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Юриспунденкция

Tone Group VI.

TUNES:

1. Low Rise only.

2. Low Rise + Tail.

3. Low Pre-head + Low Rise (+ Tail).

4. (Low Pre-head +) Low Head + Low Rise (+ Tail).

STATEMENTS.

Statements with Tone Group VI invite further contribution to the conversation from the listener.

Examples:

Good morning, Mr. Thomson.	(Good morning.) \| It’s a _ıınice _/day.
Hullo, Frank.	(Hullo, Jimmy.) \| You’re _ıılooking _ııvery _/smart. \| (Going to the wedding?)
Come in and sit down.	It’s _ııvery _/nice of you.
Have you heard about Max?	_/No.

Usually the speaker gives (and wishes to give) the impression that he is reserving judgment until he has heard more from the listener.

Examples:

Have you any money on you?	_/Yes.
Do you go to the theatre?	_/Some˙times.
Shall we be in time?	I _/think ˙so.
Can I have your autograph?	_ııIf you _/like.

Going from this guarded attitude, Tone Group VI is often used to express reproving criticism of the listener’s attitude or the general situation.

Examples:

I shall have to sack him.	You _ııcan’t do _/that. \| (He’s too useful.)
What a terrible play!	It _ııwasn’t as _ııbad as _ııall _/that.
You said we could come on Tuesday.	It’s _ıınot _ııTuesday to_/day.
Must I do it now?	_ııNot if you _ııdon’t _/want to.
I’m most grateful to you.	_/That’s all ˙right. \| (It was nothing at all.)

Very common is the use of this tone group in resentful contradictions.

Examples:

You haven’t written that letter.	(Yes,) \| I _/have. \| (I wrote it this morning.)
There’s our train.	(No,) \| it’s _/not. \| (It’s the next one.)

Notice that the implied criticism of the listener may be because he is blaming himself too much or praising the speaker too much, when the statement sounds deprecatory.

Examples:

You’ve done a fine job.	I _ııdon’t _/know. \| _ııYou could have _ııdone it _ııjust as _/well.
I feel terrible about it.	You’ve _ıınothing to re_/proach yourself with. \| It _ııwasn’t _/your ˙fault.

This tone group is also used for continuative purposes, to show that there is more to be said, as, for example, in enumerations:

_/One, | _/two, | _/three, | _/four, | _/five,

If the enumeration is completed the last item has a falling tone:

You can have _/coffee, | or _/tea, | or ^\cocoa.

In the examples below, where the tone group is again used to express incompleteness, the deprecatory attitude, absent in the simple enumeration, is present, as though the speaker were denying that his utterance contained anything very new or interesting.

Examples:

And _ııwhen I _/got ˙ there | he ^\gave it to me.

I _ııwent _/up to him | and he ^\snubbed me.

SPECIAL QUESTIONS.

When the nucleus is the interrogative word, the effect may be either of repeating the listener’s question or of asking for information to be repeated. In both cases the questioner’s tone is wondering, as though he was mildly puzzled that such a question should have been asked or that he should have been given the information he was given.

Examples:

The meeting’s at five.	_/When? \| (I thought it was six.)
How did he do it?	_/How did he ˙do it? \| (Perfectly obvious.)
His name was Scroggs.	_/What was ˙that? \| _/Scroggs?

It is fairly rare to ask any but the above repeated type of special question with Tone Group VI; any other sounds very calm but very disapproving, even menacing.

Examples:

You shouldn’t have done it.	And _ııwhat’s it _ııgot to _ııdo with _/you, may I ˙ask?
Please don’t do that.	And _ııwhy _/shouldn’t I? \| (It’s a free country.)

GENERAL QUESTIONS.

Such questions almost invariably express disapproval or scepticism and should only be used where this is appropriate.

Examples:

You mean to say you’re getting married?	_ııIs it so _ııvery sur_/prising?
I’m sorry now that I did it.	_ııAre you _/really ˙sorry?

However, question tags with Tone Group VI have no such connotation of disapproval or scepticism; nor do they merely invite confirmation of the speaker’s view, as with Tone Groups I and III; they leave the listener free to answer either Yes or No, although it will be clear that the speaker inclines to one view rather than the other.

Examples:

It’s about ^ten o’^\clock, | _/isn’t it?

You ^didn’t feel ˙very ^\well, | _/did you?

I ^don’t ˙think you could have _\done it, | _/could you?

Notice that when the speaker says:

She’s a ^\nice _girl, | _/isn’t she?

he has probably not met the girl concerned, or at any rate not made up his mind about her niceness, since he is genuinely concerned to have the listener’s view; whereas when he says:

She’s a ^\nice _girl, | ^\isn’t she?

he almost certainly has met the girl and formed an opinion about her niceness, which he expects the listener to confirm.

The question tags will you? won’t you? would you? are commonly used after imperative forms in order to make it plain that the command is in fact a form of invitation.

Examples:

^Come and ˙sit _\down, | _/won’t you?

^Come over _\here a _minute, | _/will you?

^Make ˙mine a _\sherry, | _/would you?

Contrast this with the use of a falling tone on will you!, which strengthens and emphasizes the command.

Examples:

^Stand _\still, | _\will you!

Direct question tags, i.e. those which are in the negative when the preceding statement is in the negative, or in the affirmative when the statement is in the affirmative, always bear Tone Group VI. Such utterances are used to acknowledge something which has previously been stated, to refer back to something already established and accepted by both parties.

Examples:

What a lovely dress!	You ^\like it, \| _/do you?
I slapped John’s face today.	You’ve ^\quarreled with him, \| _/have you?

When used independently, as a comment in response to a statement, the disapproving or sceptical tone is again in evidence.

Examples:

I saw you on Wednesday.	_/Did you? \| (I thought it was Thursday.)
He’s only thirty-five.	_/Is he? \| (He looks about fifty.)

COMMANDS.

Tone Group VI is not very widely used with commands except those beginning with Don’t, when the effect is exactly the same as with statements. It is also commonly heard with a few short commands, when they constitute a rather calm warning or exhortation.

Examples:

I’m going to sack him.	_ııDon’t _ııdo _/that. \| (He’s not a bad chap.)
I’m afraid I’ve broken it.	_ııDon’t _ııworry about _/that.
_/Careful. _/Steady. _/Watch. A_/gain.

INTERJECTIONS.

Most interjections are rarely said in this way, but some – usually short – quite commonly have this tone group; some seem to imply reserved judgment and to require more explanation from the hearer.

Examples:

John says he can’t come.	_/Oh. \| (Why not?)
It’s half past ten.	_/Well. \| (We’re not in a hurry.)

Others imply calm, casual acknowledgment of a not unexpected matter.

Examples:

The car’s here.	_/Good. \| (We’re just about ready.)
Your change, sir.	_/Thank you.
I can’t help you.	_ııVery _/well. \| (We’ll do it alone.)

Assignments:

1. Listen to the recording of the “Take-Off” 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
You ^know where _/John ˙lives?	_/Yes.
^When do you ^think it’ll be ^\finished?	_/May.
^Where did ^\you _come in the _race?	_/Third.
What on ^earth do you want at the ^\grocer’s?	_/Cheese.
^What do you at^tribute your suc_\cess to?	_/Work.
^What’s his nation_\ality?	_/Russian.
^How many _\students has he _got?	_/Twenty.
What’s ^\your _hobby?	_/Gardening.
^Will you be ^able to _/fetch them?	_/Probably I ˙shall.
They’re _ııall ^\hopeless.	_/Andrew ˙isn’t too ˙bad.
^Can he ^play the _/piano?	He _/can.
^Will he ˙buy an_/other ˙one?	Per_/haps.
^\/Martin _says \| the _ııanswer’s ^\six.	I sup_/pose ˙that’s the ˙right ˙answer.
Why^ever didn’t you _\write to me?	I’m _/sorry. \| (I _ııthought I ^\had.)
She’ll ^get a^\way with it.	She _/won’t. \| (^æI’ll see to ^\/that.)
^Let me ^get you some ^more ^\tea.	You’re _ııvery _/kind.
I’m ^just ^back from ^seeing my ^\mother.	I _ııtrust you _ııfound her _/well.
What a ^glorious ^\day!	You _ıısound re_ıımarkably _/cheerful.
^How ˙long have you been ^\back?	_ııNot _/long.
^When did you ^last _\see him?	_ııSometime _ıılast _/year, I ˙think.

QUESTIONS.

Verbal context	Drill
The ^meeting’s at ^\five.	_/When? \| (I _ııthought it was at ^\six.)
You must ^do it ^\this _way.	_/How? \| (I thought ^\John’s _method was the _best.)
^\/William’s \| is the ^\blue _book.	_/Which? \| (I _ııthought it was the ^\red one.)
^Where shall we ^go for _\lunch?	_/Where? \| (It’s _ııup to ^\you.)
^\You must _send them an invi_tation.	_/Why? \| (I _ııthought _ııthat was ^\Peter’s _job.)
I ^sold the ^\carpet to_/day.	_/What, ˙dear?
I ^won’t al^low ^any such _\ thing.	_/What did you ˙say?
I’m ^fed _\up with you.	_/Why, may I ˙ask?
He’d al_ııready ^\posted it, \| _ııso he _/said.	_/Had he ˙sent it ˙off?
Mike ^\/may be _able to _help us.	_/Has he ˙anything to ˙offer?
I ^won by a ^\mile.	By _/how ˙much?
^I ˙live in ^\that _house.	In _/which ˙house?
You ^daren’t ^\do it.	Dare _/you?
You’ve ^done it the ˙wrong ^\way.	Does it _/matter?
It’s ^going to ^\snow.	Do you _/think ˙so?
You were ^ærather ^\/harsh with him.	Well _ııwhat _/of it?
^\Sorry I’m _/late.	_ııWhere have you _/been all this ˙time?
I’d ^no i˙dea ^\how to _get there.	_ııCouldn’t you have _/asked?

COMMANDS.

Verbal context	Drill
¯But _ııhow do you ^\do it?	_/Watch. \| (Like ^\that.)
I’ve a con^\fession to _make.	Go _/on.
^Come _/on. \| ^\Let’s get _/going.	Now _/wait a ˙minute.\| (We ^haven’t ^\paid _/yet.)
^\Look.\| A ^\spider.	_ııDon’t _/hurt it.
I ^won’t do ^anything to _\do with him.	_ııDon’t be so _/silly.
^Hang _/on a ˙second.	Oh _ııdo hurry _/up. \| (I’ve _ııbeen _ııwaiting _ııages al^\ready.)
He’ll ^let me ^have it by _\Monday.	_ııDon’t be _ııtoo _/sure. \| (He’s ^\very unre_liable.)
She’s so _ııterribly ^\rude.	_ııDon’t take _ııany _ıınotice of _/her. \| (She was ^\born _rude.)
^Do it a_\gain.	_ııHave a _/heart. \| (I’m _ııtired ^\out.)
^How ˙much did he ^\lend you?	_ııMind your _ııown _/business!

INTERJECTIONS.

Verbal context	Drill
I’ve ^left my um^\brella be_hind.	_/Fool!
^Here’s your ^\hat, _dear.	_/Thanks! \| (I ^hadn’t for_/gotten it.)
They’ve ^sold _\out.	_/Really? \| (I ^thought they had ^\plenty.)
I’ll ^tell ^\Mummy.	_/Tell˙tale!
You must ^give it to me ^\now.	In_/deed! \| (_ııWhat’s the ^\hurry?)
I ^took your ^suit to the ^\cleaners.	Oh _/good!
We had ^no ^sunshine at ^\all.	I _ııbeg your _/pardon. \| (It was ˙sunny ^all the ^\morning.)
You can ^\have it if you _/like.	_ııThanks very _/much.

<== попередня сторінка	\|	наступна сторінка ==>
Tone Group V.	\|	Tone Group VII.

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