I teach RP intonation to teacher trainees in Mendoza, Argentina, and
have found it difficult sometimes to sort both these patterns out in
terms of their presentation to the students, the appropriate
transcription (one tone group or two), the identification in instances
actual language in use, and the meanings conveyed, especially when it
comes to distinguishing a fall+rise pattern, each tone with its own
tone group, from a divided fall-rise in one tone group. Any suggestions
as to their theoretical status and/or pedagogy?