The Falling-Rising Tone Pattern

The basic meaning of the pattern is implicatory. The most common contours are:

1 Stepping (Sliding) Head + Fall-Rise Unit Contour.

2 Stepping (High) + Fall-Rise Divided Contour.

The Sliding Head increases the overall prominence of an utterance making it more emotional and expressive.

The meaning of the contour:

In statements: contradicting, correcting, warning, reproachful, astonished, grudgingly admitting. E.g.: It’s bitterly cold.

I think you’re ‘rather un fair. It’s ‘quite a ‵distance from ,here.

In Yes/No and Wh-questions: interested, concerned, appealing, surprised. E,g.: ‵Couldn’t you ,say that earlier? ‵Why didn’t you ,call me?

In imperatives (warnings, suggestions, greetings): suggesting, polite, reproachful. E.g.: ‘Put on your ‘warm overcoat! ‵Don’t let it get you ,down. You could ‘always advertise. Hello! Bye!

The FR tone pattern may be used in its referring function to refer to something already stated or which is or has become part of the speakers’ common knowledge, experience.

In statements:

A: I need advice on taxes. – B: Mr ‵Brown is the man to ,talk to.

A: Here’s the milkman, Harriet. – B: Good. We ‵need some ,cream.

In Yes/No questions: the FR is used to check something is as is assumed, e.g. Did you ‘go for the interview yesterday? Were they ‵happy to ,see you?

Speech Exercises

Ex. 1 Read out the mini-dialogues using FR in A’s part to check what A presumes is true. Follow the model: A: Did you go for the `interview ,yesterday? – B: `Yes, I did. – B: ‘How did it `go?

1 A: Is that the police station? – B: Yes, madam. – A: I want to report a robbery. 2 A: Are these eating apples? – B: Yes, they’re French. – A: I’d like a kilo please. 3 A: Did you hear the news this morning? – B: Yes, I did. – A: What do you think about it? 4 A: Have you been to the exhibition? – B: I did. – A: Isn’t it interesting? 5 A: Did you hear what she just said? – B: I did. – A: That’s really incredible. 6 A: Did you learn Spanish in Spain? – B: I didn’t. – A: But how can you speak it so well? 7 A: Do you work here? – B: Yes, sir. – A: Then please call your manager.

Ex. 2 Supply B’s part using the prompts. Use the Fall-Rise to refer to the facts already stated in the conversation, and the Fall to introduce new information.

Model: A: We don’t agree with you. – (right)– B: I `know you don’t a,gree with me, but I am `right.

1 A: The island’s beautiful. – (too far) – B: I’ve heard it‘s … . but … . 2 A: She likes diamonds. – (expensive) 3 A: That’s hat a bargain. – (need it) 4 A: He’s a difficult person to work with. (very important) 5 A: The dress is expensive. – (like it) 6 A: You can’t type! – (quick learner) 7 A: His behaviour was scandalous. – (my boss) 8 A: His handwriting is awful. – (type the letter) 9 A: She’s afraid of mice. – (mousetrap) 10 A: Jack was a policeman. – (retired).

<== попередня сторінка	\|	наступна сторінка ==>
Ex. 4 Read out the mini-dialogues conveying the suggested attitude.	\|	Ex. 3 Practise reading this dialogue. Use Fall, Rise, and Fall-Rise where appropriate.

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