- •Delivering a lecture
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Signposts.
- •1.3. Style forming factors.
- •1.5. Delimitation of Discourse
- •1.6. Samples for Study and Analysis. Sample a
- •Good morning!
- •Notions of Style
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •Score Mark
- •2.8. Reading Technique
- •III. Project work
- •Sample a Forms of Address in Great Britain
- •Sample b Apologizing and Making Excuses
- •Score level criteria
- •Module 2 making a political speech
- •I. Input materials.
- •Rhetoric strategy.
- •Style forming factors:
- •Tunes (melody contours)
- •Combined tunes
- •1.5. Samples for study and analysis
- •Part of a Political Speech
- •Part of a Political Speech
- •The Common Market Negotiations
- •II. Skills development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Making business presentations
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Style forming factors
- •1.4. Rhythm
- •1.5. Samples for Study and Analysis
- •The Director of the Milk Marketing Board giving a presentation about key trends
- •Public Ownership
- •II. Skills Development
- •2.7. Auditory Test
- •Analyse these combined tunes:
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Advertising
- •I. Input materials
- •1.1. Rhetoric strategy.
- •Ways of Advertising
- •1.2. Style forming factors
- •1.3. Questions for preliminary exercise
- •Informative? – persuasive? – amusing? – well-made? – artistic?
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Expressive means of English Intonation
- •Irregular pre-heads
- •Reading
- •1.6. Samples for Study and Analysis tv Commercials
- •Radio Commercials
- •Advertising Campaigns
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Hotel ‘Caliente’ Barcelona
- •Score level criteria
- •Peculiarities of the drama
- •I. Input materials.
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •Delivering a lecture Sample a s f s
- •Sample b s
- •Making a Political Speech Sample a
- •Sample b
- •Making Business Presentation Sample a
- •Sample b
- •Advertising Sample a
- •Sample b
- •1.5. Voice Volume
- •Delivering a Lecture
- •Making a Political Speech
- •Making Business Presentation
- •Advertising
- •Extract One
- •1.6. Samples for Study and Analysis
- •Dramatic Monologue One
- •Dramatic Monologue Two
- •The Metropolitan Playhouse Productions
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Score level criteria
- •Interviewing
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Using questions for control
- •1.3. Style forming factors
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Specifics of the Pre-nuclear Pitch Change (the Head)
- •1.6. Samples for Study and Analysis
- •Linguistic Gaps
- •II. Skills development
- •2.5. Auditory Test
- •Score level criteria
- •2.6. Reading Technique
- •III. Project Work
- •Interview with Carl Sagan
- •Interview with Nigel Dempster
- •Score level criteria
- •Everyday talks
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •1.4. Weakform Words
- •II. Samples for Study and Analysis
- •Extract from a Spy Story
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project Work
- •Finding Somewhere to Live
- •The Ladies’ Dress Department
- •Score level criteria
- •Fairy tale rhetoric and language teaching
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Invariant phonostylistic peculiarities
- •1.3. Pragmaphonetic modeling
- •1.4. Samples for study and analysis
- •Snow White and Rose Red
- •The Happy Prince
- •II. Skills Development
- •2.6. Auditory Test
- •Score level criteria
- •2.7. Reading Technique
- •III. Project work
- •3.1. Reading Technique
- •The Star-child
- •The Young King
- •3.2. Drama Technique
- •Goldilocks and the Three Bears
- •Little Red Riding Hood and the Wolf
- •Supplement Effective Presentation Technique
- •How we breathe
- •Types of Breathing
- •Diaphragmatic Breathing for Speech
- •Exercises for Diaphragmatic Breathing and Control
- •Exercises for Breath Control
- •Overcoming speech fright
- •Delivering the Speech
- •Using Your Body to Communicate
- •Dimensions of Nonverbal Communication
- •Adapting Nonverbal Behavior to Your Presentations
- •References
- •Contents
1.5. Expressive means of English Intonation
emphatic tones
They are used in speech for various communicative purposes, increasing the semantic value of separate items of an utterance or its overall semantic potential.
Special emphasis applied to a tone not only increases the force of articulation and the effect of loudness, but also changes the pitch characteristics, displacing the “normal” pitch height of the tone (extra-high or extra-low pitch levels). As a result of these changes the whole voice range of an utterance is widened as compared with the “normal” voice range of the “neutral” speech. An emphatic tone is graphically represented by doubling the tone mark.
E.g. - High Fall (complete) - High Fall (incomplete)
- High Rise - Low Rise
- Fall (with initial Rise complete)
- High Fall with initial rise incomplete
- Fall-Rise - High Static (level)
- Low Static (level)
Irregular pre-heads
This term is applied to any pre-head which is displaced in pitch from the normal position. The displacement can be made both upward and downward – High Irregular and Low Irregular Pre-heads. The High Irregular Pre-head is much more typical and frequent. All the syllables of the High Pre-head are said on a very high pitch, higher than the onset (the first stressed syllable of the head). It is indicated by a high pitch mark.
E.g. □ □ □ □ | - It was marvelous.
pre-nuclear stress reduction
In an emotionally neutral utterance the syllable bearing the nuclear tone has more prominence than the pre-nuclear stresses. Actually, this difference in prominence is not great. It just indicates the centre of new information, but the nuclear word does not stand out as a special item of importance. When it is desired to give extra prominence to the nuclear word it may be done by eliminating the pre-nuclear stresses, thus giving the nucleus greater prominence.
E.g. a) You 'never know what’s 'going to come next. – the nuclear word does not stand out as a special item of importance
b) You never know what’s gonna come^next. – the nuclear word is given greater relative prominence
nuclear tone-shift
The nuclear tone-shift means displacing the nuclear tone from its normal position on the last notional word in an utterance to a word at the beginning or the middle of it. The effect of this deviation is that of special prominence.
E.g. a) 'Money is what makes the 'world go round. – the normal position of nuclear stress (emotionally neutral utterance)
b) Money is what makes the world go round. – the nuclear tone-shift to the word at the beginning
Nuclear shifts as well as elimination of pre-nuclear stresses are often achieved by the increase of articulation force which produces the effect of emphatic prominence.
compound tunes (contours)
Expressiveness of speech is often the result of using more than one kinetic tone in an intonation group. It should be noted that kinetic tones are by their nature more expressive and colourful than static. Intonation contours that have more than one kinetic tone are called compound tunes (as opposed to simple tunes having one kinetic tone on the tonic (nuclear) syllable).
-
E .g.
compound
vs.
simple
The Common Market issue | was also taken up today | -
+ | +
'Where does the 'income of 'Central Government come from?
' + ' + ' +
There are various varieties of compound contours. The number of kinetic tones used and the force of utterance largely depend upon the expressive potential of communication style.
Focus on these examples of the compound tunes identifying their patterns (pitch direction quantitative characteristics) and the force of utterance
It was further maintained |
an individual with his style |
even though in no sense an absolute distinction
and evidence was adduced |
anyone who tried to deal entirely separately |
I’d like to try and give some indication |
that this state of affairs |
the 'principal 'fort of this encampment |
the 'North Atlantic Treaty Organization |
the 'chemical weapons convention |
they will promote flexible labour markets
is rightly contemptuous of that |
in much the same 'way in every part of the country |
there are ''big problems in defining |
they really are statistically |
very small numbers |
that the object of his journey |
and the 'European 'Economic Community |
but the Council of Ministers |
that some European leaders |
the 'National 'Farmers Union however |
the 'benefits of joining the EEC |
when s’ your ''next one coming off?
why your people are ˙paid at a ˙higher rate than ''we are?
but we have to ˙learn all about a new model every year
I suppose one ought to make time |
I tell you we 'don’t sell books |
It’s in front of you on the table |
I’ve spoken to him once or twice |
Focus on: the expressive pitch patterns:
emphatic static and kinetic tones;
irregular pre-heads;
pre nuclear stress reduction;
nuclear tone-shift;
compound tunes.