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SECTION SIX Compound Tunes
TWO OR MORE FALLS WITHIN ONE SENSE-GROUP
In sense-groups with the High Falling or Falling-Rising nuclear tone there may be one or more other words marked by a relatively high falling tone. The function of such Falls is to provide a greater degree of prominence for the words on which they occur. All other words of the head are not stressed. The attitude expressed by the sentence is not changed but the utterance sounds emphatic. In this case the head is called Sliding.
Compare:
1. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:
| Verbal Context | Drill |
| What was the party like? | The food was terrible, I'm sorry to say. |
| Tom's having tea. What for you, Arthur? | I'd prefer a cup of coffee. |
| It's such a tiring journey by train. | Well why not fly? |
| Which one can I have? | Which would you prefer? |
| Oh I know he couldn't help it | Then why are you so angry with him? |
| I'm going to London tomorrow. | How long d'you intend being away? |
| The door won't open. | Why not try turning the key? |
| Ail right. Lets go to the pictures. | Do you really want to? |
| That's not very convincing. | Well, can you think of a better argument? |
| She's only working half time now. | Yes, but need she go to work at all? |
| Have you heard about Alex? | Isn't it incredible? |
| Of course he'll agree. | Don't be too sure. |
| These stewed apples aren't very sweet. | Have some more sugar with them. |
| What time's convenient for you? | Come whenever you're free. |
| I can't manage all that. | Well, eat as much as you can, then. |
| He didn't say a word. | How very unusual! |
| How about a show tonight? | If only you asked me earlier! |
| It's my birthday today. | Very many happy returns! |
2. Listen carefully to the replies and repeat them in the intervals. Make your voice fall on every stressed syllable.
3. listen to the Verbal Context and reply in the interval.
4. In order to fix the intonation in your mind, ear and speech habits repeat the replies yourself until they sound perfectly natural to you.
5. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in intonation are.
6. Listen to your teacher reading the Verbal Context below. Reply by using Sliding Head + High Fall in the drill sentences. Say what attitude you mean to render:
| Verbal Context | Drill |
| And now what sweet will you have, Mary? | I'd prefer a piece of apple tart. |
| How many sons has she got? | I haven't the slightest idea. |
| He is not coming. He's an appointment. | You ought to have informed me before. |
| You know Peter very well, I expect. | No, I've never met him in my life. |
| How much is the fare? | I've no idea. |
| And what do you think of London, Mrs. Thompson? | I've never been here before. I like it so much. |
| Now what would you choose? | I don't want anything. |
| What will you do this afternoon? | I am planning to see the Picture Gallery. |
| I have a free afternoon today. | Well why not go sightseeing? |
| I suggest we should go to the cinema. | Which film would you prefer to see? Have you any particular film in mind? |
| That was Peter on the phone. | Why didn't you ask him about the books he had borrowed? |
| I can't find my pen anywhere. | Are you sure you didn't leave it at the Institute? |
| What are you looking for, Ann? | Have you seen my umbrella anywhere? |
| I had a bad fall from the stairs and broke my arm. | Have you any pain now? |
| Come at six on Sunday. | Do you really want me to? |
| Jack doesn't want it. | Give it to me, then. |
| I can't open this — can't someone else try? | Give it to me, I'll do it. |
| I can't come at six. | Come whenever it's convenient for you. |
| What shall I do with my luggage? | Leave it in the cloakroom at the station. |
| I managed to get a ticket. | What a piece of luck! |
| Many happy returns of the day. | How nice of you to remember! |
| Let me do it for you. | Thank you very much! |
| See you tomorrow. | My love to all at home. |
7. The teacher will suggest the Verbal Context of Ex. 1 and 6. The students will reply to it, using Sliding Head + High Fall. The drill continues until every student has participated. Keep the exercise moving on rapidly.
II. (LOW PRE-HEAD +) HIGH FALLS + FALL-RISE
8. Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies. Note all the prominent words of the bead:
| Verbal Context | Drill |
| D'you smoke? | I do sometimes. |
| What a nasty cold day! | It's bitterly cold. But it's not nasty. |
| Would he lend me his player? | He might if you talked nicely to him. |
| You broke the window, didn't you? | Yes, but not on purpose. |
| I don't suppose it troubled you much. | It wasn't a great deal of trouble. But it wasn't altogether easy. |
| Can't I take this one? | You can if you insist. But the other one's better. |
| You will play, won't you? | I'd rather not. |
| Can I borrow your penknife? | It's not very sharp. |
| Well what about this colour? | It isn't exactly the shade I want |
| I want those shoes mended quickly. | I can't get them done today. |
| Let me know tomorrow. | I doubt whether I can give you an answer by then. |
| You are not trying. | I most certainly am. |
| We got here about midnight. | It wets earlier than that. |
| Alan's forgotten his umbrella. | He always leaves something behind. |
| Let me have them by tonight. | I beg your pardon, but it's out of the question. |
| Where has he been all this time? | He's sorry to be so late, but he was delayed at the office. |
| Your conduct was inexcusable. | Before you jump to conclusions, you might at least hear me out. |
| What did you think of the lecture? | It wasn't exactly sensational, was it? |
| She's an absolute failure. | Now be fair. |
| We'll leave before dawn. | Have a heart. Have a bit of sense. |
| I think it's going to rain. | Oh don't say that. |
| I'll have this one. No, this. I'm sorry. | Well, make up your mind. Well, say it as if you meant it. |
| Can I come home by myself, Mummy? | Well, be careful when you cross the main road. |
9. Listen carefully to the replies and repeat them in the intervals. Make your voice fall on the stressed syllables. Start the rise from the lowest pitch and do not go up too high,
10. Listen to the Verbal Context and reply in the intervals.
11. In order to fix the intonation in your mind, ear and speech habits repeat the replies until they sound perfectly natural to you.
12. Listen to a fellow-student reading the replies. Tell him (her) what his (her) errors in intonation are.
13. Your teacher will suggest the Verbal Context of Ex. 8. You in turn reply to it, using High Falls. The drill will continue until every student has participated. Keep the exercise moving on rapidly.
14. Read the sentences taking into consideration the suggestions in brackets. Observe the changes in sentence stress:
Hockey is one of the most popular games in winter. (Not football.) [Not in summer.)
Football is the most popular game in England. (Not tennis.) (Not in India.)
Cars are driven on the left side of the road in London. ( Not on the right side.) (Not in Moscow.)
In the middle of Trafalgar Square stands Nelson's monument. (Not in the middle of Piccadilly Circus.) (Not a statue of Cromwell.)
Breakfast is generally a big meal in England. (Not supper.) (Not on the Continent.)
Colleges of Education in Great Britain don't confer diplomas on their graduates. (But award certificates.) (Not technical colleges.)
Our terminal examinations are held at the end of each term. (Not final exams.) (Not every other term.)
15. Read the following sentences expressing the attitudes suggested in brackets. Use them In conversational situations of your own;
(detached, phlegmatic, reserved)
Shall I ask him about it again?
Can you translate a few sentences?
Well, will you come and see her tomorrow?
Could we meet on Wednesday, then?
May we all know what's amusing you?
Do you think so?
Will you tell her about it frankly?
(lively, interested, somewhat unpleasantly surprised)
Well when can you spare the time?
What's that got to do with you?
What makes you so sure?
Why not ask him about it?
How did you make that?
(wondering, mildly puzzled)
How old is she? Who's he gone to see? How much do you make it? How often must he take it? How long do you want to keep it? Which is my car? Where did I find them?
(contradicting)
You don't like it. You want it back. He's definitely going. He won't be able to help. You've got enough money.
(disapproving)
When will that be? What do you want it for? How old did you say? What is the crowd looking at? When did I see him? How much did I give for it? How many did you say? Before when?
16. The teacher will suggest a Verbal Context You in turn reply to it in the form of statements and questions, expressing personal concern or interest:
What do you think of the houses in Michurinski Avenue?
What are your general impressions of Moscow?
What else was it that you especially liked in Moscow?
Now what do you want?
Why didn't you meet me at the station?
What was her sister like?
How did Judy get on with the girls?
I'd love going to the cinema.
You haven't left your book here.
Mary said she intended to come back.
How many books do you want?
Do let's buy this dress, Mum!
The last bus has gone.
Have you heard about Mary?
17. Read the story "A Friend in Need" by S. Maugham (see p. 104). The sentences from the text given below are not true to fact. One of the students will read a sentence, another win correct him, using Intonation Patterns VI or VII.
Mr. Burton's namesake was an unpleasant-looking man.
He was old; his face was worn and wrinkled and he was always poorly dressed.
He worked hard to earn his living.
Once he came to Mr. Burton's office to help him with his work.
He told Mr. Burton he was getting on in life.
He offered Mr. Burton a good job.
Mr. Burton's namesake didn't accept the cruel terms he was offered.
He was a poor swimmer and he couldn't manage the currents round the beacon.
Mr. Burton was sure that his namesake would succeed in covering the distance.
Mr. Burton's namesake regarded Mr. Burton's offer as an easy and worthy job.
The young man came to the creek of Tarumi on time.
So Mr. Burton proved himself a real friend.
It's rather a funny story on the whole.
18. Make statements to be corrected according to the model above. The drill will continue until every student has participated. Keep the exercise moving on rapidly.
19. This exercise is meant to develop your ability to bear the intonation and reproduce it in proper speech situations.
a) listen to the dialogue "Sports and Games Popular in England", sentence by sentence. Write it down. Mark the stresses and tunes. Practise the dialogue.
b) Record your reading of the dialogue. Play the recording back immediately for the teacher and your fellow-students to detect your possible errors in pronunciation. Practise the dialogue for test reading and memorize it.
c) Pick out of the dialogue sentences containing compound tunes and the logical stress.
d) Make up conversational situations about sport, using the following phrases:
What would you say were Oh, yes, any amount.
the most popular...? You should join if you're
Well, I suppose.... keen on....
What about...? I think I shall if I get the
I should say that.... chance....
Then there are, of course.... By the way....
I've been told that.... Well, I do, but...
Is there any... to be had near...?
20. Make up a dialogue of your own, using phrases from the dialogue above.
21. This exercise is meant to develop your ability to hear the intonation and reproduce it in proper speech situations.
a) listen to the Joke "Weather Forecasts”, sentence by sentence. Write it down. Mark the stresses and tunes. Practise the text
b) listen carefully to the narration of the joke. Observe the peculiarities in intonation-group division, pitch, stress and tempo. Note the use of temporizers. Reproduce the model narration you have listened to.
22. Read the jokes silently to make sure you understand each sentence. Find the sentence expressing the essence of each joke. Split up each sentence into intonation groups if necessary. Mark the stresses and tunes. Underline the communicative centre and the nuclear word of each intonation group. It is not expected that each student win intone the text in the same way. The teacher win help you to correct your variant. Practise reading the jokes several times:
The cup was handed over into the youth's hands and there went cries of "Speech! Speech!"
Meanwhile the lad was able to collect his thoughts and, of course, to catch his breath. Then he stepped up on a bench. There came an abrupt and eager hush! "Gentlemen," he said, "I have won the cup by the use of my legs. I trust I may never lose the use of my legs by the use of this cup."
-----------------
— You've been watching me for three hours. Why don't you try fishing yourself?
— I ain't got the patience.
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"Bob," said Bill, as he caught up with Bob on the way back to camp, "are all the rest of the boys out of the woods yet?"
"Yes," said Bob.
"All six of them?"
"Yes, all six of them."
"And they're all safe?"
"Yes," said Bob, "they're all safe."
"Then," said Bill, his chest swelling, "I've shot a deer."
------------
The man on the bridge addressed the fisherman. "Any luck?" he asked.
"Any luck!" was the answer. "Why, I got forty pike out of here yesterday."
"Do you know who I am?" "No," said the fisherman.
"I'm the chief magistrate here and all this estate is mine."
"And do you know who I am?" asked the fisherman quickly.
"No."
"I'm the biggest liar in Virginia."