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Юриспунденкция

Tone Group III.

TUNES:

1. High Fall (+ Tail).

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

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

STATEMENTS.

These are just as definite and complete as those with Tone Groups I and II, but they lack the detachment and dispassionateness of the latter, expressing rather a personal concern or involvement in the situation; they sound more lively and interested, sometimes surprised, always more airy and lighter in mood than with Tone Group I or II. Because of this, statements with Tone Group III are particularly common in conversation, where it is so often necessary to show active interest in what is going on.

Examples:

When did you see him?	On ^\Thursday. \| I _ııthought you ^\knew.
Have you met my brother?	^\No. \| I ^\haven’t.
How did you lose it?	I ^\haven’t _lost it.
Did you like the play?	It was ^\wonderful. \| I was ^\amazed how _good it _was.
I’m sorry John wasn’t there.	But he ^\was. \| I ^\saw him.
Would you like to join us?	I’d ^\love to.

It would be possible to use Tone Group I in all these examples, but the element of liveliness would then be replaced by calm matter-of-factness or grimness. When a Low Head precedes the High-Falling nuclear tone, the attitude expressed is one of querulous or disgruntled protest.

Examples:

John said you disliked the play.	I _ııliked it im^\mensely.
Haven’t you brought the car?	You _ııdidn’t ^\ask me to.
You ought to have told me.	I _ııdidn’t _ııthink it was im^\portant.

SPECIAL QUESTIONS.

These express a lively and interested reaction to the situation.

Examples:

I saw the Queen yesterday.	^\Where?
I know an easy way to do it.	But ^\how?
We’ll meet tomorrow sometime.	Well, ^\when shall we _meet?
I’ve got a confession to make.	^\Now _what have you been _up to?

When the interrogative word precedes the nucleus such questions express a reaction to something very unexpected and, for that reason perhaps, not immediately pleasing to the questioner: this is very much the same effect as with statements.

Examples:

_ııWhy did you do ^\that? | It _ııwasn’t ^\necessary.

But _ııwhen did you ^\see him? | I _ııthought he was a^\broad.

_ııHow on _ııearth did they _ıımanage to ^\get _there? | The ^\road’s _flooded.

GENERAL QUESTIONS.

In comments, where the High Fall is on the special finite, the reaction is one of mild surprise but acceptance of the listener’s premises. It is more or less equivalent to a surprised repetition of the listener’s statement.

Examples:

I like it here.	^\Do you? \| (I thought you’d hate it.)
She’s thirty-five.	^\Is she? \| (I didn’t know that.)
They won’t help us.	^\Won’t they? \| (We’ll see about that.)

With a dissenting word the question demands special scrutiny of an assumed fact.

Examples:

I’m glad the car’s all right again.	But ^\is it? \| (That’s the whole point.)
It’ll be easy if John helps.	^\Will he, _though? \| (That’s what we’re not sure of.)

Question tags have the High Fall on the special finite when the previous statement has a High Fall in it, or when the preceding statement ends in a rise. In any case, as with Tone Group I, it expresses the speaker’s expectation of nothing but a confirmatory answer.

Examples:

It’s _ııabso_ıılutely ri^\diculous, | ^\isn’t it?

You’re _ıınot _/frightened, | ^\are you?

It’s ^all _/right, | ^\isn’t it?

It’s ^ænot im^{\ /}possible, | ^\is it?

When the nucleus follows the special finite, the question is offered as a subject for discussion rather than a request for information, exactly as with Tone Group I. The difference seems to be that with this tone group the speaker sees less chance of his suggestion being accepted as the right solution because it is an unexpected one. There may too be some suggestion of impatience with the listener for not seeng that this is the critical point. In effect the questioner says – “The only question that has to be settled is this and then the whole situation is clear.”

Examples:

Nobody seems anxious to do it.	Can ^\I have a _try?
I can’t think who to turn to.	_ııWould it be _ııany _ııgood _ııtrying ^\John?
I doubt whether David will help.	_ııIs it _ııfair to ex^\pect him to?
I can’t do it today.	Well _ııcan you _ııdo it to^\morrow, _then?

COMMANDS.

Commands with Tone Group III show more warmth than with the previous tone groups, often connoting a critical surprise that such an obvious course should not have occurred to the listener.

Examples:

Watch me jump off this wall.	^\Don’t. \| (You’ll hurt yourself.)
What’s the matter, John?	^\Look. \| (It’s snowing.)
What on earth shall I do?	_ııTry it a^\gain. \| (You’ve no alternative.)
I wish Ann didn’t dislike me so.	Well _ııdon’t be so ^\rude to her in _future.

INTERJECTIONS.

Interjections with Tone Group III are more emotional, but also less weighty than those with Tone Group II.

Examples:

Good morning, Jack.	Good ^\morning, _Fred. \| (I didn’t expect to see you here.)
Here’s your pen.	^\Oh, \| ^\thank you. \| (I thought I’d lost it.)
It’s six o’clock.	^\Heavens! \| (I’m late.)
John isn’t coming.	What an ex_ııtraordinary ^\thing!
You’ve passed your exam.	What _ııwonderful ^\news! \| (It’s almost incredible.)

When the nucleus is preceded by the Low Head, as in the last two examples, there seems to be almost a sense of affronted surprise that the speaker’s expectations should have been so wildly wrong.

Assignments:

1. Listen to the recording of the “High Drop” 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:

STATESMENTS.

Verbal context	Drill
Does ^John _/always for˙get?	^\Always.
^How ^often has he _\visited you?	^\Never.
^Who’s been ^eating ^my _\grapes?	^\No one’s been _eating your _wretched _grapes.
Were there ^many _/people ˙there?	^\Crowds.
^How ˙many of his ^books have you ^\read?	^\All of them.
^When did you _\see him?	On ^\Thursday. \| (I _ııthought you ^\knew.)
For ^goodness ^sake _\hurry.	I ^\can’t. \| My ^\leg’s _hurting.
_ııWhat are ^\you _doing _here at _this hour?	I’m ^\waiting for _somebody.
^I’ll take ^\this _book.	You ^\mustn’t. \| It’s ^\Mary’s.
He’s ^promised to a_\pologise.	It’s the ^\least he can _do.
You’ll be ^æthere on ^{\ /}Friday, \| ^\won’t you?	_ııNo I ^\won’t. \| It’s _ııreally an im^\possible _day.
What^ever was he _\thinking of?	I _ııcan’t i^\magine. \| He’s _ııusually so re^\liable.
^Have you ^been here _/long?	We’ve been _ııwaiting for ^\ages.
I ^won’t _\drink that _nasty _stuff.	But it’ll _ııdo you ^\good.
^What ˙time do we _\leave?	I’ve _ııjust ^\told you. \| At a _ııquarter past ^\six.

QUESTIONS.

Verbal context	Drill
I’m ^going to ^\Switzerland.	^\When?
You can _ııwin ^\easily.	^\How _so?
It ^æcertainly isn’t ^{\ /}mine.	^\Whose _is it, _then?
She’s ^thirty _\five.	^\Is she? \| (I _ııdidn’t ^\know _that.)
It ^ædoesn’t appear ^{\ /}regularly.	^\Doesn’t it? \| (You ^\do sur_prise me.)
^\Sorry to _ııbe so _/late.	What ^\happened?
I said ^no such _\thing.	What ^\did you _say, then?
We’ll ^meet ^sometime to^\morrow.	Well ^\when e_xactly?
I ^wanted to ^see you about ^\tennis.	Is ^\that _all?
_ııWhat shall we ^\do about that _party?	Need we do ^\anything a_bout it?
You ^mustn’t _\speak to him.	_ııWhy ^\not?
I ^can’t find the ^file ^\anywhere.	_ııWhat have you ^\done with it?
^How much ^\money have you _got?	_ııWhat’s that _ııgot to _ııdo with ^\you?
I’m ^quite booked _\up next _week.	Will the _ııweek ^\after _suit you _better?
But I’m _ıısuch a ^\hopeless _player.	Does it _ıımatter ^\what sort of a _player you _are?

COMMANDS.

Verbal context	Drill
^\/Careful! \| You’ll ^\fall.	^\Help. \| (I ^\am _falling.)
^Shall we ˙have a ^game of _/bridge?	^\Yes, \| ^\let’s.
^Let’s _\go.	^\Wait a _moment.
I’m ^\awfully _/sorry.	For^\get it.
I’m ^most _\grateful _to you.	Don’t ^\mention it, my _dear _chap.
I ^won’t ^have ^that ^man in my _\house.	Now be ^\reasonable, _dear.
The ^bus doesn’t ^\run on _/Sundays.	_ııCome by ^\train, _then.
_ııWhat shall I _ııdo if he ^\hits me?	_ııHit him ^\back, you _silly _ass.
^What should I ^\tell him?	_ııTell him e_ııxactly what you ^\think.

INTERJECTIONS.

Verbal context	Drill
He’s ^over ^\seventy.	^\Well! \| (I’d ^never have be_\lieved it.)
^Alice is ^coming as ^\well.	^\Really! \| (What a ^lovely sur_\prise!)
He’s ^finished the ˙job al^\ready.	Good ^\gracious!
^\Isn’t it a _lovely _view!	En^\chanting!
He _ııwants me to _ııgive him a ^\reference.	What_ııever ^\next!
He’s _ııactually en^\gaged.	_ııWould you be^\lieve it!

<== попередня сторінка	\|	наступна сторінка ==>
Tone Group II.	\|	Tone Group IV.

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