8.4 The Falling-Rising Tone Pattern

The basic meaning of the pattern is implicatory. The most common contours are:

1 Stepping (Sliding) Head + Fall-Rise Unit Contour.

2 Stepping (High) + Fall-Rise Divided Contour.

The Sliding Head increases the overall prominence of an utterance making it more emotional and expressive.

The meaning of the contour:

In statements: contradicting, correcting, warning, reproachful, astonished, grudgingly admitting. E.g.: It’s bitterly cold.

I think you’re ‘rather un fair. It’s ‘quite a ‵distance from ,here.

In Yes/No and Wh-questions: interested, concerned, appealing, surprised. E,g.: ‵Couldn’t you ,say that earlier? ‵Why didn’t you ,call me?

In imperatives (warnings, suggestions, greetings): suggesting, polite, reproachful. E.g.: ‘Put on your ‘warm overcoat! ‵Don’t let it get you ,down. You could ‘always advertise. Hello! Bye!

The FR tone pattern may be used in its referring function to refer to something already stated or which is or has become part of the speakers’ common knowledge, experience.

In statements:

A: I need advice on taxes. – B: Mr ‵Brown is the man to ,talk to.

A: Here’s the milkman, Harriet. – B: Good. We ‵need some ,cream.

In Yes/No questions: the FR is used to check something is as is assumed, e.g. Did you ‘go for the interview yesterday? Were they ‵happy to ,see you?

Speech Exercises

Ex. 1 Read out the mini-dialogues using FR in A’s part to check what A presumes is true. Follow the model: A: Did you go for the `interview ,yesterday? – B: `Yes, I did. – B: ‘How did it `go?

1 A: Is that the police station? – B: Yes, madam. – A: I want to report a robbery. 2 A: Are these eating apples? – B: Yes, they’re French. – A: I’d like a kilo please. 3 A: Did you hear the news this morning? – B: Yes, I did. – A: What do you think about it? 4 A: Have you been to the exhibition? – B: I did. – A: Isn’t it interesting? 5 A: Did you hear what she just said? – B: I did. – A: That’s really incredible. 6 A: Did you learn Spanish in Spain? – B: I didn’t. – A: But how can you speak it so well? 7 A: Do you work here? – B: Yes, sir. – A: Then please call your manager.

Ex. 2 Supply B’s part using the prompts. Use the Fall-Rise to refer to the facts already stated in the conversation, and the Fall to introduce new information.

Model: A: We don’t agree with you. – (right)– B: I `know you don’t a,gree with me, but I am `right.

1 A: The island’s beautiful. – (too far) – B: I’ve heard it‘s … . but … . 2 A: She likes diamonds. – (expensive) 3 A: That’s hat a bargain. – (need it) 4 A: He’s a difficult person to work with. (very important) 5 A: The dress is expensive. – (like it) 6 A: You can’t type! – (quick learner) 7 A: His behaviour was scandalous. – (my boss) 8 A: His handwriting is awful. – (type the letter) 9 A: She’s afraid of mice. – (mousetrap) 10 A: Jack was a policeman. – (retired).

Ex. 3 Practise reading this dialogue. Use Fall, Rise, and Fall-Rise where appropriate.

Cathy: Hello, Bob.

Bob: Hi. You’re looking well.

Cathy: Thanks And so are you. You got back safely then?

Bob: Yes. We arrived this morning.

Cathy; This morning? I thought you were due back a couple of days ago?

Bob: Mm, that had been the plan.

Cathy: Well, what happened?

Bob: You’ve heard about the rail strike?

Cathy: Oh, yes, of course. But I had forgotten you were travelling by train. How did you manage?

Bob: Well, you see, we came by coach. It took a lot longer but we got back OK.

Cathy: So I see. You don’t sound as though you minded.

Bob: No. We didn’t mind at all. It took a lot longer, but it was very comfortable – and it was much cheaper. In fact, we’ve decided to go by coach next time!

Ex. 4 Read out the mini-dialogues, conveying the suggested attitudes.

1 A: I’ll miss my train. – Hurry. (warning) 2 A: What’s her name? – B: Sue, I think. (doubt) 3 A: What’s Alan trying to do? – B: Taking her photo. (neutral, serious) 4 A: Why is it impossible? – B: We don’t have enough money. (brisk, protesting) 5 A: Has she already arrived at the station? – B: No, the train was delayed. (non-assertive, friendly) 6 A: I’ve swum across the river. – B: Don’t do it again. (warning) 7 A: I’ve left my gloves in the bar. – B; You always leave something behind. (reproachful) 8 A: So you think they’ll help us. – B: Well, they might. (uncertainty, doubt) 9 A: Did they hire bikes? – B: They hired a car. (correction) 10 A: What did you have for dessert? – B: I had a big apple. (reserved) 11 A: Is Colin happy in his job? – B: No, he’s going to move. (weighty, serious) 12 A: Let’s go to Paris. – B: I’ve been to Paris. (referring) 13 A: Did you say Colin was going to stay? – B: No, he was going to move. (straightforward, assertive) 14 A: Where did he go to school. – B: He was at a number of schools. (referring) 15 A: How much does he ask? – B: More than I can afford (referring) 16 A: Did you hear his words? (checking something is as is assumed) – B: Yes, and I didn’t like them.

Ex. 5 Show the movement of the voice graphically:

(Low prehead+) Fall Rise (+tail):

Fall Rise only: ˇYes.

Fall Rise spread over two syllables: ˇSometimes.

Fall Rise spread over a number of syllables: Of ‘course, I ‚do.

Ex. 6 a) match the right verbal context with the answer; b) pronounce the drills with the tone variety proposed in the left column; c) choose the right epithet describing the way you sound.

Table 9

Scale + tone	How you sound	FR Unit (spread over one syllable)	FR Divided (spread over two syllables)	FR Divided (spread over a number of syllables)
Verbal context: There were seven boys there. This is Hilda’s book. Can you delay it a bit longer? I thought they all took one. Can Jack and Bill come to tea? Didn’t Smith and Jones go? Can you play chess? So you all thought him guilty. Have you finished?
(Low prH+) Fall Rise (+tail)	Expressing concern, hurt feelings, reproach, contradiction, correction, contrast	Six. Mine. Well, yes.	Ann did. Bill can. Smith went.	Once I could. I didn’t think he was. Practically.