Special education of the republic of uzbekistan

in special questions, sounding plaintive, pleading, weary, despairing; sometimes warm, sympathetic.



e.g. Sorry I’m late. – Oh, `why can’t you come on ˏtime for once?

2. 
   in general questions, conveying a plaintive, pleading, sometimes impatient tone.
   

e.g. He played very badly today. Will he `ever be any ˏbetter do you think?

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

e.g. It’s all so depressing. – `Cheer ˏup. ( It `can’t last for ˏever. )

I’ve nothing to do with it. – Now `do be ˏreasonable, Charles.

4. 
   In exclamations, warm, sympathetic, encouraging, sometimes plaintive, puzzled, surprised. Greetings and leave-takings sound pleasant and friendly when pronounced this way.
   

e.g. Good night, Peggy. – Good `night, Mrs. ˏSmith.

See you on Friday. – `Right you ˏare!

Two or More Falls Within One Sense - Group

Model : Now what do you want? I don’t want `anything. .  .  . . Everyone’s gone home. Not `everyˏone   . 

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:

Fancy 'anyone 'wanting to do `that. Fancy anyone wanting to do `that.

˙ _{    … }

Stress-and-tone mark in the text: syllables of the head uttered with falls: |  |

Exercises

1. 
   Read the dialogue “About the job” carefully. Write it down. Mark the stresses and tunes. Practise reading.
   

About the Job

H a r r y: Well, Robert, have you made up your mind yet what you want to do when you leave college?

N o r a: Oh, Harry, surely he’s a bit young to decide on his career? He hasn’t even got to college yet.

H a r r y: Not at all, Nora. It’s wisest to decide in good time. Look at me for example. I really wanted to be a sailor, but now I spend my days sitting at a desk in an office. Yes, it’s silly to train for the wrong job. After all, Robert will be going to college soon.

N o r a: (musing) Now if I were a man I’d be a farmer. To see the crops growing – that’s my idea of a good life.

H a r r y: Well, you haven’t answered my question yet, Robert. What would you like to do?

N o r a: (wistfully) Are you sure you don’t to be a farmer, Robert? Or a market gardener?

R o b e r t: No I’m sorry, Mum, but I don’t want to at all. I’d rather be a civil engineer. I want to build roads and bridges.

H a r r y: Not ships? Isn’t it better to be a shipbuilding engineer?

R o b e r t: (crossly) Look here, is it my career we’re planning or yours?

H a r r y: (huffed) All right, all right, there is no need to lose your temper. But you’d better win that scholarship first.

2. 
   Write down the following sentences. Mark the stresses and tunes. Make up tonograms.
   

(detached, phlegmatic, reserved)

Shall I ask him about it again?

Can you translate a few sentences?

Will you tell her about it frankly?

(lively, interested)

Well, when can you spare the time?

What’s that got to do with you?

What makes you so sure?
(wondering, mildly puzzled)

Who’s he gone to see?

How often must he take it?

How long do you want to keep it?

(contradicting)

You want it back.

He won’t be able to help.

You’ve got enough money.

3. 
   Test reading.
   

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 now 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.”