Too great a majority

George Bernard Shaw's gift of ready wit is well illustrated by the story of how he turned the laugh against a member of the public who was expressing disapproval of one of his plays.

It was the first night of "Arms and the Man", a play which had an enthusiastic reception from a crowded house. When the curtain fell at the end of the last act there was tremendous applause, accompanied by insistent calls for the author to appear. One man in the gallery, however, kept up a string of catcalls and whistling, thus expressing his disapproval.

Shaw appeared before the curtain and waited in silence until the applause had died down. Then, looking up at the hostile critic, he said:

"I quite agree with you, sir, but what can we two do against all these people?"

Section Thirteen

Intonation pattern VIII

(Low pre-head +) low head + low rise (+ tail)

Stress-and-tone marks in the text: a stressed syllable of the low head: | _׀׀ |

In the usual form of the low head, all the syllables contained in it are said on the same, rather low pitch.

This intonation pattern is used:

1. In statements, encouraging further conversation; reprovingly critical, guarded, reserving judgement, appealing to the listener to change his attitude.

e. g. I'm just back from seeing my mother. - I _׀׀trust you _׀׀found her _/well.

Take no notice of him. - We must _׀׀do as he _/says.

2. In questions:

a) special questions, calm, but very disapproving.

e. g. I don't agree. - _׀׀Why _/not?

b) general questions, expressing disapproval, scepticism.

e. g. I'm sorry, Mummy. - _׀׀Are you _/really sorry?

3. In imperatives, reprovingly critical, resentful.

e. g. He'll let me have it by Monday. - _׀׀Don't be _׀׀too _/sure.

4. In exclamations, calm, reserving judgement, expressing casual acknowledgement.

e. g. You can have it if you like. - _׀׀Thanks very _/much.

Exercises

1. a)* Listen carefully to the following conversational situations. Concentrate your attention on the intonation of the replies:

B) Listen to the replies above and repeat them in the intervals. Make your voice follow the intonation line exactly. c) Listen to the verbal context and reply in the interval. d) In order to fix Pattern VIII in your mind and ear, pronounce each reply several times until it sounds perfectly natural to you. Don't forget to pay attention to the verbal context. e) Listen to a fellow-student reading the replies above. Try to detect any failure to reproduce the pattern. The errors must be pointed out and eliminated.

2. Listen to your teacher saying the context sentences below. Pronounce each of the following replies in two ways: first with Intonation Pattern VIII, then with Intonation Pattern IV. Be careful with the intonation line, observe the difference in attitudes. Make a fellow-student decide what attitude you are trying to render:

Translate the replies above into Russian. Pronounce them trying to express the corresponding attitude in your mother tongue. Is the attitude expressed by means of intonation only, as in English, or do we use any additional words to render it?

4. Read the verbal context below silently and translate the replies into English. Pronounce the replies trying to render the attitude suggested in brackets. Concentrate your attention on the intonation line. Decide what Intonation Pattern you are using in each reply:

5. Your teacher will ask you the following questions. You in turn respond to them using Intonation Patterns III, IV, VIII. Decide what attitude you are trying to express in each response:

1. Shall we postpone the meeting then? 2. How did you come to lose it? 3. When did you see him? 4. Does John always forget? 5. Were there many people there? 6. What made you do such a stupid thing? 7. How many pencils do you want? 8. Where does he come from? 9. Can I see him if I come back later? 10. Can't we do something about it? 11. Shall I phone you? 12. What's your opinion of his work? 13. Can I come again tomorrow? 14. Could you send me another copy? 15. Do you mind waiting a little longer?

6. This exercise is meant to develop your ability to hear and reproduce intonation in the dialogue. a) Listen to the dialogue carefully sentence by sentence. Write it down. Mark the stresses and tunes. Practise reading each sentence after the cassette-recorder. b) Record your reading. Play the recording back immediately for your teacher and fellow-students to detect your errors. Practise the dialogue for test reading. Memorize and play it with a fellow-student:

Harrу: Do you want me to do anything this evening, Nora?

Nоra: I don't think so.

Harry: You're sure there's nobody coming to see us?

Nora: No, I don't think there is.

Harry: And there's nothing you want me to listen to on the wireless?

Nora: I'm sure there isn't!

Harry: Then will it be all right for me to go round to the club?

Nora: Oh yes, I should think so.

Harrу: It's a long time since I went.

Nora: I suppose it is.

Harry: The chaps are wondering what's happened to me.

Nora: I suppose they must be.

Harrу: I'd like a game of billiards with the chaps.

Nora: I expect you would.

Harry: I'm fond of billiards.

Nora: Yes, I know you are.

Harry: I get out of practice if I stay away too long.

Nora: I dare say you do.

Harry: Besides, didn't Bonnet telephone last week and ask me to have a game?

Nora: Now you mention it, I believe he did.

Harry: So you won't mind if I go off just for this evening, will you?

Nora: Of course I won't.

Harry: I'll go up and change.

Nora: Yes, do. Only -

Harry: Only what?

Nora: Well, Harry, don't you remember that today's the anniversary of our wedding day?

Harry: Good heavens, so it is!

Nora: And you promised we should always keep it.

Harry: So I did!

Nora: You know, Harry, there's a dance this evening at the Town Hall.

Harry: So there is?

Nоra: So do you still think you'll go round to the club?

Harry: No - somehow I don't think I will.

("Meet the Parkers", a Lingaphone Course)

с) Listen to a fellow-student reading the dialogue above. Try to detect any failure to reproduce the pattern. The errors must be pointed out and eliminated. d) Give a conversational context with the following phrases:

1. I don't think so. 2. No, I don't think you will. 3. I'm sure there isn't. 4. So I did. 5. So there is. 6. Oh yes, I should think so. 7. I suppose it is. 8. I expect you would. 9. I think you are. 10. No - somehow I think I don't.

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