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What I don't understand fi2J is how it got there f!I
Cleft sentences
A cleft sentence is divided into two parts, allowing us to focus particular attention on information in one part of the sentence. Cleft sentences are common in speech. In these examples the focus is on 'my gold necklace':
What I lost was my gold necklace.
A what- cleft (sometimes called a pseudo-cleft) has what + subject + verb in the first clause followed by be + the focus.
It was my gold necklace that I lost.
An it- cleft has it + be + the focus in the first clause and is followed by a relative (that or who) clause.
What- clefts typically have a fall-rising tone at the end of the what- clause and a falling tone in the other part of the sentence. Remember that the tone begins on the last prominent syllable of the speech unit:
A: I can't get the chain back on my bike.
B: WHAT you need to DO &21 is take the WHEEL off SI.
I hadn't seen Don since h e went to Australia . . .
. . . and what surPRISED me about him S2I was his ACcent SI.
I know there's a pool o f water in the kitchen, but . . .
. . . what I DON'T understand Ii2J is how it GOT there fil.
Notice that the order of information in the cleft sentence can often be reversed, but that the two parts keep the same tone:
I know there's a pool of water in the kitchen, but . . .
. . . how it GOT there SI is what I DON'T understand &:::2!J.
We can use all instead of what if we want to emphasise that only one thing is done:
A:Paul hasn't spoken to me since I scratched his car.
B:ALL you've got to SAY fi2.l is that you're SORry SI.
It- clefts typically have a falling tone in the clause beginning with it. Tone choice in the relative clause depends on meaning in context (see Unit 39):
A: Pity about the flowers. They must have been eaten by snails.
B: It was the FROST fil that KILLED them fi2.l. ____ I |
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I thought the science exam would be hard . . . |
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. . . but it was the MATHS fil that I found DIFficult &Zl.
She walked into a clearing i n the forest . . .
. . . and it was THEN fil that she SAW him fiI.--_____
I went over to Karcn's house . . .
. . . but it was her FAther &1 who ANswered the DOOR &1.
this information is not news'
this information is 'news'
English Pronunciation in Use (Advanced)
42 . 1
C68
42.2
42 .3
C69
Section C Pronunciation in conversation
Exercises
Listen to each A part. Press 'pause' before each B part and read it aloud using the intonation marked. Then press 'play' again and compare your pronunciation with what follows.
1 A: Do you want some tea?
B: what I'd REAlly like fi2I is a GLASS of WAter 151.
2A: I see your neighbours keep goats.
B:what I obJECT to &:21 is the AWful SMELL 151.
3A: What's for breakfast?
B:what I USually have IS:.2!I is COFfee and TOAST ti.
4A: What are you having for your birthday?
B:what I'm HOPing for 521 is a NEW comPUter 151.
Now d o the same with these. Before you answer, think about where the fall-rising and falling tones start.
SA: My train to work was late yet again.
B: What you should do is write and complain.
6A: All the plants in my garden are dying. B: What we want is some rain.
7A: What did you get from the butcher's?
B:All they had left were these sausages.
8A: What's the view like from your bedroom window?
B:All I can see is a block of flats.
Give the answers in exercise 42.1 again. This time, however, reverse the order of the information. The first two answers are given with intonation marked.
1 A: Do you want some tea?
B: A GLASS of WAter rsil is what I'd REAlly like S2J.
2A: I see your neighbours keep goats.
B:The AWful SMELL 151 is what I obJECT to 521.
Expand the notes to make itcleft responses. Then draw a falling tone in the clause beginning with it and then either a falling or fall-rising tone, as appropriate, in the relative clause.
EXAMPLES
A: Your idea of having a street party was a really good one. |
. . . |
, ., |
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1+ waS fte-r e- |
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fta+ looke-suqq |
-t. |
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A: Why were you staring at that woman?t1Atj |
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J |
e-. |
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B: |
(my daughter - suggested it) |
1+ waS |
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J |
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r wfto |
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B: |
(her eyes - looked strange) |
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1A: How is Dan getting on in Sydney?
B:(his brother - went to Australia)
2A: You looked uncomfortable during the meeting.
B:(my back - aching)
3A: I suppose the Liberals will raise taxes now they are in government.
B:(the Democrats - won the election)
Now listen and check your answers. Then listen again and repeat the B parts.
Fol low up: Make a conscious effort to use what- clefts and it- clefts in your speech, especially in informal contexts. Perhaps you could even plan ahead to use some in a particular conversation.
English Pronunciation in Use (Advanced) |
91 |
Finding out or making sure?
Questions (1 )
C70 When we ask a question, we might be trying to find out know. Alternatively, we might ask a question in order to we know is, in fact, correct.
information that we don't already make sure that information we think
Finding out questions usually end with a falling tone:
WHAT part of SPAIN were you in I!!J? |
HOW much ARE they I!!J? |
&Note: Because whquestions are often used to find out information, they often, although not always, end with a falling tone.
Making sure questions usually end with a rising or fall-rising tone (for the difference see B):
was BRlan there 21? or: \Vas BRlan there ?
DOESn't she WORK with you 21? or: DOESn't she WORK with you ?
&Note: Because yes-no questions are often used to make sure, they often, although not always, end with a rising or fall-rising tone.
However, wh- questions can have a rising or fall-rising tone when they are making sure, and yes-no question can have a falling tone when they are finding out:
WHEN'S your birthday 21? |
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a rising tone shows that I'm checking the |
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date; it might be polite to suggest that I do |
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know but have temporarily forgotten |
Have you SEEN her recently |
I!!J....f----{( |
I don't know whether you have or not ) |
? |
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cn In making sure questions we can usually use a fall-rising tone or a rising tone with little difference in meaning. However, a fall-rising tone often sounds more polite than a rising tone. In particular, a fall-rising tone is often preferred in questions asked for social reasons; that is, mainly to be polite and
friendly rather than to check information (see also Unit 48C):
Do you WANT to take your COAT off Ei?P Me you SURE you can JvlANage that ?
C72 Other kinds of questions can also be used to produce a reply from a hearer. In these, too, we use a falling tone to find out and a rising (or fall-rising) tone to make sure. For example, sentences which ask for assistance with would you mind, perhaps or I wonder usually have a falling tone:
would you M I N D holding THIS I!!J? I WONder if you cou ld HELP 111e 5 1 ?
Note: Whand yes-no questions used to offer assistance often have a falling tone as this sounds more |
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genuine, and therefore more polite, than a rising or fall-rising tone see also Unit 48Cj: |
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can I HELP you 5 1 7 |
WHAT can I D O for you 5 1 7( |
Statements which are intended to produce a reply often have a rising tone because they are usually asking for confirmation of something we think we already know:
you've fiNished alREADy 2 1 ? |
You HAVen't even STARted ? |
92 |
English Pronunciation in Use (Advanced) |
3.1
C73
3.2
C74
Section C Pronunciation in conversation
Exercises
Listen to each question and decide whether the speaker is finding out (with a falling tone) o r making sure (with a rising tone). Underline your answer.
EXAMPLE Who are they playing next week? |
finding out fi1 |
/ making sure R!J |
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1 |
Were the police involved? |
finding out fi1 |
/ making sure R!J |
2 |
Are you feeling okay now? |
finding out fi1 |
/ making sure R!J |
3 |
Don't we turn left here? |
finding out fi1 |
/ making sure R!J |
4 Why didn't you phone me earlier? |
finding out fi1 / making sure R!J |
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5 |
Have you discussed it with your parents yet? |
finding out fi1 / making sure R!J |
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6 |
How do you get the top off? |
finding out fi1 |
/ making sure R!J |
7 Did I see you in town on Saturday? |
finding out fi1 / making sure R!J |
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8 |
What happened after that? |
finding out Btl |
/ making sure R!J |
Now check your answers in the Key. Then say the questions aloud with the same intonation.
Joe and Olivia are going on holiday in the morning, but Joe is excited and can't sleep. Do you think Joe's questions are likely to have a rising tone (put .If in the box) or a falling tone (.....)?
J: Are you awake? 0: Mmm. |
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J: I wonder what time it is? |
0: Er, four o'clock. |
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J: When did you book the taxi for? |
0: Eight. |
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J: Which terminal does the plane leave from? 0 0: Don't know. |
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J: You don't know? |
0: No. |
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0: No, Adam. |
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J: Doesn't Philip work at the airport? |
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J: Are you sure? |
0: Yes. |
0: Four. |
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J: What time is it again? |
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0: No. |
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J: Would you mind if I put the radio on? |
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J: When's the taxi coming? |
0: Zzzzz. |
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Now listen and check your predictions. Then |
listen again, taking Joe's part. Press 'pause' before each |
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of Joe's questions and read them aloud. Then press 'play' again and compare your pronunciation with what follows.
3 Listen and decide whether each question is asked mainly for social reasons (with a fall-rising tone) or C75 to make sure (with a rising tone). Underline or R!J.
EXAMPLE Is it okay to park here? fI2l / R!J
1 Can I get you another drink? 5:2l / R!J 2 Have you been here before? EL2!i / R!J 3 Wasn't Don at the meal? / R!J
4 Can you see it more clearly now? &2l / R!J
5 Would you like me to fetch it for you? 5:2l / R!J
Now check your answers in the Key. Then say the questions aloud with the same intonation.
Fol l ow up: If you have internet access, go to the BBC Radio website (http://www.bbc.co.uk/radio) or another English language radio website (see Unit 4 for suggestions). Find a recording of an episode of a 'soap opera', that is, a series about the lives of a particular group of characters. listen and write down the first ten yes-no and wh- questions that are spoken. Is the last tone in each a rise, a fall, or a fall-rise? Does the information in this unit help you to understand each choice?
English Pronunciation in Use (Advanced) |
93 |