(Part THREE presents) часть 3 представляет (the second intonation pattern) второй интонационный образец: (rising intonation) восходящая интонация.
Levels/уровень: intermediate/средний to advanced/продвинутый.
Topic: Falling and Rising Intonation.
Lack of Finality: With rising intonation, you may be telling your listener that you’re not done speaking.
You might be thinking of something else to add. So it’s very important to understand and master / rising and falling intonation.
With too much rising intonation in your speech, you can come across unsure and your listener might not know when you’re done speaking.
Now let me give an example of rising intonation. [see screen and listen Jennifer] In this example, we have a sentence and question that means we have at least two thought groups.
Let’s mark those. Here and down here. Now, let’s work backwards.
Isn’t that great? The final content word is great.
That means this is the point where our voice will go up. Great has one syllable, so we only have one syllable to make our voice go ride up.
And with using rising intonation, because this question requires ‘Yes or No’ answer / by asking / isn’t that great? We will stop to listener agree with us and say yes.
Now let’s look at the sentence.
It’s broken up with two commas, one after flute and two after clarinet. What actually doing them with three thought groups. If you remember from previous lessons on thought groups, commas tell us to pause.
So we have three thought groups, then we also can talk about three final content words that receive stress. They are flute, clarinet, and saxophone. Now this sentence is a list. We’ll (be) listing information.
Erik plays three instruments, one, two, three. When we have a list, we use rising intonation on each phrase until we get to the final item of the list. So.
We’re actually going to go up on flute, then we go up again on clarinet, this is our final item in the list, so we’re going to go down.
Listen to how I read that sentence.
Again when we’re listing items, one possible pattern is to use rising intonation in each phrase until we get to the last one, and this case is saxophone.
Again the number of syllables makes difference and how we rise or fall.
Flute has one syllable, so we only have one syllable to make our voice to glide up. Clarinet has three syllables, but it’s the final syllable that is stressed, and there is a pause right after, which means there is nothing following.
We have to use one syllable to make our voice glide up. And the case of saxophone, there are also three syllables, but the stressed syllable is the first one, which means we have two more syllables to make our voice fall down, and actually can fall down further.
The more unstressed syllables that follow, the more our voice can step down., Saxophone. Listen to the entire example again.
INTERVIEW - 1
Can you play the flute? Sure.
That was nice, what was that? That was a song by Ben Kohl Sublime, it was a Reggae song.
Do you play any other instruments? Yes, I also play clarinet. This is my clarinet. It made out of wood. And I also play saxophone.
How did you learn to play all these instruments?
I started on saxophone when I was a little boy, and I liked it so much that I went to school for music and I went, I got my degree in music education where I learn to play many different instruments so that I can teach them to children.
Set One
With primary stress in the middle of these questions, remember that you voice must continue to rise until the very end. Also to sound more natural, here is the tip. Imagine your voice like a ball, bouncing across a room. It first hits the ground and then bounces up into the air. So down a little bit on ‘play’ and then start rising up up up until the end of the question. Can you play the flute? Same thing with the number 2, bouncing down a little bit and then rising. Do you play any other instruments?
Set Two
These two example(s) show how an everyday speech people sometimes use rising intonation because they’re forming their thoughts as they speak.
The rising intonation tells you the listener that they’ll probably going to add information to what they already said. Listen closely and I’ll try to read the number one as Erik said it.
Now, you try. Now let me read number two.
Now, you try. And note that my voice went down on boy, but not to its lowest pitch because the statement is not complete. Erik went on to say something more.
It was the first half of the statement.
Again, [see screen and listen Jennifer].
End of part 3.
Please go on to the next part of this lesson.
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