(To recognize) распознавание (falling) нисходящих (and rising) и восходящих (intonation patterns) интонационных образцов.
Levels/уровень: intermediate/средний to advanced/продвинутый.
(In this lesson), в этом уроке (we’re going to study intonation) мы собираемся изучить интонации.
(Intonation helps) интонации помогают (create the music of a language) создавать музыку языка.
Just does music have high notes, low notes and notes in the middle when we speak there are high notes and low notes and notes in the middle.
If we didn’t have intonation, our voice sound like this, it would be very flat, and it would be very strange, wouldn’t it?
With intonation, you can understand speaker’s feeling, you can understand their attitudes, you can understand if they‘re asking you a question, or if they’re done speaking and you can say something in response.
Ensure intonation is necessary in communication; you need to understand it / so that people can communicate to you and you need to be able to use intonation / so that you can communicate back to them.
Now in previous lessons, we talked about word stress, and stress in a single word, I explained that it is necessary to make a syllable, louder, longer, and at a higher pitch.
So you may be wondering right now what’s the difference?
Before we’re talking about making our voice go higher in a word, and now we also talking about making our voice go high or keeping it low.
Well, word stress is exactly that stress within a word.
When we talk about intonation, we’re talking about how our voice goes up or down over the course of a group of the words in a statement.
So intonation is a long line of melody.
It’s where voice will go up or will go down over the course of the statement.
In English, we can talk about different intonation patterns. In this lesson, we’re going to focus on the two most basic patterns: FALLING intonation and RISING intonation. [see screen and listen Jennifer].
Let me give you an example of falling intonation:
[see screen and listen Jennifer]
Now we say the intonation is a line of melody.
In this example, we have three lines of melody.
Let me show you:
[see screen and listen Jennifer]
You can see that my three lines of melodies are three sentences, three though groups.
Now we could break the last sentences into shorter though groups.
We could pause again here before “after” and perhaps here before “of”. But, that wouldn’t change the fact that overall in these lines of melody, we will have a falling intonation.
And that’s because we’re dealing with statements. We’re not asking questions and we’re certain of the information that we’re giving. These are factual statements.
Now if we have falling intonation), (where exactly does our voice begin to fall?
When we spoke of though groups, we talked about the last content word receiving the most stress.
So for example in the first line, “Erik builds flutes”, these are all content words, but the final one is “flutes”.
When we speak of intonation, it’s that the same final content word that would be the point where the melody changes.
So overall, our voice is going to stay here and then drop down on “flutes”, our final content word.
And “flutes” has only one syllable, so we need to slide down.
As we say that one syllable of our voice needs to glide down, and it’s very quick. “flutes”
Now, just because I’ve chosen to use a slight line here until flutes, don’t think that means that our voice is flat and then all of sudden falls at the end. We’re speaking of intonation, but we must remember that there is word stress.
So if you want to be exact, then the pattern of our voice would look something like this.
Erik; stresses on the first syllable, builds is one syllable, and flutes receives our main stress.
So there’s still a change of pitch because there’re word stresses, but the overall pattern is falling intonation.
So as not to confuse you with all of these up and down, I’m simply going to draw that straight line and then show how our voice falls at the end of the statement on flutes.
Now in the second sentence, our final content word is college. College has two syllables.
It’s the final content word, giving the new information.
And because college has two syllables, our voice falls a bit differently in contrast to flutes.
Flutes had one syllable so our voice glided down.
With college, two syllables, our voice’s sort of “steps down”; College from one level to the next, from a higher lever to a lower level. So again the overall pattern is like this, but then at the end, it goes up and then steps down.
[Listen Jennifer]
In the last line, our final content word giving new information is “own”.
And like flutes, it’s one syllable, so the overall pattern stays the same to the end and on that final content word, our voice will glide down.
[Listen Jennifer]
Listen to the entire example again.
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