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7 . 1
C93
Section C Pronunciation in conversation
Exercises
Catherine and her school friends are planning a holiday in Spain to celebrate the end of exams, but her father objects. Here is what she told her friends.
1 He says we're too young, but we're not too young. 2 He says I can't afford it, but I can afford it.
3 He thinks we'll stay out too late, but we won't stay out too late.
4 He says we'll make too much noise in the hotel, but we won't make too much noise. S He thinks I haven't got a passport, but I have got a passport.
6 He says I don't work hard enough at school, but I do work hard.
7 He says I've got school work to do, but I haven't got any school work to do. 8 He thinks we can't look after ourselves, but we can look after ourselves.
Read each sentence aloud, stepping up on the word in italics and using a falling tone. Make sure that there are no prominent words after the word in italics. Then listen to the recording.
7 . 2
C94
C95
Underline the one word out of the two in bold that is more likely to be emphasised with a step up in pitch at the beginning of a falling tone.
EXAMPLE a A: The meeting's next Thursday, isn't it?
bA: The meeting's this Tuesday, isn't it?
1 a A: So I need to add three cupfuls of sugar?
b A: So I need to add three spoonfuls of cream?
2a A: Your parents have lent you a car, then?
b A: Your parents have bought you a bike, then?
3a A: Isn't it time for you to get up? b A: Won't you be late for school?
4a A: I want to use the laptop this afternoon. b A: Alex just phoned. She wants you to bring
the laptop into work.
B: No, it's next Tuesday.
B: No, it's next Tuesday.
B:No, three spoonfuls of sugar.
B:No, three spoonfuls of sugar.
B:No, they've bought me a car.
B:No, they've bought me a car.
B: No, I'm not going to school today. B: No, I'm not going to school today.
B: But I took it to work. B: But I took it to work.
Now listen and check your answers. Then listen again. Press 'pause' before each B part and read it aloud. Make sure you step up in pitch in the right place. Then press 'play' again and compare your pronunciation with what follows.
Underline the syllable in each word in bold where you think the speaker will step up and start a falling tone.
EXAMPLE A: Here's the microscope you wanted. B: But I asked for a microphone.
1 A: So you think it's a hardware problem? B: No, I said it's a software problem. 2 A: Yes, parties are always better outdoors. B: But we're holding it indoors.
3 A: I've deflated that airbed. B: But I asked you to inflate it.
4 A: I have rewound the hosepipe for you. B: But I wanted it unwound. S A: It is an unusual postcard, isn't it? B: No, I said an unusual postcode. 6 A: So you felt homesick while you were away? B: No, I was seasick.
Now listen and check your answers. Then listen again. Press 'pause' before each B part and read it aloud. Make sure you step up in pitch in the right place. Then press 'play' again and compare your pronunciation with what follows.
Fol low up: On a radio programme, a British opposition MP said: 'The government says it's going to happen, but this report shows it's not happen! I lNGI e'il'.Why do you think he said the last word in this way?
English Pronunciation in Use (Advanced) |
101 |
YO U couldn't carry it upSTAIRS for me l S 2 l ?
Requests and reservation
D2 When we want to get someone to do something for us, we often express this in a polite way by using a fall-rising tone:
I need to get to the a irport hy six. Don't suppose you can give me a LIFT & : 2 1 ? You couldn't carry it upSTAIRS for me 5 : 2 1 ?
I suppose I could come over on Saturday, but Sunday would be EAsier &:21.
(= asking someone to change their plans)
Notice, however, that if we offer to do something for someone, it often sounds more sincere - that is, as a more genuine offer of help - if we use a falling rather that a rising or fall-rising tone (see also Unit 43C):
Do you want a HAND & ' I ? can sound more genuine than:
Do you want a HAND 2 1 ? or: Do you want a HAND & : 2 1 ?
",,": : .... _...ffi:;;;...J ,D3
;.•t§] D4
We commonly use a fall-rising tone when we want to indicate our reservation about something.
For example, we may not completely agree with something, or we know that what we are saying is only partly correct, or we may not be sure that what we are saying will be accepted:
A: Do you like her paintings ?
B: YES &'I.(= I do) but: B: YES . (= I'm not sure, or I like some of them)
A:Is it an interesting town ?
B:The OLD parts are 521 . (= other parts aren't)
A:You lost again, I hear.
B:I did my BEST . (= you obviously expected more)
We also use a fall-rising tone when we talk about a cancelled arrangement:
A:Are you going to the conference next week ?
B:Well, I was PLANning to go , hut I've got too much WORK fiJ.
In negative sentences, there is sometimes a difference in meaning when we use a falling tone and
afall-rising tone (see also Unit 43B). Compare:
A:It's a pity Ann was ill and missed the party.
B:She didn't miss the party hecause she was ILL r:i2t. (= it was for another reason)
but: A: I wonder why Ann missed the party.
B: She m issed it because she was ILL &'I.(= this was the reason)
A:I'll get some cheese while I'm out.
B:I don't want ANy cheese r:i2I . (= I want a particular kind)
but: A: How much cheese shall l get?
B: I don't want ANy cheese fiJ.(= none at all)
102 |
English Pronunciation in Use (Advanced) |
Section C Pronunciation in conversation
Exercises
48. 1 Listen to these sentences and underline the syllable where the fall-rising tone starts.
05 |
EXAMPLE I don't suppose you'd like to buy one? |
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You couldn't do me a favour? |
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2 |
Do you want to borrow my umbrella? |
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3 |
I'd rather meet at ten, if you can make it. |
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4 Couldn't you come another day? |
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5 |
Will you be able to write a reference for me? |
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6 |
Can I open the door for you? |
7 Can you get something for me from town while you're there?
Now say the sentences aloud. Make sure you use a fall-rising tone, starting on the underlined syllable. Which two of the sentences would sound more polite or sincere with a falling tone?
48.2 Match A's statements with B's responses, which express reservation. Then underline the syllable in B's responses where you think the fall-rising tone will start.
1A: Mr Brown's an excellent dentist.
2 A: I've put on a lot of weight recently.
3A: Dali's paintings were so strange.
4 A: You're very good at chess, aren't you?
5A: Great news about Martha's new job.
6 A: It's a pity you couldn't come skiing with us.
B: His later ones were.
........... B: I wanted to come.
....! ... B: He's very good with children.
........... B: It was certainly unexpected. u •• •• B: Well, I used to play well.
........... B: You still look fit, though.
06Now listen and check your answers. Press 'pause' before each B part and read it aloud. Then press 'play' again and compare your pronunciation with what follows.
48.3 Tick (,f) the more likely continuation in each case.
EXAMPLE I didn't decide not to buy the hat because it was too exPENsive &2!J... |
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(i) I just didn't like the colour. ,f (ii) I don't have much money at the moment. |
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I didn't buy the car because it was CHEAP 61... |
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(i) I'd have been happy to pay a lot more for it. (ii) So I guessed it wouldn't be reliable. |
2 |
She didn't fail the exam because she was LAzy fi2J... |
3 |
(i) I was always telling her to work harder. (ii) She was really ill on the day. |
He won't play in ANy tournaments fi2'.I... |
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(i) He says he's too old. (ii) He only plays where there's a lot of prize money. |
4 I don't like ANyone borrowing my bike &1...
(i) It's really valuable. (ii) I only lend it to my closest friends.
07 |
Now listen and check your answers. Then say the sentences aloud, including the correct continuation. |
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Fol low up: Think of a country (not your own) and write three positive things about it. Now imagine that you |
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have been asked to move to that country, but you are reluctant to go. How might you only partly agree with |
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positive comments about the country to express your reservation? For example, 'People are very friendly |
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there: 'Well, in the VILLages they are : Use a fall-rising tone in your response. (If possible, you could do |
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this activity with another student.) |
English Pronunciation in Use (Advanced) |
I 03 |
On the whole •• , it went very well
Attitude words and phrases (1 )
D8 A number of words and phrases are commonly used to indicate our attitude to what we are going to say, what we have just said, or what another speaker said. Words and phrases like this are often in a separate speech unit (see Unit 32), either at the beginning or at the end of a sentence, and when this happens many are typically said with a particular tone. For example:
A: Isn't there a bank anywhere in town? |
'curiously' at the end |
B: There isn't, II CUriously .11. ....------\usually has a rising tone |
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A : How did the exam go ? |
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B: li on the WHOLE 6li!!I11 it went very well. |
'on the whole' at the beginning |
Our maths teacher's not the happiest of people |
usually has a fall'rising tone |
II to say the LEAST &111. |
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'to say the least' at the end usually has a falling tone
Units 49 and 50 look at intonation in these attitude words and phrases.
&.Note: Attitude words and phrases may be part of a longer speech unit and then intonation is less predictable. For example:
/I PEOple on the whole were very KIND 5)/1
Some attitude words and phrases are used to emphasise that what we are saying is true, and these typically have a falling tone both at the beginning and end of a sentence. Words and phrases like this include: believe 'me, 'surely, to put it 'mildly and to say the 'least (note that the main stressed syllable is marked with ' ):
BeLIEVE ME &1, it's freezing out there.
She wasn't too pleased with mc, to put it MILDly &1.
The phrase mind you is used at the beginning of a sentence, typically with a falling tone, to emphasise an added piece of information:
My granddad is always at the doctor's. MIND YOU SI, he smokes a huge amount.
Dl0 The phrase The (only) thing is . . . is used at the beginning of a sentence, typically with a rising or fall-rising tone to highlight a problem connected to what has just been said:
You know you lent me that money ? Well, the THING IS , I need some more.
The phrases The fact/point is . . . indicate that what we are going to say is important, and The question/problem is . . . label what we are going to say as an important question or problem. These phrases also typically have a rising or fall-rising tone:
It might be a good car, but the FACT IS 1!:i2'J, it's too expensive.
I know you've applied for the job. The QUEStion IS el, do you rea lly want it?
D11 |
Some words are used |
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features of something |
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rising tone: |
to show what viewpoint we are we are talking about. Typically,
speaking from; that is, identifying what these phrases have either a rising or fall
PHYSically 1!:i2'J, he's in quite good shape.
I mean, LOGically el, her answer was quite right.
Other examples are economically, outwardly, politically, statistically, superficially, technically.
I 04 |
English Pronunciation in Use (Advanced) |