Practice activities

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 19^th ˙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.