Файл: Advanced_English_Pronunciation_in_Use.pdf

On top of that... ; Anyway... S

Adding information and changing topic

D39 A number of words and phrases are used to introduce a piece of information that is related to what has just been said. Many of these are typically said in their own speech unit with a rising or fall-rising tone:

A: You can get a €100 fine for dropping litter in the city centre.

B:lI on TOP of THAT li7j1, the police can make you spend a whole day picking up rubbish.

A: I'll give you a ring later.

B: II BETter STILL ell, why don't I come over and see you?

A:We haven't got any coffee left.

B:II in THAT case li7j11, I'll just have water, thanks.

A:There's no point in keeping this jacket, it's full of holes.

B:II ALso &2.11, the zip's broken.

Other words and phrases like this include: at the same 'time, in the same 'way, 'similarly, by the same 'token, even 'better, worse 'still, 'otherwise, in other 'words (or in 'other words).

(Note that the main stressed syllable is marked with ' . )

D40 When we want to change the topic i n a conversation o r to start talking about a different aspect of the same topic, we often begin with a word or phrase with a falling tone in its own speech unit:

A:So where did you say they lived?

B:Cornwall.

A:Great, it's really nice there.

B:Yeah. II ANyway fill, I must dash. See you later.

A:I really like the town square.

B:Lovely, isn't it? II RIGHT fill, so what would you like to see next?

Other words and phrases like this include: 'anyhow, by the 'way, inci'dentally (this suggests that what is going to be said is less important than what has come before), 'now (then), o'kay, well.

Some people use look to introduce an aspect of the same topic that they particularly want the hearer(s} to pay attention to:

A:There's Cl meeting this Friday afternoon.

B:II LOOK filII, I won't be able to get there, so can you tell me what happens?

However, other people only use it in this way to show that they are annoyed:

A: I don't want to gtl to the dentist. S: II LOOK filII, don't be so childish!

We can use besides to give another reason or argument for something:

A:Maybe we could look around the castle?

B:It's really expensive to get in. II BeSIDES filII, it's only open in the morning.

Before she left school!! she sta rted her own busi ness

Divid i ng prepa red speech i nto u n its ( 1 )

In most contexts, when we speak we are making up what we say as we go along. However, many people at times need to plan and prepare speech more formally, and read this aloud from a written text or develop it from notes. For example, students and academics may have to give presentations or lectures in class or at a conference; business people may have to give reports at meetings; teachers or broadcasters may need to read text aloud to their pupils or their audience. In Units 54 to 60, we will look at some of the features of pronunciation that tend to be found in the prepared speech produced in situations like these.

D44 In prepared speech, we tend to put speech unit boundaries, often marked with a pause, at clause boundaries (see also Unit 32) although they can go elsewhere, too. In this example, from a presentation, speech units are marked with //. The ones at clause boundaries are marked with //:

\Vc have a grcat opporhlllit\'11 at thc lllolnent/I to encourage

a\\ a rcncss of scicnccl/ among the publ ic .l/ A rccent opinion pol 111 \\ h ieh \\ as conducted carl ier th is vearl/ revealed thatll 8()7r of thc

popul a t ionl/ is i n terestcd in scicnee .!/ I n addition/I, it shc)\\ sll a gnm ing trtlst i n scientistsll who make a l l i mportallt cOlltributiol ll/ to socictdl I \()\\ c\ crll, thc pol l also sh()\\ cc!/I that fc\\ peoplell fel t the\ kll()\\ cnoughl/ about scicllcc .!/ 'Ic) de\ e\op understa l ldillg o f scicncc/I w c nccd morc publ i c debate// amI wc shou l d bc making sciellccll more i l l tercstil lgl/ ill schoo l .

When written text is read aloud, speech unit boundaries are often placed at punctuation marks (commas, full stops, etc.). However, speech unit boundaries may also be put in other places.

In particular, we tend to put speech unit boundaries -

• between two clauses linked by and or but:

We have cut costs substantially// and will continue to invest. This is only one view// but it's supported by recent research.

•before and after an adverbial clause (i.e. a clause that gives more information about how, where, when, why, etc.):

Before she left school!! she started her own business. We'll be meeting at eight// to get to the airport by ten.

•after a clause which is the subject of a sentence (see also Unit 42):

What they will do next// is unclear.

How the process works// will be explained in the next lecture.

• before and after a non-defining relative clause (i.e. a clause that gives more information about a noun or noun phrase before it):

The head of the police force// who is to retire next year// has criticised the new law. I would like to thank the conference organisersl/ who have worked very hard.

But notice that defining relative clauses are less likely to be separated from the noun they refer to by a speech unit boundary:

The number of people who are emigratingi/ is increasing steadily.

rather than: The number of people// who are emigratingi/ is increasing steadily.

We objected// to the recommendation that was put forward.

rather than: We objected// to the recommendation// that was put forward.

Note: There may not be a speech unit boundary between clauses which are short:

We'll leave when we can. (rather than: We'll leave/! when we can.)