Новини освіти і науки:

G+

Тлумачний словник
Авто
Автоматизація
Архітектура
Астрономія
Аудит
Біологія
Будівництво
Бухгалтерія
Винахідництво
Виробництво
Військова справа
Генетика
Географія
Геологія
Господарство
Держава
Дім
Екологія
Економетрика
Економіка
Електроніка
Журналістика та ЗМІ
Зв'язок
Іноземні мови
Інформатика
Історія
Комп'ютери
Креслення
Кулінарія
Культура
Лексикологія
Література
Логіка
Маркетинг
Математика
Машинобудування
Медицина
Менеджмент
Метали і Зварювання
Механіка
Мистецтво
Музика
Населення
Освіта
Охорона безпеки життя
Охорона Праці
Педагогіка
Політика
Право
Програмування
Промисловість
Психологія
Радіо
Регилия
Соціологія
Спорт
Стандартизація
Технології
Торгівля
Туризм
Фізика
Фізіологія
Філософія
Фінанси
Хімія
Юриспунденкция

Tone Group IX.

TUNES:

1. Fall-Rise + Tail of one syllable.

2. Fall-Rise + Tail of more than one syllable.

3. Fall-Rise only.

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

5. (Low Pre-head +) Sliding Head + Fall-Rise (+ Tail).

STATEMENTS.

The simplest case is that of incomplete groups, where the Fall-Rise draws particular attention to one element for the purpose of contrast, and at the same time shows an intention to continue the utterance.

Examples:

On ^\/weekdays | I ^\work, | but on ^\/Saturdays | I ^\don’t.

^We all ^\like it, | but Mr. ^\/Smith | ^\doesn’t.

If the ^\/weather’s _good | it’s ^\pleasant, | but if it ^\/isn’t, | it’s ^\dreadful.

In ^\/my o_pinion | he’s ^perfectly ^\right.

I travel a _great _deal; | so when^æever I’m ^\/home | I ^make the ^\most of it.

In complete groups this contrasting of one thing with another is used for the purpose of selecting one aspect of the whole subject for comment and deliberately leaving the remainder unmentioned. This limiting of the speaker’s comment implies a contrary opinion on what has not been mentioned.

Example:

Did you play cricket at the week-end? I ^ædid on ^\/Saturday.

From the whole subject – the week-end – the speaker chooses one part – Saturday – and comments on that. He makes no mention of the remainder – Sunday – and it is clear without any more being said that he did not play cricket then. Quite often this contrary opinion is actually stated, as, for example, in

I ^ædid on ^\/Saturday | but ^not on ^\Sunday,

But this merely puts into words what the intonation has already said. In the examples below possible extensions of the short answer are added in brackets.

Examples:

I didn’t know you drank coffee.	I ^ædo ^\/some_times, \| (but not very often.)
Will you have dinner with us?	I ^æwill if I ^\/can, \| (but I’m not sure if it’s possible.)
Is it going to keep fine?	I ^\/think _so, \| (but I’m not certain.)
Why did you go there?	^æNone of us ^\/wanted to, \| (but we felt we had to.)

This distinguishing of two conflicting factors within the immediate situation is used widely in the field of concession. Two cases may be noticed:

1. The speaker makes an explicit concession on the part of the subject but implies reservations on the remainder.

2. The speaker explicitly requires a concession from the listener on the part of the subject but implies agreement on the remainder.

Consider this example: She has a^æ lovely ^\/voice. This may occur in two different types of context:

What a lovely voice!

^\Yes, | she has a ^ælovely ^\/voice, | (but that’s about all that can be said for her.)

This is the case defined in 1 above; the speaker concedes the listener’s point about the voice whilst implying reservations on other matters.

I don’t think much of her as an actress.

She has a ^ælovely ^\/voice, | (even if her other talents are not remarkable.)

This is the case mentioned in 2 above; the speaker asks the listener to admit that the voice is good whilst leaving the way open for agreement on the mediocrity of the remainder. We might call the situation in 1 grudging admission, and in 2 reluctant or defensive dissent.

Examples:

1. Grudging admission.

I’d like it as soon as possible.	You could ^æhave it by ^\/dinner _time,\| (but no earlier.)
Can I take this one?	You ^æcan if you ^\/like, \| (but the other one’s better.)
Is it raining?	It ^æisn’t at the ^\/moment, \| (but it may clear up later.)
What was the film like?	Well it ^æwasn’t the ^æworst I’ve ˙ever ^\/seen, (but it was far from the best.)

2. Reluctant or defensive dissent.

I’d like it by tomorrow.	I ^ædoubt whether I can ˙do it by ^\/then, \| (but it won’t be much later.)
You look cold.	I’m ^ænot e˙xactly ^\/cold; \| (just a bit shivery now and then.)
You might win a fortune.	It’s ^ænot very ^\/likely, I’m a_fraid, \| (though I wouldn’t deny the possibility.)
Everyone’s gone home.	^æNot ^\/everyone. \| (Most have, \| but John’s still here.)

From this point it is only a short step to the expression of direct contradictions and corrections.

Examples:

It didn’t take you long.	It ^\/did. \| (It took ages.)
Your birthday’s on the fourth, isn’t it?	The ^\/fifth.

The result is often concerned, reproachful or hurt. Compare the following reactions to the statement: I can do it on Monday.

1. You ^\can’t; (I’ve just explained that you can’t.)

2. You _/can’t; (as you ought to know perfectly well.)

3. You ^\/can’t; (and I’m sorry that you should think you can.)

Notice that if the original statement were: I’ll do that on Monday, the only appropriate response of the three mentioned above would be: You ^\can’t.

Further examples:

Contradictions.

John won’t be here today.	I ^æthink he ^\/will.
You’re not trying.	I most ^æcertainly ^\/am.
You don’t like golf, do you?	I ^\/do.

Corrections.

That shouldn’t take long.	It’ll ^ætake at ^æleast a ^\/week.
I play golf rather well.	You ^\/think you do.
Did you say seventeen?	^\/Seventy.
You got here about midnight.	It was ^æearlier than ^\/that.

This concern or reproach is carried on into other utterances which cannot be regarded as contradictions.

Examples:

I’ve been sacked.	You’re ^ænot ^\/serious!
Did you catch the train?	^æOnly by the ^æskin of my ^\/teeth.
I went to London today.	I ^æwish you’d ^\/told me.
Could you call at the post office?	Well, it’s ^ærather a ^\/nuisance.
How did it happen?	^\/I _don’t _know.

This same attitude of concern or reproach is apparent in warnings.

Examples:

You’ll ^\/fall.

Your ^\/chair’s _slipping.

You’ll ^æmiss your ^\/train.

You’d ^æbetter be ^æcareful with the ^\/fragile _ones.

In apologies, where the concern might seem to be appropriate, this tone group tends to suggest reservations on the part of the speaker.

Examples:

I’m ^\/sorry, | (but I’m afraid it’s impossible.)

I ^æbeg your ^\/pardon, | (but I’m afraid I must contradict you.)

^\/Sorry, by itself, is an apology, but rather a perfunctory one.

One other category in which Tone Group IX is often used is that of tentative suggestions, where the speaker wants to help but not to commit himself too deeply to the course suggested.

Examples:

We need another player.	You could ^æask ^\/John.
When can we meet?	^\/Wednesday might be a possi_bility.
What will you do?	I could ^ætry ^\/phoning him, I sup_pose.

QUESTIONS.

Tone Group IX is heard as an intensified variant of Tone Group VI in certain questions.

Examples:

It’s your turn.	^\/Is it?
John liked it.	^\/Did he?
I’ve just seen Pablo Aron.	^\/Who, did you _say?

The disapproval of Tone Group VI is minimized, and surprise and interest are dominant.

In echoed questions the effect is of astonishment, as if the speaker can hardly believe his ears.

Examples:

Are you going to the wedding?	Am ^\/I _going? \| (Well, of course I am!)
What’s the matter?	^æWhat’s the ^\/matter?! \| (Everything’s the matter!)

Tone Group IX is also used to make corrections to questions, as to statements.

Example:

How will Henry get home?

^æHow will ^\/Jane get _home. | (Henry’s a simple journey.)

COMMANDS.

Commands with Tone Group IX have a warning note, but more urgency than with Tone Groups VI or VII, since the reproach or concern mentioned in relation to statements is also present here.

Examples:

^\/Steady! | (You’ll have me over.)

^\/Mind! | (There’s a step here.)

^æCareful with that ^\/glass! | (You’ll drop it.)

^æDon’t be any ^æstupider than you can ^\/help!

^æTry and be ˙there by ^\/six; | (otherwise it’ll be too late.)

INTERJECTIONS.

A very few interjections of scorn take Tone Group IX.

Examples:

Did you lend him any money?	^æNot ^\/I!
Shall you be going again?	^æNo ^\/fear!
Will you give in?	^æNot ^\/likely!
He’ll probably give you his car.	^æSome ^\/hope!

As with other sentence types, corrections may also be made to interjections by this means.

Example:

What a lovely swimsuit!

What a ^ælovely ^\/handkerchief!

Assignments:

1. Listen to the recording of the “Switch-Back” 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
^Didn’t ^Smith and _/Jones ˙go?	^\/Smith _went. \| (But ^\/Jones _didn’t.)
¯D’you _/both play ˙tennis?	^\/I _do. \| (But my ^\/husband _doesn’t.)
^Don’t ^books or _/pictures ˙interest her?	^\/Books _don’t. \| (But ^\/pictures _do.)
^Haven’t you been ^putting on _/weight?	^\/Lately, \| (^\yes.)
^What’s in the _\bag? \| ^/Plums?	^\/Apples.
But you _ııaren’t ^\free on _Sundays.	^\/Usually I’m _not. \| (But ^\/this _week, \| I ^\am.)
Do ^you and ^Mary ^like _/gin?	^\/I _like it. \| (But I ^æcan’t ^æanswer for ^\/Mary.)
^\Nobody _likes my _cakes.	^\/I _like them.
What a ^terrible _\painting!	^\/Adrian _doesn’t _think it’s _terrible.
He’s an ^old _\fool.	^\/That’s a not _very nice _thing to _say.
But you ^\promised me a _pair.	^\/True. \| (But I ^ædidn’t say ^\/when.)
^When are you ^moving ^\in?	^\/Soon. \| (Though I ^can’t ^name the _\day.)
It’s ^\hot, \| ^\isn’t it?	^\/Hot. \| (But ^\pleasant.)
My ^watch is _\terrible.	^\/Mine’s \| (^\fine.)
I’ve ˙lost a^nother ^\button.	^\/Soon \| (you ^won’t have ^\any.)
I ^thought you ˙played ^\football.	I ^\/used _to. \| (But a^\/las, \| no ^\longer.)
^Will he re_/cover, d’you ˙think?	I ^\/hope _so, \| (but he’s ^ævery ^\/ill.)
^Can I ^help with those _/letters?	You can ^\/type them if you _like.
I’m ^\sure he _won’t ap_ply for the _job.	It’s not very ^\/probable. \| (But it’s ^æjust ^\/possible.)
You ^æhaven’t ^\/told him, \| ^\have you?	I ^\/have, you _know.
_ııWhy did you ^\go _there?	^æNone of us ^\/wanted _to. \| (But we ^felt we ^\had to.)
^Everyone ^said she was ^\ugly.\| ^I ˙think she’s ^\beautiful.	She’s ^æprettier than I ex^\/pected. \| (But I ^æwouldn’t call her ^\/beautiful.)
She _ııdidn’t _ıımean to ^\say _that.	She ^æmay not have ^\/meant to _say it. \| (But she ^\/did _say it.)
Why^ever did you ^lose your ^\temper? \| You ^\never _do.	It’s ^ænot what I’m in the ^\/habit of _doing. \| (But there ^æare ^\/times!)
^Can you _/spare me a ˙minute?	Well, I’m ^ærather ^\/busy.

COMMANDS.

Verbal context	Drill
^I’ll take _\this _pile of _plates.	^\/Careful. \| (They’re ^ærather ^\/heavy.)
You’re ^due in at ^\ten, \| _/aren’t you?	^\/Meet me, \| (^\won’t you?)
I ^don’t ˙like the ^\look of _ııthese _/sweets.	^\/Try them, \| (at ^\least.)
_ııAll _/right. \| I’m _ııjust _/going.	^\/Move your_self.
(It’s ^\/your _turn.)	^\/Hurry, _Peter.
^Why are you ^giving me your ^\stick?	^\/Take it a _minute.
I’m going ^right to the _\top.	Be ^\/careful.
(That’s ^all the ^sugar we ^\have.)	So go ^\/easy _with it.
What a de^licious _\wine this _is!	^æMake the ^\/most of it. \| (It’s the ^ælast ^\/bottle.)
I feel ^\certain he’ll _buy it.	^æDon’t be ^\/too _sure.
I’m ^quite de_\termined to _go.	Well ^ædon’t say I ^ædidn’t ^\/warn you.
^Can I come ^home by my_/self, ˙Mummy?	Well be ^æcareful when you ^æcross the ^æmain ^\/road.

<== попередня сторінка	\|	наступна сторінка ==>
Tone Group VIII.	\|	Tone Group X.

Не знайшли потрібну інформацію? Скористайтесь пошуком google:

Генерація сторінки за: 0.01 сек.