Tone Group IV.

TUNES:

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

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

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

STATEMENTS.

Though complete and definite, like all the falling tone groups, these statements avoid both the ponderousness of Tone Group II and the disgruntled effect of Tone Group III, whilst still retaining the lightness, the airiness and the effect of personal participation in the situation, characteristic of the High Falling nuclear tone.

Examples:

What time is it?	It’s ^half ˙past ^\twelve.\| I ^didn’t ^realize how ^\late it _was.
How did the game go?	^Very ^\well. \| We ˙won sur^prisingly ^\easily.
Is Mike still doing well?	^Better than ^\ever. \| I can ^hardly be^\lieve it.

As this tone group avoids the massive calmness or detachment of Tone Group II, it is very often used to express warmth, a desire not to appear cool to the listener.

Examples:

Can you come and see me?	I’m a^fraid I ^\can’t. \| I’ve ^got to ˙catch a ^\train.
What’s the time?	I ^don’t ^\know. \| I sup^pose it’s about ^\twelve.

It was a very dark night said with Tone Group II would be appropriate as the opening of a story, where the narrator wishes to keep aloof from the proceedings; but in conversation, for instance as an answer to the question How did you manage to loose yourself?, It was an usually dark night, with Tone Group IV, would usually be more suitable, since it is less crushing and lighter in tone.

SPECIAL QUESTIONS.

This way of putting such questions avoids the coldness and possible hostility of Tone Group II and the surprise and displeasure of Tone Group III. It is, on the other hand, perfectly brisk and businesslike and is a very common way of asking these questions.

Examples:
^What’s the ^\time?

^When did you ar^\rive?

^How ^long did it ˙take you to ^\get _here?

^Where on ^earth have you ^\been _all this _time?

GENERAL QUESTIONS.

These questions have very much the same effect as those with Tone Group III, except that the impatience or querulousness is absent. The speaker puts forward his question for discussion, or as the key question in the discussion. Often enough he puts the question so that he may himself answer it negatively, so that it often, though not necessarily, sounds as though he is skeptical about the result.

Examples:

John says he has an alibi.	^Can he ^\prove it?
Shall we take Frank into our confidence?	^Dare we ^\risk it?
Shall we try again?	Well ^would it be ˙any ^\use? \| (I rather doubt it.)

Suggestions are more often made with this tone group than with Tone Group II or III, sounding much less insistent or critical.

Examples:

^Would you prefer ^\this _chair?

^Can I ^\help you at _all?

COMMANDS.

Such commands seem to suggest a course of action to the listener, without the surprise of Tone Group III and without the calm demand for action of Tone Group II.

Examples:

This tea’s too hot.	^Put some ˙more ^\milk in it.
How much do you want for it?	^Make me an ^\offer.
The lid doesn’t fit.	^Try ^turning it the ^other way ^\round.

INTERJECTIONS.

Tone Group IV here expresses mild surprise without the affront of Tone Group III and without the massive impact of Tone Group II.

Examples:

I must stay and do some work.	How ^very ^\noble of you!
We’ve sold our house.	What an ex^traordinary ^thing to ^\do!
Look, it’s snowing.	^Oh, ^\yes. \| ^So it ^\is!

Assignments:

1. Listen to the recording of the “High Dive” 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
^What was the ^\show _like?	^First ^\rate.
I feel ^so ^\sleepy.	^So do ^\I.
They ^{\ /}are _twins, _/aren’t they?	˙Yes but they’re ^not a ^\bit a_like.
^How are you ^feeling ^\now?	^Fit as a ^\fiddle, I’m _pleased to _say.
^{\ /}I’m _going to the _party, \| but ^{\ /}Jane _isn’t.	We were ^hoping you’d ^\both be _there.
^\Now what do you _want?	I ^\don’t want ^\anything.
Will ^five _/pounds ˙do?	^\That’ll be ^\more than suf_ficient.
What’s ^\Dale’s _attitude, I _wonder?	I ^\don’t think he’s at ^\all _keen.
^Weren’t you sur_/prised to ˙see her?	I could ^\hardly be^\lieve my ^\eyes.\| I ^\thought she was ^\still in ^\Canada.
_ııHow did you get ^\on with _Jack?	I’m a^\fraid he was ^\rather ^\difficult.
We’re ^going a^head with^\out _Paul.	¯That’s ^\obviously the _best so_lution.
He’s _ıınow _ıımanaging di^\rector.	¯It’s fan^\tastic, the _way he’s got _on.
You ^\/will _join us, \| ^\won’t you?	¯I’d simply ^\love to.
^Have some more ^/pudding, ˙Ann?	¯I couldn’t ^\possibly. \| ¯I’m full ^\up.

QUESTIONS.

Verbal context	Drill
- Good ^\morning, _madam. \| ¯Can I _/help you?	- ^When does the ^next ^train for ^\Clacton _leave?
- In a ^quarter of an ^hour’s _\time.	- ^When is it ^due to ar^\rive _there?
- ^Ten fifty _\seven.	- ^What’s the ^time of the ^\next Clacton _train?
^How about ^visiting St. ^\Paul’s?	^Have we ^\time this _after_noon?
^Could she ^\come, do you _think?	And ^does she ^\want to?
It’s _ıısuch a _ııtiring ^\journey by _/train.	Well ^\why not ^\fly?
I’m ^\positive it _won’t _work.	But ^\what are your ^\reasons for _thinking it _won’t?
I’m _ııgoing to ^\London to_/morrow.	^\How long d’you intend being a^\way?
^\Now _what are you _looking for, _Joan?	Have you ^\seen my ^\handbag _anywhere?
That was ^\Mike on the _/phone.	Did you ^\ask him about the ^\theatre _tickets?
¯Would you ^mind ^handing me that _/brush?	¯Which ^\one? \| (The ^big one or the ^\small one?)
I was a^\gainst the pro_posal.	¯What did ^\Jack have to _say about it?
You can _ııborrow ^\mine.	¯D’you ^\mean _that?
He _ıısays he’ll do ^\better in _future.	¯Does he ^\really in_tend to _work _harder?
He’s _ııgoing to have a ^\shot at it.	¯Will he suc^\ceed, I _wonder?

COMMANDS.

Verbal context	Drill
I ^æshan’t be ˙able to ^{\ /}phone you.	^Drop me a ^\line, then.
^Can’t we be _/friends a˙gain?	Ad^mit you were ^\wrong, _then.
^Why not ^wear a ^\wig?	I^magine how ^\silly I’d _look.
^\Jack doesn’t ^\want it.	^\Give it to ^\me, _then.
It’s ^raining ^\harder _/now.	Well ^\wait a bit ^\longer, in _that case.
^When shall we _\send it, _madam?	˙Send it as ^\soon as you ^\can, _please.
^\I’m going to play ^\tennis.	¯Let’s ^\all have a _game.
_ııThanks very ^\much.	¯Don’t ^\mention it, my _dear _fellow.
No ^\luck, I’m a_fraid.	¯Try once ^\more, _then.

INTERJECTIONS.

Verbal context	Drill
He ^won’t be ^back till ^\ten.	^How ^\awkward!
^\Look. \| It’s _ııstopped ^\raining.	^Oh ^\yes. \| ^So it ^\has.
^How did the ^\game _go?	^\What a di^\saster!
^Here’s a ^\cheque for you.	^\Thank you most ^\awfully!
He’s ^broken a ^\leg.	¯How ^\awful!
I’m ^much o^\bliged to you.	¯Not at ^\all.

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Tone Group III.	\|	Tone Group V.

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