English Intonation Self-Directed Learning Activities, Summaries of English Literature

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English Self-Directed Learning Activities Language Learning Center 77-1005, Passport Rewards LLSL5. Intonation

LLSL5. Intonation

Student Name: Instructor:

Student ID Number: Date: Level:

Section 1: Introduction

What is intonation? Intonation is the sound changes you make when you talk. When your voice goes up, it is rising. When your voice goes down, it is falling. It is the same as when you sing, your voice can go high or low.

What is the purpose of intonation?

Intonation helps people to understand what you say. For example, intonation lets people know if you are asking

a question or finished speaking.

Correct intonation also makes you sound more natural. If you’re making the correct sounds of American

English, but you’re intonation is wrong, your speech will sound different.

Section 2: Intonation Patterns

The two intonation patterns are rising [↗ and falling [↘] intonation.

Rising intonation means the sound of your voice rises or goes up! [↗]. Listen to the audio of rising intonation. To listen, go to https://tinyurl.com/LLSL5Section2. Please ask an ESL tutor or a person at the LLC desk if you need help opening this file.

Rising Intonation Rising intonation is used in: Examples

1. Yes / No questions Are you [↗] French?
2. Items of a list but NOT the last one (^) I like [↗] cars, trucks, and bikes.
3. When say the person’s name/title ( direct address)

Sir [↗], be careful with the dog.

LLSL5. Intonation: Part 1 Falling intonation means that the sound of your voice falls or goes down! [↘]. Listen to the audio again.

Starting at 0:28 seconds is falling intonation.

Falling Intonation Falling Intonation is used in: Examples

1. Declarative Sentences I live in [↘] France.
2. Commands/Imperatives (^) Sit [↘] down.
3. Exclamatory Sentences What a wonderful [↘] girl!
4. The last item of a list (^) I like cars, trucks, buses, and [↘] bikes.
5. Wh-Questions Where do you [↘] live?

Practice: Write which sentence or question pattern is used. Then draw arrows over the statements or

questions to show rising and falling intonation.

Example: Do you want to build a [↗] snowman? Yes/No question

1. Are you hungry? _____________________________________________________________________
2. What is your name? ___________________________________________________________________
3. I am a doctor. ________________________________________________________________________
4. Wash the dishes! _____________________________________________________________________
5. Ma’am, don’t slip. ____________________________________________________________________
6. That’s amazing! ______________________________________________________________________
7. My mother is going to buy apples, oranges, and bananas. _____________________________________

Section 3: American Speech Sounds

Your turn! Practice using rising and falling intonation. Go to American Speech Sounds on the computer to

practice correct intonation. Complete at least 3 of the intonation exercises below:

Intonation: 1, 2, and 3 (Series)

Intonation: It is. (Statements) Intonation: It is? (Y-N Questions)

Intonation: Who? (Wh- Questions)

*Please check  the exercises that you completed.

LLSL5. Intonation: Part 1 Click here to get instructions for American Speech Sounds: https://tinyurl.com/LLSL5Section3. Please ask an ESL tutor or a person at the LLC desk if you need help opening this file.

Section 4: Student Self-Assessment

Now that you’ve completed sections 1-3, check  the things you can do: I can recognize intonation patterns in sentences and questions. I can identify rising and falling intonation. I can use appropriate rising and falling intonation.

Good Job! Now make an appointment with a tutor at the Front Desk.

The tutor will call your name when he/she is ready.

Section 5: Practice with a tutor!

After completing the self- assessment, meet with a tutor and give this completed SDLA to the tutor. To make sure you understand intonation patterns, you will practice an intonation conversation with a tutor. The tutor will give you feedback in the chart below. Grading Rubric Possible Points 1 Point 3 Points 5 Points Content Student does not provide accurate directions and does not use landmarks or set phrases.

Student provides generally accurate directions with the imperative form and uses landmarks and set phrases some of the time with minor mistakes.

Student provides accurate directions with the imperative form and uses landmarks and set phrases appropriately.

Skill: Speaking Student’s speech is unclear and requires frequent listener effort.

Student’s speech is generally clear but requires occasional listener effort.

Student’s speech is clear and smooth and requires minimal listener effort.

Oral Fluency Speaks in incomplete sentences that do not flow.

Speaks in complete sentences some of the time with frequent pauses.

Speaks in complete sentences with occasional pauses most of the time.

*Possible Points / 15 Students must receive at least 10 points to move on

Tutor Recommendations:

 Congratulations! Move on Student has successfully completed this SDLA and is

ready to continue to the next.

 Repeat Student hasn’t yet mastered this SDLA. It is recommended that the student complete it again

Tutor Signature : Date :