Sichuan Post and Telecommunication College Function of Intonation Unit 15 Function of Intonation...

Sichuan Post and Telecommunication CollegeSichuan Post and Telecommunication College

Function of IntonationFunction of Intonation Unit 15Unit 15

SPTCChengdu, CN

Wednesday, May 2st, 2005

Guo Liangyan Huang Deqiang Liu JiaHu Jie

Unit 15 Unit 15 The organization of informationThe organization of information

When talking with a person the speaker generally presents his information in piecWhen talking with a person the speaker generally presents his information in pieces that are manageable to both himself and his addressee: a piece of information wes that are manageable to both himself and his addressee: a piece of information within one ton e-unit instead of saying it in one breath as follows.Ⅶithin one ton e-unit instead of saying it in one breath as follows.Ⅶ

(a) This letter belongs to (a) This letter belongs to you, Shiela. ‖ you, Shiela. ‖ Now consider a different way of intoning it:Now consider a different way of intoning it: (b)(b) This letter belongs to This letter belongs to you, Shiela. ‖ you, Shiela. ‖ Here the speaker breaks the rather long sentence into two tone-units and thus it seHere the speaker breaks the rather long sentence into two tone-units and thus it se

ems more manageable than (a) with one tone-unit only. It can be readily understooems more manageable than (a) with one tone-unit only. It can be readily understood by the person he addresses. The speaker is perhaps dealing with a pile of letters d by the person he addresses. The speaker is perhaps dealing with a pile of letters one afternoon. She happens to find one for Shiela among many others and passes ione afternoon. She happens to find one for Shiela among many others and passes it at once to Shiela.t at once to Shiela.

On the other hand, the fall-rise on the first tone-unit This letter indicates "incomplOn the other hand, the fall-rise on the first tone-unit This letter indicates "incomplete information" or "minor information" whereas the second tone-unit indicates "cete information" or "minor information" whereas the second tone-unit indicates "complete information" or "major information".omplete information" or "major information".

Similar examples:Similar examples: She′She′ ︳︳ took the took the car car ︱︱ and′and′ ︳︳ drove to drove to London. ‖ London. ‖ I V looked at herI V looked at her ︱︱ and′and′ ︳︳ recognized her at recognized her at once. ‖ once. ‖ Sometimes the tone-unit of minor information comes after the main piece of informSometimes the tone-unit of minor information comes after the main piece of inform

ation, but said with a rise:ation, but said with a rise: She ′She ′ ︳︳ couldn't fall a couldn't fall a sleep sleep ︱︱ though she was ∕tired. though she was ∕tired.

Unit 15Unit 15

The realization of communicative functions

We can also analyze the functions of English intonation by We can also analyze the functions of English intonation by considering the speaker's purpose in saying something. Is the considering the speaker's purpose in saying something. Is the speaker telling something or asking you? Are they commanding you speaker telling something or asking you? Are they commanding you or requesting you to do something? Generally speaking, a falling or requesting you to do something? Generally speaking, a falling tone denotes "speaker-dominance": the speaker knows and tells, tone denotes "speaker-dominance": the speaker knows and tells, orders, demands, etc. A rising tone, on the other hand, denotes orders, demands, etc. A rising tone, on the other hand, denotes "speaker-deference". the speaker does not know and has to ask, the "speaker-deference". the speaker does not know and has to ask, the speaker has got no authority and has to request etc. speaker has got no authority and has to request etc.

If you feel you are in authority and can tell others to do something If you feel you are in authority and can tell others to do something you can say:you can say:

Turn down the Turn down the radio, my children. ‖ radio, my children. ‖ If you don't feel :you have any authority over others you may If you don't feel :you have any authority over others you may

change your tone and say:change your tone and say: Turn down the / radio. ‖Turn down the / radio. ‖ Turn down the / radio, please. ‖Turn down the / radio, please. ‖ Now compare the different tones and their effects on the question tag Now compare the different tones and their effects on the question tag

"aren't you":"aren't you": (a) You're (a) You're happy with me, happy with me, ︱︱ aren't you? ‖aren't you? ‖ (b) You're (b) You're happy with me, happy with me, ︱︱ / aren't you? ‖/ aren't you? ‖ The fall in (a) suggests certainty and speaker dominance, but the rise The fall in (a) suggests certainty and speaker dominance, but the rise

in (b) suggests uncertainly and speaker-deferencein (b) suggests uncertainly and speaker-deference..

Unit 15Unit 15


Social exchanges are also taken as fulfilling communicative Social exchanges are also taken as fulfilling communicative functions. They are simply intended to maintain social relationships functions. They are simply intended to maintain social relationships between people. For example, greetings and farewells, thanks and between people. For example, greetings and farewells, thanks and apologizes, and so on. Some of these functions generally require a apologizes, and so on. Some of these functions generally require a fall, others a rise or a fall-rise.fall, others a rise or a fall-rise.

1) Greetings: fall1) Greetings: fallGood Good morning. ‖ morning. ‖Good after Good after noon. ‖ noon. ‖How do you How do you do? ‖ do? ‖How How are you? ‖ are you? ‖Good / morning. ‖seems to be less formal than Good Good / morning. ‖seems to be less formal than Good morning. ‖ and morning. ‖ and

sounds to be "bright" and "friendly"sounds to be "bright" and "friendly" He / 11o! ‖(on the phone)He / 11o! ‖(on the phone)

Unit 15Unit 15


2) Farewells: rise2) Farewells: rise

Good / bye, ‖Good / bye, ‖

See you a / gain, ‖See you a / gain, ‖

Good Good bye, ‖ (It may sound like dismissal. ) bye, ‖ (It may sound like dismissal. )

3) Thanks. fall3) Thanks. fall

Thank you. ‖Thank you. ‖

/ Thank you. ‖ (less formal)/ Thank you. ‖ (less formal)

Unit 15Unit 15


4) Welcomes, toasts and congratulations: fall4) Welcomes, toasts and congratulations: fall

Welcome. ‖Welcome. ‖

How nice to How nice to see you. ‖ see you. ‖

Very glad to Very glad to meet you. ‖ meet you. ‖

Cheers. ‖Cheers. ‖

Good Good health. ‖ health. ‖

To the bride and To the bride and groom. ‖ groom. ‖

Congratulations, on your en Congratulations, on your en gagement. ‖ gagement. ‖

Well Well done. ‖ done. ‖

May we congratulate on your recent ap May we congratulate on your recent ap pointment. pointment.

Unit 15Unit 15


5) Apologies and sympathy: rise5) Apologies and sympathy: rise

I'm so / sorry. ‖I'm so / sorry. ‖

I do beg your / pardon. ‖I do beg your / pardon. ‖

We won't let that happen a / gain. ‖We won't let that happen a / gain. ‖

That's a / pity. ‖That's a / pity. ‖

6) Requests for attention: rise or fall-rise6) Requests for attention: rise or fall-rise

Ex Ex cuse me. ‖cuse me. ‖

Waiter! ‖Waiter! ‖

Doctor! ‖ Doctor! ‖

Unit 15Unit 15


Introductions usually take a rise and the announcement following Introductions usually take a rise and the announcement following them a fall.them a fall.

/ Simon, / Simon, ︱︱ I would like you to meet my I would like you to meet my boss. ‖boss. ‖

Mr. / BlakeMr. / Blake ︱︱ this is my this is my nephew, nephew, ︱︱ Mr. Mr. Jones. ‖Jones. ‖

To sum up, English tones can indicate the communicative intent of To sum up, English tones can indicate the communicative intent of the speaker. It is another basic function of intonation.the speaker. It is another basic function of intonation.

Unit 15Unit 15


Unit 15 Unit 15

The demonstration of syntactic The demonstration of syntactic structuresstructures

Intonation in English can fulfill a grammatical function.Intonation in English can fulfill a grammatical function.

It can serve to distinguish sentence types.It can serve to distinguish sentence types.

Compare:Compare:

(1a) She was′(1a) She was′ ︳︳ not not there. ‖(a declarative) there. ‖(a declarative)

(lb) She was′(lb) She was′ ︳︳ not / there? ‖(a Yes/No interrogative)not / there? ‖(a Yes/No interrogative)

(2a) ′(2a) ′ ︳︳ Shut the Shut the door. ‖ (an imperative) door. ‖ (an imperative)

(2b) ′(2b) ′ ︳︳ Shut the / door. ‖ (a request)Shut the / door. ‖ (a request)

Unit 15 Unit 15


This function can also relate intonation to the syntax of clauses. The This function can also relate intonation to the syntax of clauses. The division into tone-units tends to follow the syntactic structure. Tone-division into tone-units tends to follow the syntactic structure. Tone-units and clauses often coincide. Example:units and clauses often coincide. Example:

When you / enterWhen you / enter ︱︱ the the ︳︳ lecture hall is on the lecture hall is on the left. ‖ left. ‖

where each clause is taken as a tone-unit and is assigned a special tone.where each clause is taken as a tone-unit and is assigned a special tone.

Tonality---part of the intonation system--can also help to distinguish Tonality---part of the intonation system--can also help to distinguish parallel wordings that contrast in syntactic structure.parallel wordings that contrast in syntactic structure.

1) The distinction between restrictive and non-restrictive items.1) The distinction between restrictive and non-restrictive items.

I learned about the accident from my cousin, I learned about the accident from my cousin, ︱︱ who lives in New who lives in New York. ‖York. ‖

I learned about the accident from my cousin who lives in New York. ‖ I learned about the accident from my cousin who lives in New York. ‖

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2) The distinction between the direct object complementing all the preceding 2) The distinction between the direct object complementing all the preceding verbs and the direct object complementing the only one immediately before it.verbs and the direct object complementing the only one immediately before it.

She washed and dressed the baby. ‖She washed and dressed the baby. ‖ She washedShe washed ︱︱ and dressed the baby. ‖and dressed the baby. ‖ We can also find similar examples like:We can also find similar examples like: The postman left five letters and a package for Mike. ‖The postman left five letters and a package for Mike. ‖ The postman left five lettersThe postman left five letters ︱︱ and a package for Mike. ‖and a package for Mike. ‖ 3) The distinction between adverbial or manner adjunct and comment or 3) The distinction between adverbial or manner adjunct and comment or

attitudinal adjunct.attitudinal adjunct. They came home happily. ‖They came home happily. ‖ They came home They came home ︱︱ happily. ‖happily. ‖ 4) The distinction between object clause and adverbial clause.4) The distinction between object clause and adverbial clause. I'U ′I'U ′ ︳︳ tell him tell him when the plane leaves. ‖ when the plane leaves. ‖ I'll I'll tell him tell him ︱︱ when the′when the′ ︳︳ plane/leaves. ‖ plane/leaves. ‖

Unit 15 Unit 15


Tonicity, as part of the intonation system, can sometimes realize a Tonicity, as part of the intonation system, can sometimes realize a syntactic contrast in parallel wording as tonality does. Examples:syntactic contrast in parallel wording as tonality does. Examples:

1) The distinction between reflexive pronoun and emphatic pronoun.1) The distinction between reflexive pronoun and emphatic pronoun.

He He asked himself. ‖ asked himself. ‖

He asked him He asked him self. ‖ self. ‖

2) The distinction between a final vocative and the object of the verb.2) The distinction between a final vocative and the object of the verb.

Shoot, Tom. ‖Shoot, Tom. ‖

Shoot Shoot Tom. ‖ Tom. ‖

Shout, my dear. ‖Shout, my dear. ‖

′ ′ ︳︳ Shout, "My Shout, "My dear!" ‖ dear!" ‖

3 ) The distinction between adjuncts of manner and comment or attitudinal adjuncts,3 ) The distinction between adjuncts of manner and comment or attitudinal adjuncts,

He didn't see the film He didn't see the film stupidly. ‖ (i. e. in a stupid manner) stupidly. ‖ (i. e. in a stupid manner)

He didn't see the He didn't see the film stupidly. ‖(i. e. it was stupid of him not to see the film) film stupidly. ‖(i. e. it was stupid of him not to see the film)

1. Here is a BBC news item given without punctuation. Mark the tone-unit 1. Here is a BBC news item given without punctuation. Mark the tone-unit boundaries and underline the appropriate tonic syllables and provide an boundaries and underline the appropriate tonic syllables and provide an appropriate tone mark for each tone-unit according to the BBC appropriate tone mark for each tone-unit according to the BBC newsreader.newsreader.

a conference of African nations is beginning in Ghana toa conference of African nations is beginning in Ghana totry to work out how to provide every African with cleantry to work out how to provide every African with cleanwater at an affordable price the United Nations report towater at an affordable price the United Nations report tobe considered by delegations in Accra says more than onebe considered by delegations in Accra says more than onebillion people world-wide don't have access to safe drinkingbillion people world-wide don't have access to safe drinkingwater with half the global population lacking adequatewater with half the global population lacking adequatesanitation it says two million people mostly in Africa diesanitation it says two million people mostly in Africa dieneedlessly every year because water supplies are not beingneedlessly every year because water supplies are not beingproperly managed experts say the problem is stiflingproperly managed experts say the problem is stiflingAfrican development a BBC correspondent says the challengeAfrican development a BBC correspondent says the challengefor the conference is to produce ideas involving all sectorsfor the conference is to produce ideas involving all sectorsof society but which don't cost a lot but the emphasisof society but which don't cost a lot but the emphasison sustainability rather than short term fixes.on sustainability rather than short term fixes.

ExerciseExercise

Intonation can indicate a variety of attitudes without a change of wording.Intonation can indicate a variety of attitudes without a change of wording. You may not be unhappy with what somebody said, but may be ang You may not be unhappy with what somebody said, but may be angry with the way he said it. The attitudinal function of intonation ansry with the way he said it. The attitudinal function of intonation answers the question "How is it being said?" Learners of English should wers the question "How is it being said?" Learners of English should bebe

trained to listen for what is superimposed upon the words.trained to listen for what is superimposed upon the words. The description of the basic meanings of nuclear tones is given accorThe description of the basic meanings of nuclear tones is given accor

ding to the following categories (Cruttenden 2001). It seems more trding to the following categories (Cruttenden 2001). It seems more traditional and practical to us:aditional and practical to us:

major declarativesmajor declaratives minor declarativesminor declaratives wh-interrogativeswh-interrogatives Yes/No interrogativesYes/No interrogatives tag-interrogativestag-interrogatives imperativesimperatives exclamativesexclamatives

Unit 15 Unit 15 The expression of attitudeThe expression of attitude

Major declaratives refer to those cases where the tone-unit corresponds to an iMajor declaratives refer to those cases where the tone-unit corresponds to an independent clause, to the main clause in a complex sentence, to the last clause ndependent clause, to the main clause in a complex sentence, to the last clause in a compound sentence, to that part of any of these which is remaindered whein a compound sentence, to that part of any of these which is remaindered when the adverbial, or the subject or some other part of the clause takes a separate n the adverbial, or the subject or some other part of the clause takes a separate tone-unit.tone-unit.

That looks fine. ‖That looks fine. ‖ He was a great helpHe was a great help ︱︱ while my husband was away. ‖while my husband was away. ‖I work hereI work here ︱︱ and live here, too. ‖and live here, too. ‖ The tall lady by the doorThe tall lady by the door ︱︱ spoke to John. ‖spoke to John. ‖ UsuallyUsually ︱︱ he comes on Saturdays. ‖he comes on Saturdays. ‖ He comes home on SaturdaysHe comes home on Saturdays ︱︱ usually.. ‖usually.. ‖The fall on the major declaratives can express finality, definiteness, liveliness and iThe fall on the major declaratives can express finality, definiteness, liveliness and i

nvolvement.nvolvement. That is the end of the \ news. ‖That is the end of the \ news. ‖ A: It'll A: It'll ︳︳ cost a°lot of cost a°lot of money. ‖money. ‖ B: \ Certainly. ‖ (\ Obviously. )‖ \ Naturally. ‖B: \ Certainly. ‖ (\ Obviously. )‖ \ Naturally. ‖ A: A: ︳︳ John °looks as if he's \ worried. ‖John °looks as if he's \ worried. ‖ B: I a\ gree with you. ‖B: I a\ gree with you. ‖

Unit 15 Unit 15 Major declaratives

Declarative questions and echoes may take a high rise.Declarative questions and echoes may take a high rise. A: I wrote to him \ yesterday. ‖A: I wrote to him \ yesterday. ‖ B: You wrote to him / yesterday? ‖B: You wrote to him / yesterday? ‖

The Low Rise preceded by a high head sound encouraging or even patroThe Low Rise preceded by a high head sound encouraging or even patronizing while the Low Rise preceded by other low syllables (pre-head nizing while the Low Rise preceded by other low syllables (pre-head or head) is complaining.or head) is complaining.

A: A: ︳︳ Aren't you °ready to / start? ‖Aren't you °ready to / start? ‖ B: I B: I ︳︳ shan't be a / moment. ‖shan't be a / moment. ‖ A: Good / bye. ‖A: Good / bye. ‖ B: B: ︳︳ Come and°stay with us a°gain / soon. ‖Come and°stay with us a°gain / soon. ‖ A: I 'can't find your com°putor 'anywhere. ‖A: I 'can't find your com°putor 'anywhere. ‖ B: B: ︳︳ That's / funny. ‖That's / funny. ‖ A: You've I done it the °wrong \ way. ‖A: You've I done it the °wrong \ way. ‖ B: Dose it / matter? ‖B: Dose it / matter? ‖

Unit 15 Unit 15 Major declaratives

All those parts of declarative sentences excluded under major declarAll those parts of declarative sentences excluded under major declaratives are included under this heading. Most of them are sentence natives are included under this heading. Most of them are sentence non-final subjects, adverbials, the first clause of compound sentences on-final subjects, adverbials, the first clause of compound sentences and on many occasions the subordinate clause of complex sentences. and on many occasions the subordinate clause of complex sentences. The tones often used on these tone-units are rises, including Fall-RisThe tones often used on these tone-units are rises, including Fall-Rise, Low Rise, or Mid Level.e, Low Rise, or Mid Level.

The The best person to do itbest person to do it ︱︱ would be would be ︳︳ Miss \ Li. ‖Miss \ Li. ‖ What I'd What I'd likelike ︱︱ is a is a ︳︳ cup of \ coffee. ‖cup of \ coffee. ‖

FirstFirst ︱︱ I put it on the °narrow \ shelfI put it on the °narrow \ shelf ︱︱ a bove the \ televisiona bove the \ television ︱︱ but Ibut I

was a fraid that it might was a fraid that it might dropdrop ︱︱ and \ break. ‖and \ break. ‖ She She ︳︳ stood / upstood / up ︱︱ and and ︳︳ walked \ out. ‖walked \ out. ‖ Please note here that a sort of contrast may be conveyed by the use of tPlease note here that a sort of contrast may be conveyed by the use of t

he Fall-Rise.he Fall-Rise.

︳︳ We all \ like it, We all \ like it, ︱︱ but Mr.but Mr. Smith Smith ︱︱ \ doesn't. ‖\ doesn't. ‖ In In my opinion my opinion ︱︱ she is \ wise. ‖she is \ wise. ‖

Unit 15 Unit 15 Minor declaratives

The most common tone on Wh-interrogatives is failing.The most common tone on Wh-interrogatives is failing. A: A: ︳︳ Where do you \ live?Where do you \ live? ︱︳︱︳ Do you °live in / London? ‖Do you °live in / London? ‖ B: Yes,B: Yes, ︱︱ I \ do. ‖I \ do. ‖ A: A: ︳︳ When shall I °see you a/ gain? ‖When shall I °see you a/ gain? ‖ B: I shall be B: I shall be ︳︳ here on \ Monday. ‖here on \ Monday. ‖ A: A: ︳︳ Shall we °talk about it vthen? ‖Shall we °talk about it vthen? ‖ A: A: ︳︳ How can I \ help you? ‖How can I \ help you? ‖ B: You can B: You can ︳︳ carry \ this. ‖carry \ this. ‖ A: I \willA: I \will ︱︱ if I \ can. ‖if I \ can. ‖ The alternative tone on Wh-interrogatives is the Low Rise if the speThe alternative tone on Wh-interrogatives is the Low Rise if the spe

aker wishes to be more polite or to show more interest.aker wishes to be more polite or to show more interest. A: We are A: We are ︳︳ off to Se \ attle. ‖off to Se \ attle. ‖ B: i Where are you going? ‖↗B: i Where are you going? ‖↗

If the speaker asks for repetition he may use a high rise.If the speaker asks for repetition he may use a high rise. A: I went to A: I went to ︳︳ Shaftesbury \ Avenue last night. . ‖ Shaftesbury \ Avenue last night. . ‖ B: /When did you B: /When did you .. go there? ‖ go there? ‖

Unit 15 Unit 15 Wh-interrogatives

The more polite way of asking Yes/No questions is with a low rise preceThe more polite way of asking Yes/No questions is with a low rise preceded by a high head.ded by a high head.

Simon: Is Simon: Is ︳︳ this°Piccadilly /Circus? ‖this°Piccadilly /Circus? ‖ Peter: \No, Peter: \No, ︱︱ this is Tra this is Tra ︳︳ falgar \ Square. ‖falgar \ Square. ‖ Simon: Simon: ︳︳ What a°high \ building ! ‖What a°high \ building ! ‖ Is Is ︳︳ that the °Post Office / Tower? ‖that the °Post Office / Tower? ‖ Peter: \ No, Peter: \ No, ︱︱ it \ isn't. ‖it \ isn't. ‖ A fall, high or low, may sound demanding or rude.A fall, high or low, may sound demanding or rude. A: The A: The ︳︳ meals here are \ terrible. ‖meals here are \ terrible. ‖ B: B: ︳︳ Are you \ satisfied? ‖Are you \ satisfied? ‖ Man: I Man: I ︳︳ can't°find my \ shaver. I‖can't°find my \ shaver. I‖ Woman: Are you sure you brought it \ with you? ‖Woman: Are you sure you brought it \ with you? ‖

Unit 15 Unit 15 Yes/No interrogatives

Tag-interrogatives are in nature shortened Yes/No questions appended to Tag-interrogatives are in nature shortened Yes/No questions appended to a preceding declarative. They are mostly negative if the preceding a preceding declarative. They are mostly negative if the preceding declarative is positive and vice versa. A falling tone on a tag declarative is positive and vice versa. A falling tone on a tag demands agreement from the listener whereas a rising tone asks for demands agreement from the listener whereas a rising tone asks for the opinion of the listener.the opinion of the listener.

It's about It's about ︳︳ eight o \ clock, eight o \ clock, ︱︱ / isn't it? ‖/ isn't it? ‖

You're You're ︳︳ not/frightened, not/frightened, ︱︱ \ are you? ‖\ are you? ‖

It's \ fine today, It's \ fine today, ︱︱ \ isn't it? ‖ \ isn't it? ‖

Unit 15 Unit 15 Tag interrogatives

Imperatives are sometimes referred to as commands and requests. AImperatives are sometimes referred to as commands and requests. Abrupt imperatives or commands have a falling tone. Polite imperativbrupt imperatives or commands have a falling tone. Polite imperatives or requests are said with a rising tone and occasionally a fall-rise.es or requests are said with a rising tone and occasionally a fall-rise.

A: It's A: It's ︳︳ most \ kind of you. ‖most \ kind of you. ‖ B: B: ︳︳ Don't \ mention it. ‖Don't \ mention it. ‖ A: A: ︳︳ Can't we be / friends a.gain? ‖Can't we be / friends a.gain? ‖ B: AdB: Ad ︳︳ mit you were \ wrong, then. ‖mit you were \ wrong, then. ‖ A: A: ︳︳ Which is \ my .place? ‖Which is \ my .place? ‖ B: B: ︳︳ Come and °sit beside your/ mother. ‖Come and °sit beside your/ mother. ‖ A rising tag-interrogative may be appended to a command to soften iA rising tag-interrogative may be appended to a command to soften i

t.t.

︳︳ Come over \ here a Come over \ here a ..minute minute ︱︱ / will you? ‖/ will you? ‖

︳︳ Come and sit \ down Come and sit \ down ︱︱ / won't you? ‖/ won't you? ‖

Unit 15 Unit 15 Imperatives

They are also called exclamations or interjections. A falling tone is comThey are also called exclamations or interjections. A falling tone is common on them.mon on them.

A: A: ︳︳ Thank you °very \ much. ‖Thank you °very \ much. ‖

B: B: ︳︳ Not at \ all. ‖Not at \ all. ‖

A: A: ︳︳ Here's \ to you. ‖Here's \ to you. ‖

B: Your B: Your ︳︳ very good \ health. ‖very good \ health. ‖

A: I A: I ︳︳ hear you're °being pro \ moted. ‖hear you're °being pro \ moted. ‖

B: B: ︳︳ Absolute \ nonsense! ‖Absolute \ nonsense! ‖

A: We're A: We're ︳︳ going \ picnicking. ‖going \ picnicking. ‖

B: B: ︳︳ What a°good i\ dea! ‖What a°good i\ dea! ‖

Unit 15 Unit 15 Exclamatives

2. In the following conversations, B's response should be given with thefeeling or attitu2. In the following conversations, B's response should be given with thefeeling or attitude as indicated by the words in brackets. Please mark on the text the intonation yode as indicated by the words in brackets. Please mark on the text the intonation you think is appropriate.u think is appropriate.

(1) A: He \ is a handsome boy, (1) A: He \ is a handsome boy, ︱︱ \ isn't he? ‖\ isn't he? ‖ B: He has a lovely face. ‖ (But he's hot-tempered. )B: He has a lovely face. ‖ (But he's hot-tempered. ) (2) A: She is a (2) A: She is a ︳︳ Ph \ B‖Ph \ B‖ B: A Ph D. ‖(impressed)B: A Ph D. ‖(impressed) (3) A: Will the/students stay in the hotel? ‖(3) A: Will the/students stay in the hotel? ‖ B' Some of them. ‖ (uncertain)B' Some of them. ‖ (uncertain) (4) A: Why not go by/air? ‖(4) A: Why not go by/air? ‖ B: I can't afford it. ‖ (impatient)B: I can't afford it. ‖ (impatient) (5) A: (5) A: ︳︳ How did it \ happen? ‖How did it \ happen? ‖ B: I don't know. ‖ (reproach)B: I don't know. ‖ (reproach) (6) A: (6) A: ︳︳ What is the ad \ dress? ‖What is the ad \ dress? ‖ B: 6 Park Drive, B: 6 Park Drive, ︱︱ Mountbay, Mountbay, ︱︱ Sussex. ‖ (listing)Sussex. ‖ (listing) (7) A: (7) A: ︳︳ This is °Mr \ Hunt. ‖This is °Mr \ Hunt. ‖ B: Pleased to \ meet you. ‖ (gladness)B: Pleased to \ meet you. ‖ (gladness) (8) A: I've (8) A: I've ︳︳ lost my \ visa. ‖lost my \ visa. ‖ B: You're silly then. ‖ (surly)B: You're silly then. ‖ (surly)

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