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Юриспунденкция

Tone Group II.

TUNES:

1. Stepping Head + Low Fall (+ Tail).

2. Low Pre-head + Stepping Head + Low Fall (+ Tail).

3. High Pre-head + Low Fall (+ Tail).

STATEMENTS.

In addition to the definiteness and completeness associated with all tone groups containing the falling nuclear tone, Tone Group II is used to give categoric, considered, weighty, judicial, dispassionate character to statements. Such pronouncements are more emphatic and often more ponderous-sounding than with Tone Group I.

Examples:

Answers to questions:

Are you sure?	^Abso^lutely _\certain.
What shall I do?	I ^simply ^can’t i_\magine.
Can’t we do something?	You ^must be _\patient.

Announcements:

He’s the ^stupidest ^man I _\know.

I en^tirely a_\gree with you.

I ^hope it’ll be a _\lesson _to you.

¯You _\are _lucky!

The dispassionateness often shades into withdrawal and impatience.

Examples:

Why did he do it?	I ˙haven’t the ^slightest i_\dea.
What shall I do?	You must ^make up your _\own _mind.
What’s the matter?	I ^couldn’t be more _\angry.

On the other hand, this tone group adds weight to expressions of enthusiasm as well as of disapproval, and is very commonly used in such sentences as:

It was ^perfectly _\wonderful.

It was ^simply _\terrible.

¯It was _\heavenly.

¯She looked _\ghastly.

SPECIAL QUESTIONS.

Such questions are searching, serious, intense, responsible, and are often used to suggest impatience or irritability, though not necessarily.

Examples:

^Why not ^come and have _\dinner _with us?

Now ^where did I ^put my _\pipe?

^How on ^earth did you _\manage it?

^Why did you _\do such a _stupid _thing?

^What’s the _\matter with the _wretched _car?

^Why don’t you ^look where you’re _\going?

Extra emphasis can be given to these questions by making the special finite prominent.

Examples:

What ^are you _\doing?

How ^could you be so _\stupid?

GENERAL QUESTIONS.

Like Tone Group I, this tone group puts forward the question as a suggestion or as a subject for discussion, but more insistently, more ponderously, often impatiently, so that it is often used in an effort to keep the listener to the point, to make him give a straight answer to a straight question.

Examples:

Well ^couldn’t we _\borrow some _money?

But ^can I be_\lieve you when you _say _that?

^Would you pre˙fer _\this _chair?

Questions beginning with “Will you…” are in reality imperatives when said with Tone Group II.

Examples:

^Will you be _\quiet?

^Will you ^stop _\pestering me?

The negative form of these general questions is used simply as an exclamatory device, to turn what seems to be question into an exclamation.

Examples:

^Isn’t it _\wonderful!

^Haven’t they ˙made a _\mess of it!

^Wouldn’t you ˙think they’d _\do something a_bout it!

Notice also: ^Would you be_\lieve it! which is purely exclamatory.

As with Tone Group I, this tone group is used to show the final alternative of two or more; it also implies that the choice is restricted to the alternatives named, that there are no other possibilities.

Examples:

^Would you ˙like _/coffee | or ^would you pre˙fer _\tea?

^Shall I ^give you a _/hand | or ^can you _\manage?

^Can you ˙come to_/day | or ^must it be to_\morrow?

COMMANDS.

Such commands are firm, serious, considered, weighty, pressing, dispassionate. Often, though not always, they have a ring of impatience.

Examples:

^Come and ˙have _\dinner _with us.

^Try the _\other _key.

Now ^take it _\slowly.

For ^heaven’s ^sake be _\careful.

^Don’t be ri_\diculous.

This tone group is particularly common with commands containing the emphatic words do or please.

Examples:

^Do stop _\tickling.

^Please be _\quiet.

INTERJECTIONS.

This tone group is very common with interjections and gives great weight and emphasis to them.

Examples:

^Oh _\ good! ^How ri_\diculous! How ^very pe_\culiar! ^What _\nonsense!

What a ^lovely ^day for a _\picnic! You ^lazy ^good for ˙nothing _\wretch!

¯You _\didn’t! ¯The _\brute!

Greetings with this tone group are very intense, particularly if the first word is accented; ^Good _\morning sounds very hearty and backslapping; ¯Good _\morning is rather less so.

Assignments:

1. Listen to the recording of the “Low Drop II” on the tape. Put down the script and intonation marks of the mini dialogues you hear. Figure out what types of sentences the recorded drills are and what attitude do they convey according to the tune they are pronounced with. Prepare test reading of these mini dialogues in pairs.

2. Read the following drills in pairs. Follow the intonation marked in the text. Analyse them from the point of view of their connotations.

Intonation Drills:

STATEMENTS:

Verbal context	Drill
I _ııcan’t ^\bear _/Julia.	^Neither can _\I.
^How ˙much does it _\cost?	^Two ˙pounds _\ten.
^What are you _\doing _these _days?	^Abso^lutely _\nothing, I _fear.
^Isn’t she ^very _/bright?	^Mad as a _\hatter.
Do you ^come ˙here _/often?	^Hardly _\ever.
^What would ^\you _do?	I ^simply ^can’t i_\magine.
^When can you _\come?	This ^after_\noon, I _think.
^What do you ^think of _\this _model, _madam?	It ^isn’t ^quite what I _\want.
I shall ^miss him ^\terribly.	I ^firmly be^lieve you’ll be ^better ^off with _\out him.
^How did you ^spend the ^\morning?	I ^stayed in ^bed until ^nearly _\lunch _time.
¯You _/won’t for˙get, \| ^\will you?	¯In_\deed I _won’t.
I _ııdon’t be_ıılieve you ^\posted it.	¯I _\did _post it.
¯D’you ^think he’s for_/gotten?	¯I’m _\sure he _hasn’t.
He’s ^given up ^\everything.	¯I _\do _think it’s a _pity.
¯The Smiths _\are _late, \| _\aren’t they?	¯Oh they _\never _come on _time.

QUESTIONS.

Verbal context	Drill
I’m a˙fraid I ^can’t _\do it.	^Can’t do _\what?
_ııTry _ııusing _ıısticky ^\tape.	^Who asked _\your ad_vice?
He ˙works ^sixteen ^hours a _\day.	^How on ^earth does he ^keep it _\up?
Well I ^{\ /}think _John’ll _help.	^Are you _\sure, _though?
I ^{\ /}think we can _go a_head.	^Dare we _\ risk it?
It’s _\your _turn to _pay.	What on ^earth are you _\getting _at?
He ^slapped her _\face.	What^ever came _\over him?
I ^can’t ˙find my ^handbag ^\anywhere.	Well ^when did you ^have it _\last?
_\Tom ex_plained the _method _to me.	But do you ^really under_\stand it?
I’d ^like to ^know who _\broke it.	Would it sur^prise you to ^know _\I _didn’t?
They ^won’t _\lend it _to us.	¯Why _\not, for _heaven’s _sake?
I ^æhaven’t ^ætime ^{\ /}now.	¯When _\will you have _time, may I _ask?
^{\ /}I’m quite _willing.	¯What are we _\ waiting _for, then?
They ^{\ /}ought to be _able to af_ford it.	¯But _\can they af_ford it?
I’ve _ııbeen pro^\moted.	¯Oh _\won’t your _parents be _pleased!

COMMANDS.

Verbal context	Drill
^\Lend me a _/fiver, \| _/will you?	^Go to _\blazes. \| ^Use your _\own _money.
_ııWhat do ^\you _want?	^Show me your _\ticket, _madam.
The ^{\ /}doctor _says \| it’s _ıınot ^\serious.	Then ^don’t ^make so much _\fuss a_bout it.
^Which would ^\you _choose, if _you were _me?	For ^goodness ^sake ^make up your _\own _mind.
^What shall I _\wear?	˙Put on your ^very ^best _\dress.
_ııHurry _/up, ˙Molly.	¯Don’t _\rush me, _Tom.
It’s ^\terribly _difficult.	¯Let _\me have a _shot at it.
_ııWhat have I _ııdone wrong ^\now?	¯Go a_\way, _Bill. \| (^Can’t you ^see I’m _/busy.)

INTERJECTIONS.

Verbal context	Drill
_ııAnn’s _ııgetting ^\better.	^What a re_\lief!
Ap^{\ /}parently \| they’ve _ııburied the ^\hatchet.	^How _\silly it _all _was!
I ^can’t find my ˙purse _\anywhere.	How ^very pe_\culiar!
She’s ^asked us to _\tea.	How ^perfectly _\charming of her!
He’s ^actually ^\written _to me.	¯Good _\gracious! \| (_ııWhat’s come ^\over him?)
I’m a_ııfraid ^\I _broke it.	¯Well _\really, _Gordon! (¯You _\are _clumsy.)

<== попередня сторінка	\|	наступна сторінка ==>
Tone Group I.	\|	Tone Group III.

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