (lively)
       -  Yes, there   are so many       other things to do. (weighty)
8. I’ll ring you tomorrow to confirm if we are coming.
       -  Fine.  (lively)
       -  Fine.  (calm)
9. All his friends are just the same.
       -  All of them are wild. (surprised)
       -  All of them are wild. (weighty)
10.  Do you like to play squash?
       -  Yes, and I enjoy myself in the process. (calm and weighty)
       -  Yes, and I enjoy myself in the process. (lively)
11.  You haven’t got to go yet, have you?
       -  There is no need to rush. (lively)
       -  There is no need to rush. (weighty)
12.  The exams were much too hard for me.
       -  Oh, come on. You’ve probably done better than you think. (lively)
       -  Oh, come on. You’ve probably done better than you think (weighty)
13.  I’m not much of a swimmer.
       -  Well,  I’m       hardly the world’s best swimmer myself. (lively)
       -  Well,  I’m       hardly the world’s best swimmer myself. (calm)
14.  I don’t think I’ll fly.
       -  Well,  the air-fair is quite expensive, I admit. (surprised)
       -  Well,  the     air-fair is quite expensive, I admit. (calm and weighty)



        III
        The Low Rise

     With the descending scale statements with the low rise sound soothing and reassuring.
E.g. Nora: Yes, of course, Mrs. Howard, I mustn’t boast, but it 'really is a ,comfort | to ' have ' such a $ hard-working ' boy as , Robert. (Meet the Parkers 3. )³


Exercise 1.
Read the following conversational situations, use the low rise. The statements reserve judgments and encourage further conversation.

1. Have you heard about Max?      --- xNo.             
2. Whose book is this?            - 'Mine.             
3. How many blouses have you got? - 'Six.              
4. Aren’t they expensive?         - 'Some of them 'are.
5. Can he come to tea tomorrow?   - 'Maybe he 'can.    

³ SUPPLEMENT, text 1.

7

6. I’m sorry, I’m late again.        - That 'doesn’t .matter.
7. How about asking Max to join us? - He 'ought to be 'able to 'get a.way.
8. Do you think the proposal is reasonable? - On the 'whole it’s 'quite .fair.
9. Can you turn up at nine on Tuesday? - As a 'rule I .can.


^ Exercise 2.
Read the statements with the descending scale in the conversational situations.
They sound soothing, reassuring, sometimes surprised.

1. Alice is leaving.
2. Shall I buy the TV set?

             - zYes, | she 'wants to 'go to the .Park.
             - If you 'don’t 'find it ftoo ex.pensive.

3.  The furniture is new but not quite modern.- It 'doesn’t 'matter 'all .that much.

4.  I’d like to have a bite.
5.  Tell me, doctor. Is he badly hurt? .bruises.
6.  I don’t think I’ll ever do it.
7.  Shall we write a dictation tomorrow?
8.  I’ll give a talk on Cronin.
9.  When shall we start?


- Per'haps we’ll 'go to a 'cafe for a 'cup of .coffee.
-  'Nothing at 'all .serious. 'Just a 'few

       - You .will. It’s 'just a 'matter of .practice.
- I be.lieve so.
- 'Since you are .fond of him.
- 'Any 'time that .suits you.

Exercise 3.
Read the following conversational situations. Use either the low fall or the low rise in accordance with the speaker’s attitude given in brackets.
1. Mum, Alice is leaving.
       -  Yes, she wants to go to the Park. (soothing)
       -  Yes, she wants to go to the Park (weighty)
2. I thought I was to be given some fish for supper.
       -  Perhaps we’ll go to a    restaurant for supper. (reassuring)
       -  Perhaps we’ll go to a    restaurant for supper. (calm and weighty)
3. Shall I buy this TV set?
       -  If you don’t find it too expensive. (calm)
       -  If you don’t find it too expensive. (soothing)
4. I don’t think I’ll ever master the language.
       -  You will. It’s just a matter of practice. (soothing)
       -  You will. It’s just a matter of practice. (calm and weighty)
5. How about asking him to come a bit later?
       -  All right. I’ll have a talk with him. (soothing)
       -  All right. I’ll have a talk with him. (calm and weighty)



        IV The High Rise

     Statements with the high rise have in most cases the effect of questions expressing wonder.
E.g. You 'like him? (is equivalent to Do you Jike him?) 'Sugar? (is equivalent to Do you take sugar?)

        ^ Exercise 1.
        Read the following conversational situations, use the high rise expressing wonder.

1. We shall have to return.          - Im'mediately?
2. Careful.                          - 'Careful?

8

3. Pity!
4. I should phone him about it now.
5. What do you think of my dress?
6. Could I have another cup of tea?
7. I’ve just read that new travel book
8. I listened to every word he said.
9. Everybody thinks it’s magnificent.
10. He’s going on holiday.
11. I’ve given up missing classes.
12. What do you think of the car?
13. I’ve just met her husband.
14. Have you seen my bag anywhere?
15. Alan’s not here, I’m afraid.
16. We are going shopping.
17. Let’s go to the restaurant.
18. I believe he is in Syktyvkar now.

      - 'Pity?
      - 'Now?
      - 'New?
      - 'Sugar?
      - 'Interesting?
      - 'Every word?
- 'Everybody?
- A'lone?
      - For 'good?
- Your 'own?
- You 'like him?
- You’ve 'lost it?
- He’s gone 'home?
      -Right a'way?
      - You’ve got e'nough money?
      - In 'Syktyvkar?

19. We spent the whole day on the beach.    - The 'whole day?

20. It’s getting warmer.

- You 'think so?


        V
        The Fall-Rise


     The fall-rise is a combination of the high fall and the low rise.
     Statements with the fall-rise are used when the speaker draws a special attention to one element of the sentence for the purpose of contrast and at the same time shows an intention to continue the utterance. On the whole the fall-rise in statements conveys several meanings. It may sound apologetic, appreciative, grateful, regretful, sympathetic, pleading, plaintive, reassuring.
E.g. On 'week days I .study, I but on 'Saturdays I .don’t. (contrast)
     As 'soon as I .make it .cleanI the ,boys make it 'dirty a.gain. (regretful)


        Exercise 1.
        ^ Read the following conversational situations, use the fall-rise.


1. Have you heard about Max?
2. Whose book is this?
3. How many blouses have you got?
4. Aren’t they expensive?
5. Can he come to tea tomorrow?
6. I’m sorry, I’m late again.
7. How about asking Max to join us?

- ᵥNo.
- vMine.
- vSix.
- 'Some of them vare.
       - 'Maybe he vcan.
- That .doesn’t .matter.
- He 'ought to be .able to zget a.way.

8. Do you think the proposal is reasonable? - On the 'whole it’s .quite .fair.
9. Can you turn up at nine on Tuesday? - As a .rule I .can.


        ^ Exercise 2.
        Read the following conversational situations, use the fall-rise. Say what feeling you render.

1. Don’t you like it?           - I don’t, frankly.
2. Any news of Tim?                   - He’s coming home soon.
3. Haven’t you finished it yet? - I’ve only just begun it, as a matter of fact.

9

4. It looks like rain, I’m afraid. case.
5. I have had it six years now.
6. Why ever bring an umbrella?
7. I thought of going for a walk.
8. It was quite an accident.
9. He has accepted your offer.
10. It’s a wonderful photo.
11. Help? Certainly.

-  Perhaps it would be better to stay at home in that

-  You’ll be buying a new one soon, I imagine.
-  It was raining when I left this morning.
-  I’ll come too, if I may.
       - But I told you not to touch.
-  I didn’t dream he would take me seriously.
-  I knew you would like it.
-  I was sure I could count on you.



        VI
        The Rise-Fall

     Statements with the rise-fall imply all the definiteness and finality, associated with the other falling tones.
       In addition the rise-fall in statements shows that the speaker is greatly impressed. According to the situation it can express irony, mockery, putting up, sarcasm, challenge, reproach, admiration. So it may express attitude both pleasant and unpleasant from quizzical to challenging and from being pleasantly impressed to admiration. It is often used in echoing prior remarks.
E.g. Harry: I’m tired of lying here on my back with nothing to do. I hate doing nothing.
     Nora: Don’t be silly, Harry. ' You’ve 'got a "temperature. (reproach) (Meet the Parkers 12)⁴

      A.  Sorry, I’m a bit too late.
      B.  I’m afraid you’ve 'come a bit too "early. It’s five o’clock in the morning. (sarcasm)

      A.  His acting was not bad.
      B.  His acting was" marvellous. (admiration)
Here the meaning of the word marvellous itself is intensified. It is contrasted with the previous not bad.

        ^ Exercise 1.
        Read the following sentences. Use the rise-fall.

1. I 'don’t 'want to 'spoil 'everything before we "start our .evening. (emphatic) (Intermediate English. A Date for the Theatre)⁵
2. His 'students were .adultsl and he en'joyed the 'work im"mensely. (emphatic) (Intermediate English. Profile: Peter Parker)⁶
3. She 'only 'got her 'second di"vorce in the .spring. (reproach) (Intermediate English. A Little Gossip)⁷
4. ...the way you "usually .do. (reproach) (Intermediate English. A Lost Tie)⁸
5. I suppose it’s 'still on the 'shelf under the "dashboard. (emphatic) (Intermediate English. A Lost Tie)⁹
6. You en'joy yourself in the "process. (admiration)       (Intermediate English. Weight
Problem)¹⁰


⁴ SUPPLEMENT, text 4.

⁵ SUPPLEMENT, text 7.

⁶ SUPPLEMENT, text 9.

⁷ SUPPLEMENT, text 10.

⁸ SUPPLEMENT, text 8.

⁹ SUPPLEMENT, text 8.

10

7. I’ve got to 'drink 'two or 'three “pints. (emphatic)    (Intermediate English. Weight
Problem)¹⁰ ¹¹
8. Oh, come on. You’ve 'probably 'done “better than you .think. (emphatic) (Intermediate English. After the Exams)¹²
9. Well, it’s up to you I suppose. But I’ve had e“nough of .reading. I’m 'not 'going to 'open a'nother 'book for “months. (emphatic) (Intermediate English. After the Exams)¹³
10.  Don’t be silly, Harry. 'You’ve 'got a “temperature. (reproach) (Meet the Parkers 12)¹⁴
11. Well, you bezgan it by be“having like a .naughty .boy. (reproach) (Meet the Parkers 12)¹⁵
12.  He’s done well in fall his exams up to now. But we “daren’t .count on his .winning.one. (emphatic) (Meet the Parkers 3)¹⁶


^ Exercise 2.

Read the following conversational situations, use the rise-fall in the answers. Make your utterance much more emphatic and create contrast with the previous sentence.

1. The poem is good.
2. It’s an interesting place.
3. I doubt if it’s true.

- The poem is “beautiful.
                    - It’s a be“wildering place.
                    - It’s most unbe“lievable.

4. The coat is bad.
5. It smells good.
6. She looks well.
7. It’s very cold today     .
8. You are not trying.
9. I like this colour. Do you?
10. The party was nice. And the food wasn’

      - The coat is “dreadful.
      - It smells “lovely.
      - She looks “happy.
                  - It’s “bitterly cold today.
                  -  I most “certainly am.
                  -                    It isn’t e“xactly the shade I want. bad. - The food was “terrible.

^ Exercise 3.
Read the following statements. Sound definite and categorical. Show that you are anxious.
1. I 'can’t 'find it “anywhere.
2. It is 'so an“noying.
3. It 'can’t be “otherwise.
4. It 'simply “can’t be.
5. She “thanked me.
8. You 'don’t 'know how “ignorant she .is.
7. Of zcourse| I 'know him 'very “well.
8. zAnyhow, | we 'can’t 'get there in “time.


Exercise 4.
Read the following sentences. Create contrast between the two variants using the rise-fall and the low fall. Comment on the difference.
1. 'That would be “wonderful!                 'That would be zwonderful
2. I’m a'fraid it “is.                        I’m a'fraid it zis.

¹⁰ SUPPLEMENT, text 14.

¹¹ SUPPLEMENT, text 14.

¹² SUPPLEMENT, text 11.

¹³ SUPPLEMENT, text 11.

¹⁴ SUPPLEMENT, text 4.

¹⁵ SUPPLEMENT, text 4.

¹⁶ SUPPLEMENT, text 1.

11