Read the description of an oral practice activity to answer.

The teacher tells students they will train how to convey meaning by means of intonation. First he/she reads pairs of sentences aloud; the students follow the teacher’s reading. Next, the teacher delivers students handouts containing the pairs of sentences they have just heard, and gets them oriented to repeat the sentences that he/she will read aloud again, pausing after each sentence to give students the opportunity to carry out choir repetition __ students are instructed to replicate the teacher’s intonation since the words’ pronunciation is already known and has been practiced in previous oral exercises. After this step is repeated several times and performed satisfactory, the teacher will ask individual students to read the sentences, he/she will ellicit doubts they might have, and also explain the exact meaning conveyed by intonation in each utterance.

The handout sentences

1.A – The meeting is at four, isn’t it? (using a rising intonation in the question tag)

1.B – The meeting is at four, isn’t it? (using a falling intonation in the question tag)

2.A – Our guests will be coming soon, won’t they? (using a rising intonation in the question tag)

2.B – Our guests will be coming soon, won’t they? (using a falling intonation in the question tag)

3.A – You like sea food, don’t you? (using a rising intonation in the question tag)

3.B – You like sea food, don’t you? (using a falling intonation in the question tag)

4.A – The Bronson’s have been traveling for over a month, haven’t they? (using a rising intonation in the question tag)

4.B – The Bronson’s have been traveling for over a month, haven’t they? (using a falling intonation in the question tag)

5.A – I’m late, aren’t I? (using a rising intonation in the question tag)

5.B – I’m late, aren’t I? (using a falling intonation in the question tag)

Mark the option which suits the meaning of the rising intonation practiced when uttering the question tags.