1. Grudging admission.

I’d like it as soon as possible.	You could have it by \/dinner time,| (but no earlier.)
Can I take this one?	You can if you \/like, | (but the other one’s better.)
Is it raining?	It isn’t at the \/moment, | (but it may clear up later.)
What was the film like?	Well it wasn’t the worst I’ve ˙ever \/seen, (but it was far from the best.)

2. Reluctant or defensive dissent.

I’d like it by tomorrow.	I doubt whether I can ˙do it by \/then, | (but it won’t be much later.)
You look cold.	I’m not e˙xactly \/cold; | (just a bit shivery now and then.)
You might win a fortune.	It’s not very \/likely, I’m afraid, | (though I wouldn’t deny the possibility.)
Everyone’s gone home.	Not \/everyone. | (Most have, | but John’s still here.)

From this point it is only a short step to the expression of direct contradictions and corrections.

Examples:

It didn’t take you long.	It \/did. | (It took ages.)
Your birthday’s on the fourth, isn’t it?	The \/fifth.

The result is often concerned, reproachful or hurt. Compare the following reactions to the statement: I can do it on Monday.

1. You ^\can’t; (I’ve just explained that you can’t.)

2. You _/can’t; (as you ought to know perfectly well.)

3. You ^\/can’t; (and I’m sorry that you should think you can.)

Notice that if the original statement were: I’ll do that on Monday, the only appropriate response of the three mentioned above would be: You ^\can’t.

Further examples:

Contradictions.

John won’t be here today.	I think he \/will.
You’re not trying.	I most certainly \/am.
You don’t like golf, do you?	I \/do.

Corrections.

That shouldn’t take long.	It’ll take at least a \/week.
I play golf rather well.	You \/think you do.
Did you say seventeen?	\/Seventy.
You got here about midnight.	It was earlier than \/that.

This concern or reproach is carried on into other utterances which cannot be regarded as contradictions.

Examples:

I’ve been sacked.	You’re not \/serious!
Did you catch the train?	Only by the skin of my \/teeth.
I went to London today.	I wish you’d \/told me.
Could you call at the post office?	Well, it’s rather a \/nuisance.
How did it happen?	\/I don’t know.

This same attitude of concern or reproach is apparent in warnings.

Examples:

You’ll ^\/fall.

Your ^\/chair’s _slipping.

You’ll ^miss your ^\/train.

You’d ^better be ^careful with the ^\/fragile _ones.

In apologies, where the concern might seem to be appropriate, this tone group tends to suggest reservations on the part of the speaker.

Examples:

I’m ^\/sorry, | (but I’m afraid it’s impossible.)

I ^beg your ^\/pardon, | (but I’m afraid I must contradict you.)

^\/Sorry, by itself, is an apology, but rather a perfunctory one.

One other category in which Tone Group IX is often used is that of tentative suggestions, where the speaker wants to help but not to commit himself too deeply to the course suggested.

Examples:

We need another player.	You could ask \/John.
When can we meet?	\/Wednesday might be a possibility.
What will you do?	I could try \/phoning him, I suppose.

QUESTIONS.

Tone Group IX is heard as an intensified variant of Tone Group VI in certain questions.

Examples:

It’s your turn.	\/Is it?
John liked it.	\/Did he?
I’ve just seen Pablo Aron.	\/Who, did you say?

The disapproval of Tone Group VI is minimized, and surprise and interest are dominant.

In echoed questions the effect is of astonishment, as if the speaker can hardly believe his ears.

Examples:

Are you going to the wedding?	Am \/I going? | (Well, of course I am!)
What’s the matter?	What’s the \/matter?! | (Everything’s the matter!)

Tone Group IX is also used to make corrections to questions, as to statements.

Example:

How will Henry get home?

How will \/Jane get home. | (Henry’s a simple journey.)

COMMANDS.

Commands with Tone Group IX have a warning note, but more urgency than with Tone Groups VI or VII, since the reproach or concern mentioned in relation to statements is also present here.

Examples:

^\/Steady! | (You’ll have me over.)

^\/Mind! | (There’s a step here.)

^Careful with that ^\/glass! | (You’ll drop it.)

^Don’t be any ^stupider than you can ^\/help!

^Try and be ˙there by ^\/six; | (otherwise it’ll be too late.)

INTERJECTIONS.

A very few interjections of scorn take Tone Group IX.

Examples:

Did you lend him any money?	Not \/I!
Shall you be going again?	No \/fear!
Will you give in?	Not \/likely!
He’ll probably give you his car.	Some \/hope!

As with other sentence types, corrections may also be made to interjections by this means.

Example:

What a lovely swimsuit!

What a lovely \/handkerchief!

Assignments:

1. Listen to the recording of the “Switch-Back” on the tape. Put down the script and intonation marks of the mini dialogues you hear. Figure out what types of sentences the recorded drills are and what attitude do they convey according to the tune they are pronounced with. Prepare test reading of these mini dialogues in pairs.

2. Read the following drills in pairs. Follow the intonation marked in the text. Analyse them from the point of view of their connotations.