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“Практичний курс англійської мови“

Напрям підготовки: 6.020303 Філологія.

SEMESTER II

1. The communicative function of Low-Rise.

2. The communicative function of High-Rise.

3. Intonation of complex sentences.

4. The communicative function of Fall-Rise.

5. Intonation of direct address.

6. The communicative function of the structure Low Head+Low Rise.

7. Intonation of adverbials in simple sentences.

8. The communicative function of Low-Fall.

9. The communicative function of High-Fall.

10. The communicative function of Mid-Level tone.

11. Intonation of the author’s words.

12. Intonation of parenthesis.

13. Accidental Rise.

Stress-and-tone marks in the text: High Fall. | ` |

The High Fall in the nucleus starts very high and usually reaches the lowest pitch. The syllables of the tail are pronounced on the low level.

The High Fall provides a greater degree of prominence for the word, making it more emphatic. The degree of prominence depends on the height of the fall.

This intonation pattern is used:

1. In statements, conveying personal concern or involvement, sounding lively, interested, airy; very common in conversation.

е.g. Do you know the man? — `No. (I `don't.) `Yes.| (I `do.) Where's my copy? — `Peter,took it,for you.

2. In questions:

a) In special questions, sounding lively, interested, е.g. I shall be late, I'm afraid. — `How,late?

b) In general questions, conveying mildly surprised acceptance of the listener's premises. е.g. I like it here. Do you? (I thought you'd hate it.)

3. In imperatives, sounding warm.

е.g. What's the matter? — Look. (It's raining.)

4. In exclamations, very emotional. е.g. It's eight o'clock. — Heavens! (I'm late.)

(LOW PRE-HEAD+) RISING HEAD + HIGH FALL (+ TAIL)

Model: I wonder when Alice's train is due.
— ä Look it 'up in the `time-,table.

The syllables of the Rising Head preceding the High Fall gradually carry the pitch up.

Stress-and-tone mark in the text:

The first stressed syllable: │ä│

This intonation pattern is used:

1. In statements, conveying personal concern, involvement, disgruntled protest.

е.g. Haven't you brought the carp? — You _ädidn't ask me,to.

2. In questions:

a) In special questions sounding unpleasantly surprised or displeased, protesting.

е.g. Send them at once. — _äWhere to?

b) In general questions, protesting, sometimes impatient.

е.g. Thursday's a hopeless day for me. — _äCan't we 'make it a `Friday,,then?

3. In imperatives, lively, with a note of critical surprise.

е.g. What shall I do? — _äTry it a`gain.

4. In exclamations, conveying affronted surprise, protesting.

е.g. John's coming. — What an ex_ätraordinary `thing.

(LOW PRE-HEAD +) FALLING HEAD+ HIGH FALL (+ TAIL)

The High Fall starts from a higher pitch than the preceding syllable of the Falling Head.

If the head contains only one stressed word the High Fall starts from the level of the stressed syllable.

е.g. How nice!

This intonation pattern is used:

1. In statements, conveying personal concern, sounding light, airy, warm but without the disgruntled effect of the structure Rising Head+High Fall.

е.g. Why don't they work in the evenings? — `Some of them `do, I believe.

2. In questions:

a) In special questions, sounding interested, brisk, business-like.

е.g. I've just seen that new musical. — `What is it `called?

b) In general questions, conveying mildly surprised acceptance of the listener's premises; sometimes sounding sceptical, but without the impatience of the structure Rising Head+High Fall. (The ques­tion is put forward as a subject for discussion.)

е.g. Shall we try again? — Well 'would it be any `use?

3. In imperatives, sounding lively; suggesting a course of action to the listener.

е.g. The tea's too hot. — `Put some more `milk in it.

4. In exclamations, conveying mild surprise but without the affront of the structure Rising Head+High Fall.

е.g. Look, it's snowing. — `Oh, ` yes!

The Fall + Rise is a combination of the High Fall and the Low Rise.

The fall and the rise always occur on separate syllables. The fall starts from a very high level and ends very low. Any syllables occurring between the High Fall and the Low Rise are said on a very low pitch. Notional words are stressed. The fall­ing part marks the idea which the speaker wants to empha­size and the rising part marks an addition to this main idea.

The combination of the High Fall with the Low Rise is used in sentences expressing highly emotional reaction to the situation. It is often heard:

1. In statements, sounding apologetic, appreciative, grateful, regretful, sympathetic, persuasively reassuring, pleading, plaintive.

е.g. Whose turn is it then? — It's `mine,actually.

How did this get broken? — I'm most `terribly,sorry.

2. In questions:

a) In special questions, sounding plaintive, pleading, weary, despairing; sometimes warm, sympathetic.

е.g. Sorry I'm late. — Oh why „can't you „come on _/time for once?

b) In general questions, conveying a plaintive, pleading, sometimes impatient tone.

е.g. He played very badly today. — Will he ever be any,better d'you think?

3. In imperatives, sounding plaintive, pleading, reproachful.

е.g. It's all so depressing. — `Cheer,up. (It can't „last for,ever.)

I've nothing to do with it. — Now `do be,reason-able, Charles.

4. In exclamations, warm, sympathetic, encourag­ing, sometimes plaintive, puzzled, surprised.

Greetings and leave-takings sound pleasant and friendly being pronounced this way.

е.g. Good night, Peggy. — Good night, Mrs.,Smith. See you on Friday. — Right you,are!

(Low pre-head +) (descending head +) mid-level (+ tail)

Stress-and-tone marks in the text: Mid-Level Tone: | > |.

The mid-level tone in the nucleus is pronounced on the medium level with any following tail syllables on the same level.

This intonation pattern is usually used in non-final intonation-groups expressing non-finality without any impression of expectancy.

Mention here the use of ML Tone in simple sentences with adverbials, parenthesis, etc.

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