1 I think you are being very silly. 2 Sometimes we’d get our clothes wet | and the nurse would get very cross. 3 Take your car with you, | if you’ve got one | choose a good ho tel | and you are sure to spend a thoroughly en joyable time. 4 Let me see, | half past e leven. 5 You can walk up and down the front, | listen to the band on the pier | and do more or less anything you like.
Ex. 2 Indicate the semantic centre in the following utterances by a kinetic tone.
1 When you get the key | go to my room | and look in the cupboard | and in there | you’ll find a round tin | with another key in it.
2 You come out at the car park | and turn right | and after you’ve got a little way | you’ll come to the roundabout.
Ex. 3 Extend the following tunes pronouncing the phrases given in brackets a) as the head, b) as the prehead, c) as the tail.
a) Model: It’s wonderful. (I think) - I think its wonderful.
1 It’s very important for you. (I believe)
2 He’ll be greatly surprised at it. (I expect)
3 It was amazing. (They say)
4 They are coming next week. (I hear)
5 It’s been impossible so far. (I am told)
6 He’s seen us. (I wonder if)
b) Model: They’ll go to the British Museum. (I think) – I think they’ll go to the British Museum.
1 Influenza is a catching disease. (I wonder if)
2 You’ll soon get used to getting up early. (I hope)
3 Smoking can damage one’s health. (They say)
4 The furniture will cost a lot of money. (I’m afraid)
c) Model: The guests at the dinner were a galaxy of film stars. (I hear) - The guests at the dinner were a galaxy of film stars I hear.
1 Peter used to ware a moustache and a beard. (I hear)
2 Hotels are too expensive for us. (I’m afraid)
3 The group will have a guided tour of the Gallery. (She says)
Unit 4 Basic Nuclear Tones of English
The Rising Tone
The Rising type of pitch change in English has two structural varieties:
1) the rise of the voice takes place on the stressed syllable;
2) the rise is carried by the unstressed syllables following the stressed one while the latter is pronounced on a steady pitch. The first variant occurs when the nuclear syllable is the last syllable of an intonation group, i.e. when there is no tail; the second is found in intonation groups having a tail,
e.g.: Yes ____ I know it. ___________ Beautiful. __________
____ ___________ __________
For practical purposes four relevant variants of a nuclear rise should be distinguished in English.
4.1.1 Formsof the Rising Tone:
1 The Mid Wide Rise (m). The voice rises from a mid to a high pitch level, e.g.
Is it o k? Did you take my papers, Wendy?
__________ _________________________
__________ _________________________
2 The High Narrow Rise (m). The voice rises from a mid high to the top of the voice range, for example: ΄Jack? ΄Pardon?
__________ _____________
__________ _____________
3 The Low Wide Rise (m). The voice rises from a low to a mid high pitch level, for example:,June,| Ju ly, |,August….
___________________
___________________
4 The Low Narrow Rise (m). The voice rises from the bottom and ends in the mid low zone, as in (preceded by low head)
I don’t,mind. Nobody’s,happy.
___________ _____________
___________ _____________
4.4.2 Functions of the Rising tone:
1 The Mid Wide Rise (MWR) is typically used in genuine Yes/No questions where the speaker does not know the answer; in alternative (the 1st intonation group) and tag questions (the 2nd intonation group with the condition that the speaker is uncertain).
Examples: Isn’t he nice? Do you take cream in your coffee? Was that in April or `May? They won’t `come, will they?
2 The High Narrow Rise (HNR) is used when the speaker is asking for repetition or clarification, or indicating disbelief.
For example: 1) A: I’m taking up Taxidermy this autumn. - B: Taking up ′what? (clarification). 2) A: She passed her driving test. – B: She ′passed?
3 The Low Wide Rise (LWR) is
- commonly pronounced in unfinished parts of utterances indicating that a continuation is going to follow (for example, in adverbial or subordinate clause followed by a main clause).
E.g.: When I passed my last e,xam | I was very `happy. If you,see him, | give my `message. He ‘joined the army | and spent all his time in `Aldershot;
- can be used in independent utterances with an effect of the speaker’s interest in the situation and in the listener’s response:
e.g.: I’ll be back by,lunch-time; Where did you,put it?
- used in enumerations (lists), showing incompleteness. If the list is closed, the falling tone is used on the final item.
For example: I got ‘calls from,Jason,,Mary,,Neil, and ‵Joe.
4 The Low Narrow Rise (LNR) is associated with non-assertiveness and lack of interest. It is used in various remarks, afterthoughts, etc.
E.g.: Of,course. I’ll `do it | if you don’t,mind.
Speech Exercises
Ex. 1 Read out the phrases reproducing the indicated variants of the Rising tone.
Sometimes. No. Yes. ′Really? Of course. Never mind. You’re welcome. Right. Fair enough. ′When is he flying? Can I help you? For a week already. ′Where? Will Friday do? And to follow? ′What did you say?
Ex. 2 Read the same rising tunes in conversational contexts. State which of the tunes sound interrogative; which convey the speaker’s casual attitude; which convey a warm and sympathetic reaction.
1 A: Have you heard the latest? – B: No. 2 A: Where is he staying? – B: ′Where? 3 A: Do you ever go to the movies? – B:,Sometimes. 4 A: I’ll find out if she’s at home. – B:,Right. 5 A: That was Arthur Miller. – B: ′What did you say? 6 A: Thank you, dear. – B: You’re,welcome. 7 A: I’d like a steak please. – B: And to follow? 8 A: It costs $20 – Fair enough. 9 A: I’m looking for my wallet. – B: Can I help you? 10 ‘When are you ‘coming to,see us? 11 How’s your,daughter? 12 When did you get back from,holiday?
Ex. 3 Read out the rhymes paying attention to the use of the Rising tone in lists and unfinished parts of utterances:
a) ‚Elizabeth, ‚Lispeth, ‘Betsy and ‚Bess –
They all went to`gether to seek a bird’s nest;
They `found a bird’s nest with ‘five eggs in;
They ‘all took ‚one and ‘left four `in.
b) ‘Go to ‘bed,first – a ‘golden purse;
‘Go to bed,second – a ‘golden pheasant;
‘ Go to bed,third – a ‘golden bird.
c) ‘Solomon,Grundy / ‘born on `Monday/ ‘Christened on,Tuesday/ ‘Married on `Wednesday/ Took ill on,Thursday/ ‘Worse on `Friday/ ‘Died on,Saturday/ ‘Buried on `Sunday/ And that was the ‘end of ‘Solomon Grundy.
Ex. 4 Read out the sentences with the Rise in unfinished parts of utterances:
1 This is a,pen and ‘that is a `pencil. 2 This is a bird and that is a child. 3 This coach is fast and that coach is slow. 4 This woman is weaving and that woman is sewing. 5 This is a black kettle and that is a yellow kettle. 6 He did it in June, and we did it August. 7 Chris had cherry pie and James had cherry cake.
Make up more sentences using the same model. Prompts: France-Spain; basketball-badminton; kitchen-bedroom; rose-daisy; teacher of Italian – teacher of Arabic; a Chinese student – a Vietnamese student; bad guy – good guy; old hat – new hat; sound advice – silly advice.
Ex.5 Read the following lists (LWR):
a) One, two, three, four, …. twelve.
b) One hundred, two hundred, three hundred, … … … ten hundred.
c) Sunday, Monday, ……. Saturday.
d) List six colours/ six capitals/ six countries/ six animals/ six months/ six pieces of furniture/ six male names/ six female names/ six famous people.
The Falling Tone
The Falling tone does not depend structurally on the presence or absence of the tail as the Rising tone does. The downward movement of the voice is realized on the stressed syllable, while the syllables of the tail (if any) form a level sequence on the pitch to which the nucleus has fallen.
Examples:
`No. Certainly. Go a`way, Janet.
________ ______________ _______________
________ ______________ _______________
4.2.1 Forms of the Falling tone
According to the width of the fall and its position in relation to the speaker’s voice range four relevant variants of the fall are distinguished.
1 The Mid Wide Fall (m). This is the most common variety. It starts in the mid-high pitch zone and ends at the bottom of the voice range, e.g:
I saw him. I’ll report you to the headmaster.
__________ _______________________
__________ _______________________
2 The High Wide Fall (m). The voice falls from the high pitch zone and ends in the mid-low zone.
Examples:
I `did it! `Good! What gorgeous `flowers! _________ __________ _________________
________ __________ _________________
3 The Low Narrow Fall (m). The voice goes down from the mid-low pitch level and ends at the bottom of the voice range.
E.g.: Nobody. It’s out of the question.
__________ ______________________
__________ ______________________
4 The High Narrow Fall (m). The voice falls from the high pitch zone and ends in the mid-high zone.
E.g.: `Sue! `Certainly!
_________ ______________
_________ ______________
4.2.2 Functions of the Falling tone
A Falling tone is by far the most commonly used tone of all. It signals a sense of finality, completion, assertiveness, and so on. A speaker, by choosing a falling tone, also indicates to the addressee that that is all he has to say, and offers a chance to the addressee to comment on, agree or disagree with it. This tone does not solicit a response from the addressee. The falling pitch change is associated with finality and completeness, decisiveness, assertiveness, but each of its four common varieties has clearly distinct range of meanings.
1 The Mid Wide Fall (MWF) is the most neutral variety. Examples: I left him some money. What’s the ‘reason of that? Mike is pre paring for the final test.
2 The High Wide Fall (HWF) sounds complete, final, and insistent. It can express
- personal involvement, concern. E.g.: A: What do you think of Nick? – B: He’s a real bore. He talks about himself ‘‘all the `time!
- strong agreement, e.g.: It was fan`tastic!
- disagreement, protest, e.g.: A: You didn’t listen. – B: I `did.
- word/idea contrast, e.g.: A: I can’t stand Jane. - B: But you were so `pleased with her!
3 The High Narrow Fall (HNF) has the least degree of finality of all the falling tones. It sounds light and airy and is typically used in direct address and short comments expressing agreement, etc; e.g.: `Helen, | ‘come here. `Nice.
Very often the HNF is used to give extra prominence to words other than the nucleus, e.g.: The `giant| had ‘grown rich ….
4 The Low Narrow Fall (LNF) gives a detached, unemotional statement of fact. It often sounds cool, phlegmatic, and reserved, e.g.: A: Will you give him a ring? – B: Yes. A: Why didn’t you inter`fere? – B: I was a way.
Speech Exercises
Ex. 1 Read the phrases reproducing the indicated Falling tones:
Yes. Hours ago. Im`mensely. Certainly. By `all means. Then phone me about it. I’m a shop-assistant. I’d be `glad to. I’d `love to. Salinger, of course. The train’s coming. Right. `Fine. No. History, I would say. There’s a variety show on. You needn’t to.
Ex. 2 Read the same phrases in the conversational contexts:
1 A: Can you do me a favour? – B: Certainly. 2 A: Will she come back tomorrow? – B: Yes. 3 A: May I use your phone? – B: By all means. 4 A: When do we get there? – B: At about nine. 5 A: Who wrote ‘The Catcher in the Rye”? – B: J.D. Salinger, of course. 6 A: What subject are you best at? – B: History, I would say. 7 A: Do you remember what comes on next? – B: There’s a variety show on. 8 A: Must I do the shopping today? – B: You needn’t to. 9 A: Would you like to join us? – B: I’d `love to. 10 A: I could fetch another guitar. – B: That’d be `marvelous!
Ex. 3 Read out the mini-dialogues. Make B’s part sound definite and complete:
a) Show enthusiasm, personal involvement in the situation, or protest, word/idea contrast:
Model: Would you mind helping us with the translation? – B: I’d be `glad to!
1 A: Would you post this letter for me, please? – B: Certainly! 2 A: He told me he’d already booked the table. – B: I’m sure he had. 3 A: Will I meet him at Samantha’s? – B: Of course you will! 4 A: It was a great speech, wasn’t it? – B: It wasn’t. 5 A: Thought I was lucky for once. – B: You were lucky, Andy! 6 A: So it was all a huge success. – B: It was fantastic! 7 B: They’re expensive there. – B: Actually they’re not.
b) Express a neutral, weighty and serious attitude:
Model: A: Where does he come from? – B: Birmingham.
1 A: What’s your sister’s occupation? – B: She’s a teacher. 2 B: Could you give me Peter’s address? – B: I’ll find it for you. 3 A: Where are your seats? – B: In the stalls. 4 A: What do you like about Helen? – B: Her voice first of all. 5 A: Who is the letter from? – B: Aunt Emily. 6 A: Is Jack away? – B: No, but he’s leaving tomorrow. 7 A: What was your journey like? – B: Nothing to write home about. 8 A: Was Mollie pleased with her performance? – B: She wasn’t.
c) Express a cool, reserved, phlegmatic attitude:
Model: A: Must I finish the work now? – B: You needn’t.
1 A: What’s wrong with you? – B: I’ve got a temperature. 2 A: I can’t find my glasses anywhere. – B: They’re on the kitchen table. 3 A: She might have left you a message. – B: But she didn’t. 4 A: What’s on TV tonight? – B: A musical, I think. 5 A: Do you think he’ll suspect anything? – B: He won’t. 6 A: Why don’t you take another chance? – B: I’m going to. 7 A: Mary’s decided to stay. – B: I can’t care less.
Ex. 4Read the following utterance with the High Wide Fall.
Model: The 'journey was all,right, but the ho'tel was `awful.
1 I asked him to help me but he wouldn’t. 2 Roger managed to solve one problem but created another. 3 We telephoned for an ambulance and they sent a fire engine. 4 We expected the results to be bad, but they were terrible. 5 He wanted to work in the library, but it was closed. 6 She went to buy a bicycle and came back with a car. 7 The old ladies wanted a football. 9 He needs to lose weight and he eats sweet things.
The Falling-Rising Tone
The Falling-Rising nuclear tone is a bi-directional complex tone. The fall and the rise may be realized within one syllable. In this case the falling and the rising elements of the tone are united at their lowest points by a glide.
E.g.: Fine. __________
__________
When the nuclear syllable is not the last syllable of the intonation group, the Fall-Rise is split in form, the fall being carried by the nucleus and the rise – by the tail. Example:
Perfectly. I doubt it. Is he travelling?
________ __________ ________________
________ __________ ________________
The first element of the tone – the fall – is phonetically more prominent than the second one – the rise.
The Fall-Rise (FR) has an implicatory meaning. It gives the impression that the speaker intends the hearer to understand more than the words themselves convey. The implication expressed in an utterance may be that of emphasis, contrast, correction, hesitation, doubt, uncertainty, warning, apology, partial agreement, etc. In each case the exact implication stands out clearly from the context. For example:
1 A: They aren’t in the least alike. – B: They are. (contradiction)
2 A: Do you think she’ll manage to do it? – B: She may. (hesitation)
3 A: Let’s stay a little longer. – B: There’s little time. (warning)
4 A: His brother’s name is Jerry. – B: Geoff! (correction)
5 A: This is the best school in the city. – B: Yes. (partial agreement, hesitation)
6 A: Can all of you drive a truck? – B: ‵I,can. (partial agreement)
7 A: Do you like mint candies? – B: I `love,candies (likes and dislikes).
8 ‵Sorry I am,late. (apology).
9 Fall-Rise is used when somebody makes a general statement which avoids answering a question. E.g. A: Have you had dinner? – B: I’ve ‘had something. A: Has he sent the letter? – B: He was going to. A: What’s the time? – B: It must be late.
10 The Fall-Rise is often called a referring tone. The speaker chooses a FR when he/she is referring to something already stated or implied in the conversation, to something which is part of the background knowledge or experience he/she shares with the addressee. Examples:
1 A: What shall we do after lunch? – B: ‘When we’ve ‘finished,lunch | we’ll look at the ‵photos.
2 A: What shall we give Grace? – B: ‘As she ‘likes reading, | we shall ‘give her a ‵book.
3 A: Shall I order a steak for you, Dad? – B: I’m a vege tarian.
The Fall-Rise exists in two forms. The FR Unit is realized on one word, the FR Divided is realized on two different words which are both given nuclear prominence. Examples:
I ‘don’t know his name. (FR Unit) I ‵know his,name. (FR Divided)
The difference between the forms lies in the number of ideas. The FR Divided makes two ideas prominent instead of one. Functionally both variants are similar, they impart implicatory meaning to the utterance.
Speech Exercises