I ' m q u ite busy r; at the m o m e nt fi)

Fal l ing and rising tones

C46 In each speech unit (see Unit 32) there is one main movement of the voice, either up or down,
starting on the last prominent word of the speech unit. Listen to this example:
II you ' l l arRIVE �II at C E Ntra l STAtion ffijll
when you get OH the TRAI N �II
turn LEFT a l ong the PLATform ffijll
at the END of the p l atform �II
there's an EScalator ffijll go U P it �II
and you ' l l be i n the M A I N S Q U A R E ffijll
there's a F O U N ta i n f!iJII i n the S Q UA R E �II
a n d , ' 1 1 be WA ITi ng for you T H E R E ffijll

These speech units have either a falling tone ffij or a

rising tone � .
C47 A falling tone or a rising tone can extend over just one word (which may be only one syllable) or
over a number of non-prominent syllables at the end of a speech unit:
II NO f!iJII II YES �II
II he WO R K S i n a SUperma rket fjJII II i s that a C H OColate M I LK s h a k e fJ!JII
II I've A Lwavs wanted to go there fjJII II do you LI K E l i v i n g in pa ris �II

C48 Choosing a falling tone indicates that the information in the speech unit adds some 'news': it is
information that the hearer is not expected to know already. Choosing a rising tone indicates
that the information in the speech unit is 'not news': it is information that the speaker and
hearer already share. Distinguishing 'news' from 'not news' in this way can help the hearer
understand what is being said.
A : Sec you on Saturd a y.
B: II hut , ' 1 1 be i n LONdon f!iJII at the week E N D �II

the fact that I'll be in the weekend is 'not news' -

London is 'news' to A it is the time we are talking
about ( Saturday)

A: I ' m trying to get fit, so I 've decided to go on a diet.

B: II you C A N 'T j ust eat LESS �il you ' l l H AV E to do more EXercise fjJII

'eating less' has already B tells A that exercise

been talked about (in is necessary, too
'go on a diet' )

C49 We can use a fall-rising tone instead of a rising tone to indicate that information is 'not news'.
Compare these examples:
A: Can you cOllle over n o w ?
B: II , ' m Q U I T E B l I S y fiJII at t h e M O l llent �II
or: B: II , ' m Q U ITE BUSy f!iJII at the M O ment Ffi2!JII

& Note: It usu a l ly doesn't matter whether you use a risi ng or fa ll-risi ng tone. However, in some contexts
one tone or the other is more l i kely. For more deta i ls, see U n it 43 8.

84 English Pronunciation in Use (Advanced)

 Section C Pronunciation in conversation

Exercis es
9. 1 Listen to the sentences a n d u n d e r l i n e the last pro m i nent word (where the m a i n movement of the
C50 voice beg ins). Then show w h ether the voice rises (put ,If in the box) or fa l l s (,) from there.
(N ote that each sentence is one speech u n it.)
EXAMPLE I'm quite tired again. ISAl
1 Was she really ? 6 You remember Pablo.
2 I suppose so. 7 I gave it to my son.
3 I've always lived around here. 8 Can we go now?
4 It's broken down again. 9 One moment, please.
5 Shall I have a go ? 10 There was dust all over the place.

Now say the ph rases a l o u d i n the sa m e way.

Listen a n d decide whether the speech u n its in the B pa rts have a risi n g tone (put ,If in the box) or a
C51 fa l l i n g ton e ( ,) .
EXAMPLE A : Where o n earth did you find that?
B: II I came across it �/I in an antique shop ISAlII
1 A: What time shall we leave ?
B: II We could go now Oil as you're ready Oil
2 A: What time did David get back ?
B: II I heard him come in Oil at about three Oil
3 A: I'm not sure his plan would work very well.
B: II I thought his suggestion Oil was ridiculous Oil
4 A: The hall was packed, wasn't it?
B: II I hate it Oil when it's so crowded
5 A: Do you want a drink ?
B: II I wouldn't mind some orange j uice Oil if you've got any Oil
6 A: When did they tell you it would get here ?
B: II They said it would be delivered by yesterday Oil
7 A: Have you heard Trio Gitano play before ?
B: II I first saw them perform Oil a couple of years ago Oil
8 A: I could move that easily.
B: II well why don't you try Oil if you think you're so strong Oil

Now l isten a g a i n . Press 'pa use' before each B pa rt a n d read it a l o u d . Then p ress 'play' a g a i n a n d
com p a re you r p ro n u nciation w i t h w h a t fol lows.

Fol low up: Read again the expla nation in C opposite. Use it to decide why fa l l i n g and rising tones a re used
in the B parts in exercise 39.2.

English Pronunciation in Use (Advanced) 85