I Want To Eat Outside This Evening': Intonation Patterns in English

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Intonation patterns in English

Falling Intonation

Falling intonation is when the words in a sentence gradually fall in tone (or
musical note) almost in a stepwise manner.

Functions of Falling Intonation

 Statements or comments
 Wh questions like ‘where are you going?’
 Low energy emotions such as boredom, disinterest

‘I want to eat outside this evening’

Functions of Rising Intonation


this is called ‘high rising terminal’ and has been on the increase especially
in Australia. Using rising intonation incorrectly can indicate you are unsure
of yourself, in a heightened emotional state, or wanting the listener to
clarify what you are saying. The rising tone intonation pattern is only used
for:

 Questions with a yes/no answer


 Requests for clarification (indicates uncertainty)
 High energy emotions e.g. happiness/anger/shock

Functions of Mixed Intonation

Mixed intonation in English sentences serve several functions including:

 Offering a choice of two (high to low intonation) e.g. black or white?


 Listing items (gradually rise then fall on the last word) e.g. milk,
bread, butter and cheese
Lesson: rising and falling intonation
Objectives: Distinguish rising and falling intonation in sentences

Reminder:

Intonation is the rise and fall of the voice in speech. The two kinds of
intonation are falling intonation and rising intonation.

Falling intonation is used at the end of (1) a statement, a command, or a


request and (2) a question that cannot be answered by yes or no.

Rising intonation is used (1) at the end of a yes/no question, (2) after a
phrase within a sentence, and (3) in enumerating persons, places,
objects, and others.

Set-Up:  Read the dialogue with a classmate. Read one part while your
classmate reads the other part. Answer the questions that follow. Take
note of the rising and falling intonation at the end of each sentence.

Danny:          Have you heart the news? Mark won the Spelling Quiz Bee
Contest!
Pamela:        No, I haven’t. What did he receive as a prize?
Danny:          Mark got $500 in cash!
Pamela:        Really? That’s wonderful!
Danny:          Not only that. He will tour to Boracay for a week with his
family.
Pamela:        That’s great! I will tell Mark to bring me white sand for my
aquarium.
Danny:          As for me, seashells will do.
Pamela:        Look, Danny, Mark is coming!

1. Who won in the spelling Quiz Bee Contest?


2. What prizes did he receive?
3. What are the things that Pamela and Danny would like Mark to bring
them from Boracay?

Gear Up:
Listen to your teacher as he/she reads the following sentences. Take note
of the intonation in each sentence.

1. Rising Intonation:

a. At the end of a yes/no question


Is your best friend coming?
Are you ready for the school play?
Did you do your homework?

b. After a phrase within a sentence


Mr. Cruz teaches industrial arts in high school.
Mrs. Tan, the new president, launched a livelihood project.
There are many books about the Philippines in the school library.

c. In enumerating persons, places, objects, etc.


The family went to Puerto Galera, Boracay, Bohol and Pagudpud.
We ate durian, marang, mangoes and mangosteen.
The teacher met the pupils, the parents, the guardians, and the school
administrator.

2.  Falling Intonation
3.
a. A statement, command, or request
The girls will serve as usherettes.
Please lend me your book.
My teacher is very patient.

b. A question that cannot be answered by yes or no.


How can you make a chocolate cake?
Who is going to the party?
When will the boys play the band?

Read the following sentences. Write a downward arrow, if the sentence


has a falling intonation and an upward if it has a rising intonation.

1. We all got high grades.


2. May I see your assignment?
3. The contestants qualified for the contest.
4. Some people like to read books, play tennis, swim, and watch movies.
5. Did he recite the poem well?
6. Who won in the contest?
7. Are you coming with us?
8. The Cebuanos make good guitars.
9. There are many places to visit in Vietnam, Malaysia, Indonesia, and
Thailand.
10. Please seat beside each other.

Work Out:
Read the following sentences. If the sentence has a falling intonation,
write F, if it has a rising intonation, write R.
11. There are wonderful places in the Philippines.
12. Have you met our new principal?
13. Girls are interested in dances, but boys are interested in sports.
14. Where did you leave your bag?
15. Mrs. Legaspi bakes tarts, cakes, cookies, and pieces of bread.
16. What will you wear for the party?
17. Please come to my party.
18. My mother bought rice, viand, vegetables, and fruits.
19. Can you come with me?
20. Together with his cousins, Krystal flew to Davao

Lesson: Stressed and Unstressed Syllables


Objective: Identify the stressed and unstressed syllables.

– Words stressed on the first syllable, second syllable, the third syllable

Reminders: Syllable stress or accent is the emphasis given to a syllable in


a word with two or more syllables.

Words having two or more syllables are pronounced with a stress on one
of the syllables.  It may be on the first, second, or third syllable.

Familiarity with the spoken word is necessary to be able to pronounce


words correctly.

Set-Up
Read the dialogue with a classmate. Read one part while your classmate
reads the other part. Take note of the correct stress on the italicized
words in the sentences.
Genie:   Hello, Glenda! I guess you’re enjoying your school activities.
Glenda:  Yes! We have different activities in our school.
Genie:  By the way, where are you studying?
Glenda:    Don’t you know? I’m studying at San Lorenzo
Ruiz Elementary School.  I like it there. We have interesting activities.
Genie:   What activities or organizations do you have in your school?
Glenda:   We have Boy Scouts and Girl Scouts. Last Monday, we had
an investiture ceremony. The district supervisor came and delivered a
speech.  Different committees worked together to make the program a
success.
Genie:  Hope you’ll invite me to one of your programs or school activities.
Glenda:   I sure will. Bye now.
 Who is enjoying the different activities in her school?
 In what school does Glenda study?
 What activities or organizations in her school does Glenda find
interesting?

Read the following words. Take note of the capitalized syllable where the
word is stressed.

A. Words stressed on the first syllable.


     DIFferent                          INteresting             CLUSter
     COUNtrymen                  SOUthern                 NEcessary
     SUStenance                     Mangosteen            BOUNties
     NEIGHborhood             POPular                    FOLlowing
B. Words stressed on the second syllable
     inVEStiture                      comMITtee             toGEther
     toMORrow                        inHAbitant              nuTRItious
     deLIcious                         posSESsion               ocCAsion
     forBIDden                        emBROIdery            atTENtiveness
C. Words stressed on the third syllable
     eleMENtary                    cereMOny                 superVIsor
     archiPElago                    indiVIdual               indePENdence
     reserVAtion                   reaLIStic                  resiDENtial
     resoLUtion                     proviDENtial          indiGEStion
 
Gear Up
Read the following words. Underline the syllable where the word is
stressed.

1. physical
2. elementary
3. congregation
4. phenomenon
5. successful
6. geography
7. paragraph
8. neophyte
9. telegraph
10. Inspiration

Work Out
Listen to your teacher as he/she reads the following words. Take note of
the stressed syllable in each word. Encircle the stressed syllable.
11. profitable
12. supervisor
13. ceremony
14. necessary
15. interesting
16. occasional
17. kilometer
18. economics
19. education
20. instructional

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