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Юриспунденкция

Tone Group VIII.

TUNES:

1. High Rise (+ Tail).

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

3. (Low Pre-head +) Stepping Head + High Rise (+ Tail).

STATEMENTS.

Complete statements with Tone Group VIII have the effect of questions in most cases, as in so many other European languages.

Examples:

You ^/like him? is equivalent to ^Do you _/like him?

^/Sugar? is equivalent to ^Do you ˙take _/sugar?

He’s ^definitely ^/going? is equivalent to ^Is he ^definitely _/going?

Very often this tone group is used to elicit a repetition by the listener of something he has said, as if the speaker were saying “Did you say…?” or “Did you mean…?”. The difference between this and Tone Group VI or Tone Group VII is that there is no suggestion of disapproval or puzzlement.

Examples:

There were forty names on the list. ^/Forty?

They were all delighted. ^/All of them?

It isn’t fair. ^Not ^/fair?

Tone Group VIII is also used to lead on to a following group, when it sounds rather more tentative than Tone Groups VI or VII in similar circumstances.

Examples:

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

I like the ^/colour, | the ^/shape, | and the _\pattern.

You can ^stay ^/here | or ^come with ^\us.

If ^ever you ^/need me | I’ll ^\willingly help.

SPECIAL QUESTIONS.

When the nuclear tone is on the interrogative word, Tone Group VIII calls for the repetition of information already given, as does Tone Group VI, but the wondering, puzzled flavour of Tone Group VI is absent.

Examples:

^/What was his ˙name again? | (I’ve forgotten.)

^/When did you ˙say he was ˙coming?

He’s ^coming for ^/how ˙long?

When the nuclear tone is not on the interrogative word, the speaker is often echoing the listener’s question in order to get it clear in his mind before giving an answer; again there is no criticism implied as there is with Tone Group VII.

Examples:

When’s he arriving?	^When’s he ar^/riving? \| (Is that what you asked?)
How many children has he got?	^How ^/many?

This might also apply to the case where the nuclear tone is on the interrogative word; then it would be this particular part of the question that the speaker wants to get clear.

Example:

When’s he arriving?

^/When? | (Or where?)

Tone Group VIII is also used with straightforward special questions, i.e. not echoes or requests for repetition, and such questions sound rather like those with Tone Group VII, but very much more tentative, as if to avoid any appearance of prying.

Examples:

^Who were you ^/talking to? | (Anyone I know?)

^When can we ^/meet? | (Sometime on Thursday?)

GENERAL QUESTIONS.

General questions with Tone Group VIII may be echoed questions (as with special questions above) or not. The following are echoes.

Examples:

Is it raining?	^Is it ^/raining, did you ˙say?
Would you like one?	Would ^/I ˙like one? \| (I’d love one.)

Straightforward questions may, however, be asked with this tone group, when they sound lighter, more casual than with Tone Group VI or VII.

Examples:

Put your mac on.	^Is it ^/raining?
I don’t know what to do.	Can ^/I ˙help at ˙all?

This tone group is particularly common with short comments of the type below, the effect being of a minimum response designed to keep the conversation going.

Examples:

I’ve just seen John.	^/Have you?
He said he was tired.	^/Did he?

COMMANDS AND INTERJECTIONS.

Tone Group VIII is used with these almost exclusively to question a part or all of an utterance of the listener and elucidate his exact meaning, with no particular critical intention.

Examples:

Take it home.	^Take it ^/home? \| (Is that what you said?)
Don’t!	^/Don’t? \| (Why not?)
What a shame!	^What a ^/shame? \| (Why?)
The silly young fool!	^/Young ˙fool? \| (He’s old enough to know better.)

The interjections Oh and Really are often heard with this tone group, when they are equivalent to the minimum comments, mentioned under General Questions above.

Examples:

I’ve just seen John.	^/Oh?
He said he was tired.	^/Really?

Assignments:

1. Listen to the recording of the “High Bounce” 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 ^\want you a _minute.	^/Yes?
^What do you ^think of my ^\dress?	^/New?
^I must be ^\off.	^/So ˙soon?
They were ^all de^\lighted.	^/All of them?
They’re ^going on the ^five o’clock _\train.	^/Nine o’clock ˙train?
He’s ^going on ^\holiday.	A^/lone?
I’ve ^just ˙met her ^\husband.	You ^/like him?
It’s _ııturning ^\colder.	You ^/think so?
I’m a^fraid my ^\watch had _stopped.	Your ^/watch had ˙stopped?
My ^mother’s ˙very ^\ill, I’m a_fraid.	Your ^/brother’s ˙ill, did you ˙say?
We’d ^better ^send him a^\nother _bill.	He ^hasn’t ^/paid for it ˙yet?
^Come on _\Friday.	^Not before ^/then?
^No more _/cake, ˙thank you.	A^nother ˙cup of ^/tea?
It ^isn’t ^\fair.	^Not ^/fair? \| (^Why ^\not?)
I’d like ^two _\dozen.	^Two ^/dozen, sir? \| (^\Certainly.)

QUESTIONS.

Verbal context	Drill
I shall need a ^\dozen, \| at ^\least.	^/How ˙many?
He ^broke his ^\arm. \| So he ^\couldn’t _play.	^/Why couldn’t he ˙play?
I ^like my ^tea at ^five ^\sharp.	^/When do you ˙like your ˙tea.
^Can you _/make me ˙one?	^/Make you ˙one? \| (With ^\pleasure.)
^Can we af_/ford it?	^/Can we af˙ford it? \| (We shall ^\have to.)
He ^sold it ˙to me for ^\fourpence.	For ^/how ˙much?
I ^told him about your suc^\cess.	About my ^/what?
^Can I ^ask you a _/question?	Can ^/you ˙ask me a ˙question?
^Can you ˙see my _/glove ˙anywhere?	Is ^/this the ˙one?
I ˙don’t know ^what I shall _\do?	Can ^/I ˙help at ˙all?
_ııWhat ^\reason did he _give for his be_haviour?	^What ^/reason? \| (^\None, of _/course.)
And why ^\shouldn’t he _go if he _wants to?	^Why ^/shouldn’t he? \| (Because I ^need him ^\here.)
^When did you _/see him?	^When did I ^/see him?
^May I ^shut the _/window?	^May you ^shut the ^/window? \| (By ^\all _means.)
^Wasn’t the pro^fessor’s ^lecture _\terrible?	^Wasn’t ^/whose ˙lecture ˙terrible?

COMMANDS.

Verbal context	Drill
^\Stop it.	^/Stop it? \| (I’m _ıınot _/doing ˙anything.)
^\Think a_bout it.	^/Think a˙bout it? \| (^\Why?)
^\Buy me a _couple.	^/Buy you a ˙couple? \| (^\Certainly.)
Be ^\nice to them.	Be ^/nice to them? \| (_ııWhy ^\should I?)
Re^member your _\manners.	Re^/member them? \| (I’ve _ıınever for^\gotten them.)
Ex^\plain it _to him.	Ex^/plain it ˙to him? \| (_ııWhat ^\for?)
_ııGet ^\rid of it.	^Get ^/rid of it? \| (^\Why?)
_ııTry a^\gain.	^Try a^/gain? \| (^\When?)
^Come over _/here a ˙minute.	^Come over ^/there a ˙minute? \| (_ııWhat ^\for?)

INTERJECTIONS.

Verbal context	Drill
^\Excellent!	^/Excellent? \| (_ııWhat’s so ^\excellent a_bout it?)
¯The _\brute!	The ^/brute? \| (^How ^\so?)
^How _\charming!	How ^/charming? \| (^\Surely _not.)
^Well ^\done!	^Well ^/done? \| (It was ^\nothing, _/really.)
What a su^perb per_\formance!	^What a ^/superb per˙formance, did you ˙say? \| (Or ^\absurd?)

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

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