Practice the following pieces of monologue and dialogue. Note that changes in extra-linguistic factors cause modifications of language features: prosodic characteristics, vocabulary and syntax.
a) social status and relations between the speakers varied, subject-matter unchanged;
Teacher to students in a classroom
¯Good ˙after‚noon, ˙students. At the beˈginning of the ˇ term I’ve deˈcided to ˙give you a ˙brief ˇ outline of the ˌsort of ˌwork we’ll be ↘doing this \ term. As you ‚know, it’s a … we’re ˌnow taking ˌup the 19th ˙century ‚literature │ and there are ¦ ↘certain ↘set ↘books ¦ which ˌyou will be exˌpected to “read │ ’and you ˈalso ‚know per˙haps, that it is com↗pulsory for a ↗student to per ˇ form a ‘certain ˌnumber of tu“torials ¯for ˈeach \ book. The ‘book, of ˇ course, you must ↘study on your ’own, and ˈbe pre‚pared to ˈbring something “useful to tu‚torials. ‘Otherwise, ˈthat is ˙just a ↘wasted \ hour. You ↘can’t ex˙pect to ‘sit ‚there and ˙let the ˇ tutor ˇ tell you what “he ˙thinks of the ˙book, │ it’s up to ‘you ¦ to ˌwork out your own i \\ deas. The ‘tutor is there ˇ only to ˈbring them to>gether to co‘ordinate the iˌdeas of the ‘students in the “group, │ then to conˈtribute some of his ‚own, per’haps, │ ¯and in ˌgeneral to “help but ˈnot to “spoonfeed you.
Teacher to teacher at school
Hel‚lo, ˙love. ¯Have ‚met the ˙new ‘students this ˌafternoon. I ˆtold them ¦ it’s com↘pulsory for a ↘student to per↘form a ˈcertain ↘number of tu ˇ torials for ˙each ˙set of ˙books. ¯Well, I > told them that there’ll be ˈ2 or ˈ3 tuˈtorials a >week and ‚they would be exˈpected to con‘tribute ‚something. I ‚can’t ˙see ˆ any of them con↘tributing ˆ anything, │ so I got a ˙bit a ˇ brupt ˙with them. I ˌsaid that they ↘mustn’t ex↘pect the ˇ tutor to ↘spoon ˇ feed them and they ˈmust read the ‘books and preˈpare to con↘tribute something \ useful to the tu ˇ torials, │ and the ˈtutor is there ˌonly to ˈbring their ˙different iˈdeas to‘gether │ ˈnot to ‘spoonfeed them.