p 1. duh duh duh 1. duh duh duh 1. duh duh duh 1. duh duh duh 2. ABC 2. imprecise 2 ondition 2 3. a hot dog 4. Dogs eat bones. 4. They eat bones. 4. They eat them. 4. Give me one Staircase Intonation CD I Track 6 So what is intonation in American English? What do Americans do? We go up and down staircases. We start high and end low stair mm∥and ∥/ cases llllll ∥ llllll// down lII///////l//////////////// Every time we want to stress a word or an idea, we just start a new staircase. That sounds simple enough, but when and where do you start a new staircase? Statement Intonation with nouns Intonation or pitch change is primarily used to introduce new information. This means that when you are making a statement for the first time, you will stress the nouns Do bone llll/ eat Practice the noun stress pattern after me, using pitch change. Add your own examples 1. Dogs eat bones. 11. Jerry makes music. 2. Mike likes bikes 12. Jean sells some apples. 3. Elsa wants a book 13. Carol paints the car. 4. Adam plays pool 14. Bill and i fix the bikes 5. Bobby needs some money. 15. Ann and ed call the kids. 6. Susie combs her hair 16. The kids like the candy 7. John lives in france 17. The girls have a ch loice 8. Nelly teaches French 18. The boys need some help. 9. Ben writes articles 10. Keys open locks. Pause the cd V Practice the patterns five more times on your own, using your rubber band Statement Intonation with Pronouns CD 1 Track 8 When you replace the nouns with pronouns (i.e, old information), stress the verb They /lm/them m mmm mm/
4 Staircase Intonation CD 1 Track 6 So what is intonation in American English? What do Americans do? We go up and down staircases. We start high and end low. Every time we want to stress a word or an idea, we just start a new staircase. That sounds simple enough, but when and where do you start a new staircase? Statement Intonation with Nouns Intonation or pitch change is primarily used to introduce new information. This means that when you are making a statement for the first time, you will stress the nouns. Practice the noun stress pattern after me, using pitch change. Add your own examples. + Pause the CD. V Practice the patterns five more times on your own, using your rubber band. 5 Statement Intonation with Pronouns CD 1 Track 8 When you replace the nouns with pronouns (i.e., old information), stress the verb. 1. duh duh duh 1. duh duh duh 1. duh duh duh 1. duh duh duh 2. ABC 2. imprecise 2. condition 2. alphabet 3. 123 3. a hot dog 3. a hot dog 3. hot dog stand 4. Dogs eat bones. 4. They eat bones. 4. They eat them. 4. Give me one. We ///////// go ///////// ///////// up ///////// and ///////// ///////// down ///////// ///////// ///////// stair ///////// cases. ///////// ///////// ///////// ///////// Dogs bones ///////// eat ///////// ///////// ///////// ///////// 1. Dogs eat bones. 11. Jerry makes music. 2. Mike likes bikes. 12. Jean sells some apples. 3. Elsa wants a book. 13. Carol paints the car. 4. Adam plays pool. 14. Bill and I fix the bikes. 5. Bobby needs some money. 15. Ann and Ed call the kids. 6. Susie combs her hair. 16. The kids like the candy. 7. John lives in France. 17. The girls have a choice. 8. Nelly teaches French. 18. The boys need some help. 9. Ben writes articles. 19. ____________________ 10. Keys open locks. 20. ____________________ eat They ///////// them ///////// ///////// ///////// Стр. 21 из 185
p As we have seen, nouns are new information; pronouns are old information In a nutshell these are the two basic intonation patterns Dogs bones eat They them Exercise 1-3: Noun and Pronoun intonation CD I Track 9 In the first column, stress the nouns. In the second column, stress the verb. Fill in your own examples at the bottom 1. Bob sees Betty. 1. He sees her 2. Betty knows Bob She knows him 3. Ann and Ed call the kids 4. Jan sells some apples 4. She sells some 5. Jean sells cars She sells ther 6. Bill and I fix the bikes 6. We fix them 7. Carl hears Bob and me 7. He hears us 8. dogs eat bones They eat them 9. The girls have a choice They have one 10. The kids like the candy 10. They like it 11. The boys need some help 11. They need something 12. Ellen should call her sister 12. She should call someone 13. The murderer killed the plumber. 13. He killed a man 14. The tourists went shopping 14. They bought stuff 16 17 678 19. Statement Versus Question Intonation CD l Track 10 You may have learned at some point that questions have a rising intonation. They do, but usually a question will step upward until the very end, where it takes one quick little downward step. A question rises a little higher than a statement with the same intonation pattern Here is my car Here Mllly lis mm∥ar Mum my l/ Where is my car? Where ll/ lmm my∥ l m ll/ Emotional or rhetorical Question Intonation
As we have seen, nouns are new information; pronouns are old information. In a nutshell, these are the two basic intonation patterns: Exercise 1-3; Noun and Pronoun Intonation CD 1 Track 9 In the first column, stress the nouns. In the second column, stress the verb. Fill in your own examples at the bottom. 6 Statement Versus Question Intonation CD 1 Track 10 You may have learned at some point that questions have a rising intonation. They do, but usually a question will step upward until the very end, where it takes one quick little downward step. A question rises a little higher than a statement with the same intonation pattern. "Here is my car." "Where is my car?" Emotional or Rhetorical Question Intonation Dogs bones. eat They them. 1. Bob sees Betty. 1. He sees her. 2. Betty knows Bob. 2. She knows him. 3. Ann and Ed call the kids. 3. They call them. 4. Jan sells some apples. 4. She sells some. 5. Jean sells cars. 5. She sells them. 6. Bill and I fix the bikes. 6. We fix them. 7. Carl hears Bob and me. 7. He hears us. 8. Dogs eat bones. 8. They eat them. 9. The girls have a choice. 9. They have one. 10. The kids like the candy. 10. They like it. 11. The boys need some help. 11. They need something. 12. Ellen should call her sister. 12. She should call someone. 13. The murderer killed the plumber. 13. He killed a man. 14. The tourists went shopping. 14. They bought stuff. 15. ______________________ 15. ______________________ 16. ______________________ 16. ______________________ 17. ______________________ 17. ______________________ 18. ______________________ 18. ______________________ 19. ______________________ 19. ______________________ 20. ______________________ 20. ______________________ Here cä ///////// is ///// är. ///////// ///// my ///// ///// ///////// ///// ///// ///// ///// cä ///// är? Where ///// ///// /////////// is ///// ///// /////////// //// my ///// ///// /////////// //// ////// ///// ///// Стр. 22 из 185
p If you know that your car is parked outside, however, and someone doesn't see it and asks you where it is, you might think that it has been stolen and your emotion will show in your intonation as you repeat the question. As your feelings rise in an emotional situation, your intonation rises up along with them Where is my car? ar? m∥ Where l m mm∥is Mlmm /m my / // llll ll lll /∥ "Why? Is it gone?, llll l/ll mm∥ Why? Mmm mm/ M Is mmm// l m/ it Mmmm/ Exercise 1-4: Sentence Intonation Test C I Track ll Pause the Cd and underline or highlight the words that you think should be stressed. Check Answer Key, beginning on page 193 1. Sam sees bill 1. He sees him 2. She wants one 12. Mary wants a car 3. Betty likes English 13. She likes it 4. They play with them 14. They eat some 5. Children play with toys 15. Len and Joe eat some pizza 6. Bob and I call you and Bill. 16. We call you 1. You and bill read the news. 17. You read it 8. It tells one 8. The news tells a story 9. Bernard works in a restaurant Mark lived in france 10. He works in one 20. He lived there Exercise 1-5: Four main reasons for intonation CD 1 Track 12 Depending on the situation, a word may be stressed for any of the following reasons New Information Opinion Contrast cAnt 1. New Information It sounds like rain Rain is the new information. It's the most important word in that sentence and you could replace everything else with duh-duh-duh. Duh-duh-duh rain will still let you get your point across v Repeat Duh-duh-duh rain l It sounds like rain. Duh a duh l ayn lm duh∥ l m m// V Make rain very musical and put it on two notes: ray-ayn. Duh-duh-duh ray-alyn/It sounds like ray-ayn 2.0 It sounds like rain. but I don 't think it is
If you know that your car is parked outside, however, and someone doesn't see it and asks you where it is, you might think that it has been stolen and your emotion will show in your intonation as you repeat the question. As your feelings rise in an emotional situation, your intonation rises up along with them. "Where is my car?" "Why? Is it gone?" Exercise 1-4: Sentence Intonation Test CD 1 Track 11 Pause the CD and underline or highlight the words that you think should be stressed. Check Answer Key, beginning on page 193. 7 Exercise 1-5: Four Main Reasons for Intonation CD 1 Track 12 Depending on the situation, a word may be stressed for any of the following reasons: New Information Opinion Contrast "Can't" 1. New Information It sounds like rain. Rain is the new information. It's the most important word in that sentence and you could replace everything else with duh-duh-duh. Duh-duh-duh rain will still let you get your point across. V Repeat: Duh-duh-duh rain I It sounds like rain. V Make rain very musical and put it on two notes: ray-ayn. Duh-duh-duh ray-ayn / It sounds like ray-ayn. 2. Opinion It sounds like rain, but I don't think it is. är? cä ///// Where ///// ///// ///////// is ///// ///// ///////// //// my ///// ///// ///////// //// ///////// ///// ///// ///////// //// ///////// ///// ///// än? gä ///////// Why? ///////// ///////// ///////// Is ///////// ///////// ///////// ///////// it ///////// ///////// ///////// ///////// /// ///////// ///////// 1. Sam sees Bill. 11. He sees him. 2. She wants one. 12. Mary wants a car. 3. Betty likes English. 13. She likes it. 4. They play with them. 14. They eat some. 5. Children play with toys. 15. Len and Joe eat some pizza. 6. Bob and I call you and Bill. 16. We call you. 1. You and Bill read the news. 17. You read it. 8. It tells one. 18. The news tells a story. 9. Bernard works in a restaurant. 19. Mark lived in France. 10. He works in one. 20. He lived there. Duh ray ///// duh ///// ayn. ///// ///// duh ///// ///// ///// ///// ///// ///// ///// Стр. 23 из 185
CTp.24B3185 In this case, intonation makes the meaning the opposite of what the words say: It looks like a diamond, but I think it's a zircon. It smells like Chanel, but at that price, it's a knock-off. It feels e.. It tastes like... These examples all give the impression that you mean the opposite of what your senses tell you V Practice the intonation difference between new information and opinion It sounds like rain. (It's rain It sounds like rain,(but it's not. 3. Contrast He likes rain. but he hates snow Like and hate are contrasted and are the stronger words in the sentence 4. Can't It can't rain when there're no clouds Contractions (shouldn't, wouldn'y) and negatives (no, not, never) are important words since they totally negate the meaning of a sentence, but they are not usually stressed. Can t is the exception Exercise 1-6: Pitch and Meaning change CD 1 Track 13 Practice saying the four sentences after me. Pay close attention to the changes in pitch that you must make to convey the different meanings intended. The words to be stressed are indicated in bold face 1. It sounds like rain 2. It sounds like rain 3. He likes rain, but he hates snow 4. It can't rain on my parade! He can' t do it. See also Ex. 1-43 for negatives.) Exercise 1-7: Individual Practice CD I Track 14 Practice saying the sentences after the suggestion and the beep tone + You will be given only a short time in which to reply so that you won't have the leisure to overthink. Start speaking as soon as ou hear the tone because I'll be saying the sentence only a few seconds later 1. Convey the information that it really does sound as if rain is falling.+ 2. Convey the opinion that although it has the sound of rain, it may be something else. 3. Convey the different feelings that someone has about rain and snow.+ Convey the fact that rain is an impossibility right now.+ pause the cd V Practice the four sentences on your own ten times Once you're familiar with moving the stress around and feeling how the meaning changes, turn the cd on to continue with the next exercise Exercise 1-8: Meaning of"Pretty CD I Track 15 Native speakers make a clear distinction between pretty easily (easily) and pretty easily (a little difficult). Repeat the answers after me paying close attention to your stress Question: How did you like the movie? Answer: 1. It was pretty good.( She liked it.) 2. It was pretty good.( She didn't like it much.) Exercise 1-9: Inflection CD 1 Track 16 Notice how the meaning changes, while the actual words stay the same 1. I didn t say he stole the money. Someone else said it 2. I didn t say he stole the money. That's not true at all. 3. I didn, t say he stole the money. I only suggested the possibility 4. I didn,'t say he stole the money. I think someone else took it 5. I didn 't say he stole the money. Maybe he just borrowed it 6. I didn 't say he stole the money, but rather some other money
In this case, intonation makes the meaning the opposite of what the words say: It looks like a diamond, but I think it's a zircon. It smells like Chanel, but at that price, it's a knock-off. It feels like... It tastes like... These examples all give the impression that you mean the opposite of what your senses tell you. V Practice the intonation difference between new information and opinion: It sounds like rain. (It's rain.) It sounds like rain, (but it's not.) 3. Contrast He likes rain, but he hates snow. Like and hate are contrasted and are the stronger words in the sentence. 4. Can't It can't rain when there're no clouds. Contractions (shouldn't, wouldn't) and negatives (no, not, never) are important words since they totally negate the meaning of a sentence, but they are not usually stressed. Can't is the exception. 8 Exercise 1-6: Pitch and Meaning Change CD 1 Track 13 Practice saying the four sentences after me. Pay close attention to the changes in pitch that you must make to convey the different meanings intended. The words to be stressed are indicated in bold face. 1. It sounds like rain. 2. It sounds like rain. 3. He likes rain, but he hates snow. 4. It can't rain on my parade! He can't do it. (See also Ex. 1-43 for negatives.) Exercise 1-7: Individual Practice CD 1 Track 14 Practice saying the sentences after the suggestion and the beep tone +. You will be given only a short time in which to reply so that you won't have the leisure to overthink. Start speaking as soon as you hear the tone because I'll be saying the sentence only a few seconds later. 1. Convey the information that it really does sound as if rain is falling. + 2. Convey the opinion that although it has the sound of rain, it may be something else. + 3. Convey the different feelings that someone has about rain and snow. + 4. Convey the fact that rain is an impossibility right now. + + Pause the CD. V Practice the four sentences on your own ten times. + Once you're familiar with moving the stress around and feeling how the meaning changes, turn the CD on to continue with the next exercise. Exercise 1-8: Meaning of "Pretty" CD 1 Track 15 Native speakers make a clear distinction between pretty easily (easily) and pretty easily (a little difficult). Repeat the answers after me paying close attention to your stress. Question: How did you like the movie? Answer: 1. It was pretty good. (She liked it.) 2. It was pretty good. (She didn't like it much.) 9 Exercise 1-9: Inflection CD 1 Track 16 Notice how the meaning changes, while the actual words stay the same. 1. I didn't say he stole the money. Someone else said it. 2. I didn't say he stole the money. That's not true at all. 3. I didn't say he stole the money. I only suggested the possibility. 4. I didn't say he stole the money. I think someone else took it. 5. I didn't say he stole the money. Maybe he just borrowed it. 6. I didn't say he stole the money, but rather some other money. Стр. 24 из 185
p 7. I didn 't say he stole the money. He may have taken some jewelry. i I didn, t say he stole the money. Someone else said it It's true that somebody said it, but I wasn't that person Didn't I didn't say he stole the money. That's not true at all Someone has accused me and I'm protesting my innocence I didn, t say he stole the money. I only suggested the possibility Maybe I hinted it. Maybe I wrote it. In some way, I indicated that he stole the money, but I didn ' t say it He I didn 't say he stole the money I think someone else took it I think someone stole the money, only not the person you suspect did it Stole I didn, t say he stole the money. Maybe he just borrowed it I agree that he took it, but I think his motive was different The I didn,'t say he stole the money, but rather some other money We agree that he stole some money, but I don't think it's this money Money I didn, t say he stole the money. He may have taken some jewelry We agree that he's a thief. but we think he stole different things Notice that in the first half of these sentences nothing changes but the intonation V Repeat after me Exercise 1-10: Individual Practice CD 1 Track 17 Now, let,'s see what you can do with the same sentence, just by changing the stress around to different words. I'll tell you which meaning to express. When you hear the tone + say the sentence as quickly as you can, then I'll say the sentence for you. To test your ear, I'm going to repeat the sentences in random order. Try to determine which word I'm stressing. The answers are given in parentheses, but dont look unless you really have to. Here we go 1 Indicate that he borrowed the money and didn,'t steal it. (5)+ 2. Indicate that you are denying having said that he stole it.(2)+ 4. Indicate that you were not the person to say it. ( x oney.(7)+ 3. Indicate that you think he stole something besides 5 Indicate that you don't think that he was the person who stole it.(4)+ 6. Indicate that you didn 't say it outright, but did suggest it in some way. (3)+ 7 Indicate that he many have stolen a different amount of money.(6)+ Overdo it Practice these sentences on your own, really exaggerating the word that you think should be stressed. In the beginning, you're going to feel that this is ridiculous. ( Nobody stresses this hard Nobody talks like this/ People ng to laugh at me!)Yet as much as yo S, you probably only going to be stressing about half as much as you should Pause the Cd and practice the sentences in random order ten times Another reason you must overexaggerate is because when you get tired, emotional, or relaxed you will stop paying attention. When this happens, like a rubber band, you're going to snap back to the way you originally were sounding(10 percent). So, if you just stretch yourself to the exact position where you ideally want to be, you'll go back almost completely to the old way when you
7. I didn't say he stole the money. He may have taken some jewelry. Notice that in the first half of these sentences nothing changes but the intonation. V Repeat after me. 10 Exercise 1-10; Individual Practice CD 1 Track 17 Now, let's see what you can do with the same sentence, just by changing the stress around to different words. I'll tell you which meaning to express. When you hear the tone +, say the sentence as quickly as you can, then I'll say the sentence for you. To test your ear, I'm going to repeat the sentences in random order. Try to determine which word I'm stressing. The answers are given in parentheses, but don't look unless you really have to. Here we go. 1. Indicate that he borrowed the money and didn't steal it. (5) + 2. Indicate that you are denying having said that he stole it. (2) + 3. Indicate that you think he stole something besides money. (7) + 4. Indicate that you were not the person to say it. (1) + 5. Indicate that you don't think that he was the person who stole it. (4) + 6. Indicate that you didn't say it outright, but did suggest it in some way. (3) + 7. Indicate that he many have stolen a different amount of money. (6) + Overdo It Practice these sentences on your own, really exaggerating the word that you think should be stressed. In the beginning, you're going to feel that this is ridiculous. (Nobody stresses this hard! Nobody talks like this! People are going to laugh at me!) Yet as much as you may stress, you're probably only going to be stressing about half as much as you should. + Pause the CD and practice the sentences in random order ten times. Another reason you must overexaggerate is because when you get tired, emotional, or relaxed, you will stop paying attention. When this happens, like a rubber band, you're going to snap back to the way you originally were sounding (10 percent). So, if you just stretch yourself to the exact position where you ideally want to be, you'll go back almost completely to the old way when you I I didn't say he stole the money. Someone else said it. It's true that somebody said it, but I wasn't that person. Didn't I didn't say he stole the money. That's not true at all. Someone has accused me and I'm protesting my innocence. Say I didn't say he stole the money. I only suggested the possibility. Maybe I hinted it. Maybe I wrote it. In some way, I indicated that he stole the money, but I didn't say it. He I didn't say he stole the money. I think someone else took it. I think someone stole the money, only not the person you suspect did it. Stole I didn't say he stole the money. Maybe he just borrowed it. I agree that he took it, but I think his motive was different. The I didn't say he stole the money, but rather some other money. We agree that he stole some money, but I don't think it's this money. Money I didn't say he stole the money. He may have taken some jewelry. We agree that he's a thief, but we think he stole different things. Стр. 25 из 185