I

ntonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the

 



Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

+ نوشته شده در دوشنبه سیزدهم آبان ۱۳۹۸ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

I

ntonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the

 



Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

+ نوشته شده در دوشنبه سیزدهم آبان ۱۳۹۸ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

I

ntonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the

 



Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

+ نوشته شده در دوشنبه سیزدهم آبان ۱۳۹۸ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

I

ntonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the

 



Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

Intonation in English Pronunciation

INTONATION

What is intonation?

Intonation and stress are closely linked. In fact it's impossible to dissociate them. They go hand in hand.

Intonation is about how we say things, rather than what we say, the way the voice rises and falls when speaking, in other words the music of the language.

Just as words have stressed syllables, sentences have regular patterns of stressed words. In addition, the voice tends to rise, fall or remain flat depending on the meaning or feeling we want to convey (surprise, anger, interest, boredom, gratitude, etc.). Intonation therefore indicates the mood of the speaker.

There are two basic patterns of intonation in English: falling intonation and rising intonation.
In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation.

Again, these are not rules but patterns generally used by native speakers of English.
Just remember that content words are stressed, and intonation adds attitude or emotion.

This explanation on intonation is intended to serve as a general guide to help learners.
It should in no way make them unnecessarily anxious!

It should be remembered that a written explanation can never be a substitute for a 'live' conversation with a native speaker.
Attitudinal intonation is something that is best acquired through talking and listening to English speakers.

Falling Intonation (➘)
(The pitch of the voice falls at the end of the sentence.)

Falling intonation is the most common intonation pattern in English.
It is commonly found in statements, commands, wh-questions (information questions),
confirmatory question tags and exclamations.

  • Statements
    • Nice to meet ↘you.
    • I’ll be back in a ↘minute.
    • She doesn’t live here ↘anymore.
    • Dad wants to change his ↘car.
    • Here is the weather ↘forecast.
    • Cloudy weather is expected at the end of the ↘week.
    • We should work together more ↘often
    • I'm going for a walk in the ↘park.
  • Commands
    • Write your name ↘here.
    • Show me what you’ve ↘written.  
    • Leave it on the ↘desk.
    • Take that picture ↘ down.
    • Throw that ↘out.
    • Put your books on the ↘table.
    • Take your hands out of your ↘pockets.
  • Wh- questions (requesting information.)
    (questions beginning with 'who', 'what', 'why', 'where', 'when', 'which', and 'how')
    • What country do you come ↘from?
    • Where do you ↘work?  
    • Which of them do you ↘prefer?
    • When does the shop ↘open?
    • How many books have you ↘bought?
    • Which coat is ↘yours?
    • Whose bag is ↘this?
  • Questions Tags that are statements requesting confirmation rather than questions.
    Not all tag questions are really questions.
    Some of them merely ask for confirmation or invite agreement, in which case we use a falling tone at the end.
    • He thinks he’s so clever, doesn’t ↘he?
    • She's such a nuisance, isn't ↘she?  
    • I failed the test because I didn't revise, did ↘ I?
    • It doesn't seem to bother him much, does ↘ it?
  • Exclamations
    • How nice of ↘ you!
    • That's just what I ↘need!
    • You don't ↘ say!
    • What a beautiful ↘ voice!
    • That's a ↘surprise!

Rising Intonation (➚) 
(The pitch of the voice rises at the end of a sentence.)

Rising intonation invites the speaker to continue talking.
It is normally used with yes/no questions, and question tags that are real questions.

  • Yes/no Questions
    (Questions that can be answered by 'yes' or 'no'.)
    • Do you like your new ➚teacher?
    • Have you finished ➚already?
    • May I borrow your ➚dictionary?
    • Do you have any ➚magazines?
    • Do you sell ➚stamps?
  • Questions tags that show uncertainty and require an answer (real questions).
    • We've met already, ➚haven't we?
    • You like fish, ➚don't you?
    • You're a new student ➚aren't you?
    • The view is beautiful, ➚isn't it?

We sometimes use a combination of rising and falling intonation in the same sentence.
The combination is called Rise-Fall or Fall-Rise intonation.

Rise-Fall Intonation (➚➘)
(The intonation rises and then falls.)

We use rise-fall intonation for choices, lists, unfinished thoughts and conditional sentences.

  • Choices (alternative questions.)
    • Are you having ➚soup or ➘salad?
    • Is John leaving on ➚Thursday or ➘Friday?
    • Does he speak ➚German or ➘French?
    • Is your name ➚Ava or ➘Eva?
  • Lists (rising, rising, rising, falling)
    Intonation falls on the last item to show that the list is finished.
    • We've got ➚apples, pears, bananas and ➘oranges
    • The sweater comes in ➚blue, white pink and ➘black
    • I like ➚football, tennis, basketball and ➘volleyball.
    • I bought ➚a tee-shirt, a skirt and a ➘handbag.
  • Unfinished thoughts (partial statements)
    In the responses to the following questions, the rise-fall intonation indicates reservation.
    The speaker hesitates to fully express his/her thoughts.
    • Do you like my new handbag? Well the ➚leather is ➘nice... ( but I don't like it.)
    • What was the meal like? Hmm, the ➚fish was ➘good... (but the rest wasn't great).
    • So you both live in Los Angeles? Well ➚Alex ➘does ... (but I don't).
  • Conditional sentences
    (The tone rises in the first clause and falls gradually in the second clause.)
    • If he ➚calls, ask him to leave a ➘message.
    • Unless he ➚insists, I'm not going to ➘go.
    • If you have any ➚problems, just ➘contact us.

Fall-Rise Intonation (➘➚)
(The voice falls and rises usually within one word.

The main function of fall-rise intonation is to show that the speaker is not certain of the answer they are giving to a question, or is reluctant to reply (as opposed to a falling tone used when there is no hesitation). It is also used in polite requests or suggestions.

  • Hesitation/reluctance:
    • So you'd be willing to confirm that? ...Well ... I ➘sup➚pose so ...
    • You didn't see him on Monday?   I don't quite ➘re➚member ...
  • Politeness-Doubt-Uncertainty: (You are not sure what the answer might be.)
    • Perhaps we could ➘vis➚it the place?
    • Should we ➘cop➚y the list?
    • Do you think it's ➘al➚lowed?

 


Tips for learners:

A good exercise to improve pronunciation would be to listen to short recordings of everyday dialogues and then 'shadow read' the script, or read it along with the tape using the same stress and intonation as the speaker. Students can repeat this exercise until their voice sounds similar to the voice on the recording.

It is also a good idea to note down or record some examples of everyday conversations (either from real life or from film or television dialogues) and repeat them as often as possible, copying the stress and intonation of the speakers.

Modern English songs are also a useful way of learning English stress, rhythm and intonation.
To begin with, try singing (or saying loudly) the lyrics of songs that you find easy to understand.

You will be surprised how quickly your pronunciation will improve with the help of audio materials.
It will be a reward for all your hard work!

+ نوشته شده در دوشنبه سیزدهم آبان ۱۳۹۸ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

تبریک سال جدید تحصیلی

با عرض سلام خدمت همکاران عزیز گروه زبان انگلیسی سال جدید تحصیلی را خدمت شما تبریک میگوید و منتظر نظرات و پیشنهادات ارزشمند شماست 

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learning by poem

Reading and Writing Poetry

 

The SoWs suggests working on a variety of poems including acrostics, shape poems, poems following grammatical patterns, limericks, haiku, and ballads/narrative poems. As some students might find limericks and ballads fairly difficult, teachers may wish to skip these two types of poems and choose other types from the handouts on “Appreciating Different Types of Poetry” in the Supplementary Materials Section (pages T76 to T99) to suit their students’ interests, abilities and needs. 

The worksheets in this unit are intended to describe various forms of poetry, encourage students to think about them, supply simple examples (suitable for non-literature as well as literature students) and help them to produce their own versions. It is further suggested that the work students produce be presented orally in class or decoratively on paper for display. (In the case of the haiku, details of a photographic display are given.) 

If teachers follow this plan, they will need to tell students how many pieces of work of each type they should produce. The lessons can then be in the form of poetry workshops. A few poems are recited/presented by students to start the class; and then a worksheet is handed out and read, leading to the students creating more poems. It is hoped the students will enjoy this and find sharing a positive experience. A fairly casual atmosphere may help the more nervous students to find participation pleasant. If possible, the habit of giving thoughtful and constructive comments on each other’s poems should be encouraged in the class.

 

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لهجه

What Makes an Accent?

Accent seems so natural to us, that we sometimes forget what makes an accent.

Basically, the way you pronounce each sound of the language affects your overall accent. 

For example, the sound of the letter R is pronounced differently by Spanish, German and English speakers. The same is true for many other sounds. And so you get your accent…

The method to improve your English accent, or your English word pronunciation, is to practice the proper ways to pronounce the sounds of English.

Each sound is produced in a certain way, and when you produce it right, it sounds natural.

re you have a special step by step tutorial, which will gradually lead you through the different English sounds. And hopefully, after completing it, you will not be the same person! Or at least, you will not have the same accent… 

The tutorial is composed of explanations, examples, exercises and videos. The videos were collected from several sources, and from different English teachers. These teachers share their skill and knowledge with us in the most efficient way – videos. And this is truly awesome. 

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جملات معلوم و مجهول

https://www.towson.edu/ows/activepass.htm

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sing Dictionaries

Technology is changing the face of dictionaries. A short twenty or thirty years ago, a good graduation gift for a college-bound student was a hardcover dictionary. Today very few college students even own one because online dictionaries are so readily available. Using an online dictionary, you can look up a word in the time it takes to type it, as opposed to taking the time to flip pages and scan through a page of words in a print dictionary. On the other hand, a hard-copy dictionary is still a great backup if you’re unable to get online, and it can lead to some surprising discoveries of other words on the same page, just as browsing through a shelf of library books can put you in contact with books you might not have otherwise encountered.

The important issue is that you use a dictionary of some kind and that you understand what it can provide for you. Whether you use a print or online dictionary, the entries offer a wealth of information. Figure 17.2 includes some of the most common dictionary entry components. Following the list is a color-coded entry for “elementary” (from Dictionary.com, based on the Random House Unabridged Dictionary) showing where various parts of the entry can be found:

Figure 17.2

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Types of Dictionaries Explained

General dictionaries

Each word contained in a general dictionary could have a number of meanings. In some dictionaries, you will find each separate meaning listed according to the order of usage frequency. The dictionary may also have limited synonym for a given word.

On the other hand, other dictionaries will simply list definitions of words based on their historical order, starting with the oldest usage.

Function: As the name suggests, a general dictionary is most suitable when searching for general meaning of a word, as opposed to a specialized dictionary that focuses on a specific area or field such as medicine or law.

different types of dictionaries

Specialized dictionaries

The Manual of Specialized Lexicographies defines a specialized dictionary as one that particularly focuses on a specific subject area. This type of dictionary is also called a technical dictionary.

There are three types of a specialized dictionary:

  • A multi-field dictionary: It extensively covers tons of subject areas or fields. A typical example is a business dictionary. Example of a multi-field dictionary is the 23-launguage Inter-Active Terminology for Europeans.
  • A single-field dictionary: It covers a specific subject area (e.g. law) in a narrow manner. An example of a single-field dictionary is the American National Biography
  • A sub-field dictionary: This one covers a more specialized area or field such as marriage law. An example of a sub-field dictionary is the African American National Biography Project.

A medical dictionary (glossary) for instance is also a typical example of a specialized dictionary.

Function: In essence, a specialized dictionary is most useful when researching specialized areas such as medicine, law, manufacturing, and other specialized fields.

Defining dictionaries

This is perhaps the simplest type of dictionary. It simply offers a main glossary of the most basic meanings of the simplest ideas or concepts. Subsequently, the explanation of other concepts can emerge.

 

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توجه: براي ديدن نحوه نوشتن هريك از حروف بر روي آن كليك كنيد:

 

 


        ALL NEW! Cursive: Uppercase - Alphabet Animation         To see the animation, move your mouse over a letter.

  
 
 
 
 
 
 
 
 
 

 

نحوه نوشتن حروف كوچك را در ادامه مطلب بب

+ نوشته شده در چهارشنبه چهاردهم آذر ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

توجه: براي ديدن نحوه نوشتن هريك از حروف بر روي آن كليك كنيد:

 

 


        ALL NEW! Cursive: Uppercase - Alphabet Animation         To see the animation, move your mouse over a letter.

  
 
 
 
 
 
 
 
 
 

 

نحوه نوشتن حروف كوچك را در ادامه مطلب بب

+ نوشته شده در چهارشنبه چهاردهم آذر ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

Image result for welcome back to school

+ نوشته شده در چهارشنبه چهاردهم آذر ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

happy Yalda

Related image

Iranians around the world celebrate Yalda, which is one of the most ancient Persian festivals. The festival dates back to the time when a majority of Persians were followers of Zoroastrianism prior to the advent of Islam.

On Yalda festival, Iranians celebrate the arrival of winter, the renewal of the sun and the victory of light over darkness.

Considered the longest night of the year, Yalda eve is the night when ancient Iranians celebrated the birth of Mithra, the goddess of light.

Yalda, which means birth, is a Syriac word imported into the Persian language. It is also referred to as Shab-e Chelleh, a celebration of winter solstice on December 21--the last night of fall and the longest night of the year.

Ancient Persians believed that evil forces were dominant on the longest night of the year and that the next day belonged to the Lord of Wisdom, Ahura Mazda.

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برنامه عملیاتی 97-98

باسمعه تعالی

 برنامه عملیاتی درس زبان انگلیسی متوسطه دوم  ناحیه 2

سالتحصیلی 98-1397

امتياز

توضيحات

زمان اجرا

عنوان شاخص/اقدام

محور برنامه

فعالیت ها و برنامه های عملیاتی دبیرخانه  (امتياز 60)

  بند

Kermanshah English Language group

10

 

 

 

پيوست 1

 

 

 

 

طول سالتحصيلي

1-       پيگيري، تهيه راهنماي برنامه درسي از گروه درسي دفتر تاليف كتب درسي و بارگذاري آن در وبلاگ يا سايت گروه/فضاي مجازي

2-       اشاعه و تبيين و آگاهي بخشي راهنماي برنامه درسي به دبيران دوره متوسطه، تدوين نحوه ارزشيابي، روش تدريس، تعيين ملزومات و امكانات و... دروس پايه دهم و يازدهم براساس برنامه درسي ملي

اجراي برنامه

 درسي ملي

 

 

 

1

 

 

 

10

 

 

 

پيوست 2

 

 

 

 

طول سالتحصيلي

1-       برگزاري كارگاه آموزشي با محتواي نظارت باليني

2-       بازديد سرگروه از مدارس همراه با ارسال گزارش تحليلي

3-       بازديد حداقل يكي از دبيران هم رشته از كلاس دبير و ارائه گزارش بر اساس فرم ها و شاخص ها به سرگروههاي درسي(نظارت همتا)

راهبري حرفه اي معلمان

و نظارت بر عملكرد آنان

(نظارت باليني)

 

 

 

2

10

پيوست 3

تا 10 دی 97

1-       برگزاري جشنواره تهيه فيلم هاي آموزشي كوتاه از كتاب (زبان انگليسي دوازدهم Vision 3 )

مشاركت در آموزش

 و توانمند سازي دبيران

 (راهبردهاي ياددهي و يادگيري)

 

 

3

10

پيوست 3

تا 15  دی 97

2-       برگزاري جشنواره طراحي سئوال برتر از كتاب  (زبان انگليسي دوازدهم Vision 3 )

10

-----------

 

طول سالتحصيلي

3-       برگزاري گردهمايي دبیران

1

پيوست 4

تا  30  مهر 97

1-       تكميل و ارسال فرم مشخصات سرگروه و اعضاي آن

ساير

 

 

 

4

3

-----------

تا  15 آبان 97

2-       ارسال مشخصات و برنامه هفتگی دبیران نواحی و مناطق

3

پيوست 5

طول سالتحصيلي

3-       به روز رساني وبلاگ يا سايت گروه/فضاي مجازي

 

3

 

-----------

 

تا 2 بهمن 97

 

نیمسال اول

 

 

4-       ارسال گزارش عملكرد (مستندات)

 

تا 2ارديبهشت 98

نیمسال دوم

15

 

مرحله ناحیه15  بهمن 97

1- برگزاری مسابقه علمی دانش آموزی پایه یازدهم در سه مرحله

برنامه هاي بومي

استان کرمانشاه

استانی و بومی

 (امتياز 40)

 

5

10

 

طول سالتحصیلی

     2- اجرای پنج درصد اوراق امتحانی زبان انگلیسی

6

 

15

            تا پایان دی 97   

      3 -مسابقه طرح درس نویسی پایه دوازدهم براساس منشورهای        عملی برنامه درسی ملی 

7

 

جمع (100)

اداره تکنولوژی و گروه های آموزشی متوسطه2 ناحیه 2کرمانشاه درس زبان انگلیسی

-  http://egroup.blogfa.com     نشانی وبلاگ و وبسایت:heyran50@gmail.com نشانی پست الکترونیک:

 

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برنامه عملیاتی 97-98

برنامه عملیاتی سال تحصیلی 97-98

برنامه عملیاتی

ضمن عرض سلام واحترام

و با آرزوی موفقیت روز افزون برای همه تلاشگران عرصه تعلیم و تربیت.

برنامه عملیاتی گروه زبان انگلیسی ناحیه 2 در سال تحصیلی 98 / 1397 جهت استفاده   عزیزان ارسال می گردد.. موفق و سربلند باشید. 

جهت داونلود برنامه عملیاتی روی لینک زیر کلیک فرمایید. سپاس

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پیوستهای برنامه عملیاتی

یوستها

 

دستورالعمل و پيوست اجرايي بند 1 برنامه عملياتي (برنامه درسي ملي)

در فرمت وورد

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در فرمت پي دي اف

 

دستورالعمل و پيوست اجرايي بند 2 برنامه عملياتي (نظارت باليني)

  1. برگزاري كارگاه آموزشي با محتواي نظارت باليني
  2. بازديد سرگروه استاني از حداقل 20درصد مدارس استان همراه با ارسال گزارش تحليلي و پيرو آن سرگروههاي درسي مناطق از مدارس
  3.  بازديد حداقل يكي از دبيران هم رشته از كلاس دبير و ارائه گزارش بر اساس فرم ها و شاخص ها به سرگروههاي درسي(نظارت همتا)

در فرمت وورد

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در فرمت پي دي اف

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دستورالعمل و پيوست اجرايي بند 3 برنامه عملياتي (مشاركت در آموزش و توانمند سازي دبيران)

برگزاري جشنواره تهيه فيلم هاي آموزشي كوتاه از كتاب (زبان انگليسي دوازدهم، Vision 3 )

در فرمت وورد

/serveFile?code=dca83ed423473625928f261538457753

در فرمت پي دي اف

 

معرفي يك نرم افزار

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برگزاري جشنواره طراحي سئوال برتر از كتاب (زبان انگليسي دوازدهم، Vision 3 )

در فرمت وورد

/serveFile?code=ff4b40381c17977ae9d9a71538457874

در فرمت پي دي اف

 

فرم ارزيابي سوالات

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/serveFile?code=0862d41529fb1f1c6c97881510647202

برگزاري گردهمايي سرگروه هاي استاني/دبيران زبان انگليسي استان (با حضور مولفين و اساتيد مطرح)

در صورت تامين اعتبار دبيرخانه راهبري درس زبان انگليسي تلاش جدي خواهد نمود تا بتواند همايش كشوري را با حضور سرگروه هاي درسي زبان انگليسي و مولفين محترم برگزار نمايد. (همايش كشوري)

برگزاري همايش استاني دبيران زبان انگليسي توسط سرگروهاي درس زبان انگليسي استان ها. (همايش استاني)

دستورالعمل و پيوست اجرايي بند 4 برنامه عملياتي (ساير)

تكميل و ارسال فرم مشخصات سرگروه استان و اعضاي آن

فرم مشخصات در فرمت Word

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فرم مشخصات در فرمت PDF

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تنظيم و ارسال برنامه عملياتي استان

بخشنامه وزارتی برنامه عملیاتی دبیرخانه های راهبری کشوری دروس

/serveFile?code=c47147ab6976e4d4eb12521506404421

برنامه عملیاتی در فرمت Word

/serveFile?code=774b5cc63d3e13c762d3711506404327

برنامه عملیاتی در فرمت PDF

/serveFile?code=b0c1698ee03759f045d6341506404907

به روز رساني وبلاگ يا سايت گروه/فضاي مجازي

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

-98

برنامه عملیاتی

ضمن عرض سلام واحترام

و با آرزوی موفقیت روز افزون برای همه تلاشگران عرصه تعلیم و تربیت.

برنامه عملیاتی گروه زبان ناحیه 2 در سال تحصیلی 98 / 1397 جهت استفاده همکاران بزرگوار  ارسال می گردد.. موفق و سربلند باشید. 

جهت داونلود برنامه عملیاتی روی لینک زیر کلیک فرمایید. سپاس

برنامه عملیاتی استان کرمانشاه در سال تحصیلی 98 / 1397 

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

https://public.oed.com/how-to-use-the-oed/key-to-pronunciation/

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

https://www.youtube.com/watch?v=t-S9FNz1ZRA

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

 

7 teacher tips for a foolproof first day of school

It’s that time of year again! Whether you’re a seasoned teacher or a newbie, getting ready to greet those smiling (or crying) faces on the first day of school is always worth a little extra effort. Get inspired with our top 7 get-ready tips for a successful first day of school.

1. Have fun preparing your classroom.

Make your classroom the place you would’ve wanted to learn as a kid. Envision your future students, and get a little silly! Your classroom doesn’t have to be extravagant or ornate. If you’re feeling uninspired or unsure, the Internet is ripe with clever ideas.

Get started on Pinterest where seasoned teachers share their tips and tricks, like with this cheap classroom decorations board or this one with bulletin board and door ideas.

Buzzfeed also lists cheap and ingenious ways to have the best classroom everand DIY ways to decorate your own classroom. And HuffPo has 19 fun ideaspromising to “knock your students socks off.”

When it comes to logistics, consider:

  • Layout. Will you designate special areas, like a reading corner, supply station, or technology center?
  • Seating. What kind of formation will desks be in?
  • Names. How will students introduce themselves and find their seats?
  • Storage. Will students store items in desks, on hooks, in cubbies

Need resources? Check out Scholastic’s free classroom set-up tool and printable seating chart to design your own.

2. Share your story with the kids.

Set the tone of a warm, welcoming environment by sharing your own story with students. Tell them about how and why you became a teacher, and what your vision is for the school year ahead. Kids are curious! And it helps to break the ice when they see you as a real person, not a robot who teaches by day and sleeps in the classroom closet at night. First-day jitters mean students might be worried about making friends, sitting next to strangers, or speaking up in class. Giving a heartfelt introduction of yourself can help ease that tension and set the tone of a safe space.

 

3. Do an out-of-the-box ice-breaker activity.

Get students moving and engaging with each other. You might ask them to sit in a circle to play the “switch game,” where you ask a question like, “Who read a book this summer?” and students answering “yes” get up and switch seats. (You can also do a stand-up, sit-down version). Students might paint or draw a portrait of themselves, or create collaborative portraits where they draw one feature, then pass to the next student to draw the next feature. Time capsules and scavenger hunts are other popular first-day activities, and you could also pair students up to interview and get to know one another. Here’s a great list of teacher-nominated ideas.

4. Show students their supplies.

Give students a tour of the classroom (or let them do a scavenger hunt!) so they know where things are located. Let them know where to find supplies and what the rules are for each item. Some teachers put two pencil jars in the front of the room: one with sharpened pencils and one for dull pencils. Students who need a fresh pencil during the day can drop off their dull one in exchange for a sharp one (preventing noisy mid-day sharpening).

 

5. Review the rules.

Rules don’t have to feel boring or threatening. Instead, they can be positive and helpful. You can even create them together with your students on the first day of school, encouraging student buy-in and a collaborative environment.

However you develop the rules, most teachers find it’s best to keep the list short, and keep the rules themselves simple and clear. Many also advise to stick to behavior-related rules (not academic ones, like “Turn your homework in on time”). Teacher Michael Lin, for example, swears by these four simple rules in his classroom:

  1. Listen And Follow Directions
  2. Raise Your Hand Before Speaking Or Leaving Your Seat
  3. Respect Your Classmates And Your Teacher
  4. Keep Hands, Feet, And Objects To Yourself

The NEA has great resources on developing classroom rules, and we also found this how-to guide helpful for keeping a positive attitude about rules and rehearsing good behavior in your classroom.

6. Send kids home with a welcome packet.

Your welcome packet might include a welcome letter for parents, a copy of your classroom rules, a schedule of upcoming events, a communication survey, and a list of resources (like how to contact you or find homework information online). Some teachers have even put together sweet “survival kits” for students. If you’re teaching sight words in your classroom this year with Sights, the welcome packet is where you’ll include your Classroom Code Flyer, too. The welcome packet, like the classroom rules, should be simple and friendly.

7. Call or email parents at the end of the day.

The sooner teachers can start establishing a positive relationship with parents, the better. Some teachers suggest calling parents with good news — or just to introduce yourself — before you ever have to call home about bad behavior or issues. That way, you’re starting off on a positive note and creating trust with parents. Be sure to read our post for 3 key ways teachers can strengthen parent-teacher relationships.

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

 

Back to School Classroom Management

A teacher in front of a classroom of students
 Being a substitute teacher is one form of parent involvement at your child's school. Photo © Digital Vision / Getty Images

The best way to guarantee a successful school year is to be sure you have enough enough strategies in place to provide guidance, support for the behavior you want and consequences for the behavior you do not want. 

 
02
of 10

Classroom Essentials for the New Special Educator

 Ready for the first year. Getty/Fancy/Veer/Corbis

Starting your career as a special educator can be daunting. Make sure you're prepared with some tried and true strategies and resources for first-year teachers or those who are new to a special education or integrated classroom. 

 
03
of 10

Seating Plans to Create a Productive Learning Environment

Standing desks in a school classroom
Safco Products

When you plan your classroom seating arrangement, you make important decisions about your instructional priorities, the way you anticipate students will interact, and the kinds of instructional strategies you will use. Find plans for large group instruction, large group discussion, collaboration and a plan for a self contained special education room.

 
04
of 10

Positive Behavior Support

TeacherStudent.jpg
 Teacher and Student. © Caiaimage/Robert Daly

Putting a Positive Behavior Support Plan in place can help you have a successful year, especially if you are teaching in a self-contained classroom with special education students. Many children with disabilities also have problems with behavior and Postive Behavior Support Plans help these children succeed. 

05
of 10

Routines and Procedures

Teacher pointing to students in class
Hero Images/Getty Images

Based on Harry's Wong's book, The First Days of School, routines are the backbone of a well-run classroom. Teaching routines in the first days is a good investment of time, for it helps organize a class around acceptable behaviors, and routines become unspoken rules that help students work productively.

06
of 10

Creating Classroom Rules

Red pencil writing a check mark
altrendo images / Getty Images

Best practices dictate that rules are simple and few in number. It is essential to include least one general compliance rule, such as "Treat yourself and others with respect." Rules should be broad enough that there may be several procedures that go with the rule. 

07
of 10

Organization Strategies

Close up of multicolor pencils organized in jars
Marc Romanelli/Getty Images

Great organization can help you start the year off on a less stressful note. These tips are good for parents and good for teachers, as they help support students with disabilities make the most of their new year.

08
of 10

Consequences Teach Students to Make Good Choices

confident girl - young girl raising hand in classroom
 Instill confidence in your daughter and teach her to raise her hand and speak her thoughts and opinions. Quavondo/Getty Images

In order to avoid natural consequences, which can be very undesirable, teachers need to establish consequences for problem behaviors and infractions of school and classroom rules. Effective consequences support learning positive alternative behaviors.

09
of 10

Worksheets, Icebreakers and Other Resources for Back to School

Students Taking Test
 Students Taking Test. kali9/ E+/ Getty Images

Worksheets, icebreakers and other activities are essential for the first day of school. Printable activities like the ones found here can help you set up a great first-day lesson. 

10
of 10

Bulletin Boards Put Your Walls to Work

notice board with notes.
Lucidio Studio, Inc. / Getty Images

Put your walls to work: bulletin boards should be designed to support classroom management, student achievement and provide some fun!  Planning your walls will also make maintaining a lively learning environment easy.

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

 

Back to School Classroom Management

A teacher in front of a classroom of students
 Being a substitute teacher is one form of parent involvement at your child's school. Photo © Digital Vision / Getty Images

The best way to guarantee a successful school year is to be sure you have enough enough strategies in place to provide guidance, support for the behavior you want and consequences for the behavior you do not want. 

 
02
of 10

Classroom Essentials for the New Special Educator

 Ready for the first year. Getty/Fancy/Veer/Corbis

Starting your career as a special educator can be daunting. Make sure you're prepared with some tried and true strategies and resources for first-year teachers or those who are new to a special education or integrated classroom. 

 
03
of 10

Seating Plans to Create a Productive Learning Environment

Standing desks in a school classroom
Safco Products

When you plan your classroom seating arrangement, you make important decisions about your instructional priorities, the way you anticipate students will interact, and the kinds of instructional strategies you will use. Find plans for large group instruction, large group discussion, collaboration and a plan for a self contained special education room.

 
04
of 10

Positive Behavior Support

TeacherStudent.jpg
 Teacher and Student. © Caiaimage/Robert Daly

Putting a Positive Behavior Support Plan in place can help you have a successful year, especially if you are teaching in a self-contained classroom with special education students. Many children with disabilities also have problems with behavior and Postive Behavior Support Plans help these children succeed. 

05
of 10

Routines and Procedures

Teacher pointing to students in class
Hero Images/Getty Images

Based on Harry's Wong's book, The First Days of School, routines are the backbone of a well-run classroom. Teaching routines in the first days is a good investment of time, for it helps organize a class around acceptable behaviors, and routines become unspoken rules that help students work productively.

06
of 10

Creating Classroom Rules

Red pencil writing a check mark
altrendo images / Getty Images

Best practices dictate that rules are simple and few in number. It is essential to include least one general compliance rule, such as "Treat yourself and others with respect." Rules should be broad enough that there may be several procedures that go with the rule. 

07
of 10

Organization Strategies

Close up of multicolor pencils organized in jars
Marc Romanelli/Getty Images

Great organization can help you start the year off on a less stressful note. These tips are good for parents and good for teachers, as they help support students with disabilities make the most of their new year.

08
of 10

Consequences Teach Students to Make Good Choices

confident girl - young girl raising hand in classroom
 Instill confidence in your daughter and teach her to raise her hand and speak her thoughts and opinions. Quavondo/Getty Images

In order to avoid natural consequences, which can be very undesirable, teachers need to establish consequences for problem behaviors and infractions of school and classroom rules. Effective consequences support learning positive alternative behaviors.

09
of 10

Worksheets, Icebreakers and Other Resources for Back to School

Students Taking Test
 Students Taking Test. kali9/ E+/ Getty Images

Worksheets, icebreakers and other activities are essential for the first day of school. Printable activities like the ones found here can help you set up a great first-day lesson. 

10
of 10

Bulletin Boards Put Your Walls to Work

notice board with notes.
Lucidio Studio, Inc. / Getty Images

Put your walls to work: bulletin boards should be designed to support classroom management, student achievement and provide some fun!  Planning your walls will also make maintaining a lively learning environment easy.

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

 

Back to School Classroom Management

A teacher in front of a classroom of students
 Being a substitute teacher is one form of parent involvement at your child's school. Photo © Digital Vision / Getty Images

The best way to guarantee a successful school year is to be sure you have enough enough strategies in place to provide guidance, support for the behavior you want and consequences for the behavior you do not want. 

 
02
of 10

Classroom Essentials for the New Special Educator

 Ready for the first year. Getty/Fancy/Veer/Corbis

Starting your career as a special educator can be daunting. Make sure you're prepared with some tried and true strategies and resources for first-year teachers or those who are new to a special education or integrated classroom. 

 
03
of 10

Seating Plans to Create a Productive Learning Environment

Standing desks in a school classroom
Safco Products

When you plan your classroom seating arrangement, you make important decisions about your instructional priorities, the way you anticipate students will interact, and the kinds of instructional strategies you will use. Find plans for large group instruction, large group discussion, collaboration and a plan for a self contained special education room.

 
04
of 10

Positive Behavior Support

TeacherStudent.jpg
 Teacher and Student. © Caiaimage/Robert Daly

Putting a Positive Behavior Support Plan in place can help you have a successful year, especially if you are teaching in a self-contained classroom with special education students. Many children with disabilities also have problems with behavior and Postive Behavior Support Plans help these children succeed. 

05
of 10

Routines and Procedures

Teacher pointing to students in class
Hero Images/Getty Images

Based on Harry's Wong's book, The First Days of School, routines are the backbone of a well-run classroom. Teaching routines in the first days is a good investment of time, for it helps organize a class around acceptable behaviors, and routines become unspoken rules that help students work productively.

06
of 10

Creating Classroom Rules

Red pencil writing a check mark
altrendo images / Getty Images

Best practices dictate that rules are simple and few in number. It is essential to include least one general compliance rule, such as "Treat yourself and others with respect." Rules should be broad enough that there may be several procedures that go with the rule. 

07
of 10

Organization Strategies

Close up of multicolor pencils organized in jars
Marc Romanelli/Getty Images

Great organization can help you start the year off on a less stressful note. These tips are good for parents and good for teachers, as they help support students with disabilities make the most of their new year.

08
of 10

Consequences Teach Students to Make Good Choices

confident girl - young girl raising hand in classroom
 Instill confidence in your daughter and teach her to raise her hand and speak her thoughts and opinions. Quavondo/Getty Images

In order to avoid natural consequences, which can be very undesirable, teachers need to establish consequences for problem behaviors and infractions of school and classroom rules. Effective consequences support learning positive alternative behaviors.

09
of 10

Worksheets, Icebreakers and Other Resources for Back to School

Students Taking Test
 Students Taking Test. kali9/ E+/ Getty Images

Worksheets, icebreakers and other activities are essential for the first day of school. Printable activities like the ones found here can help you set up a great first-day lesson. 

10
of 10

Bulletin Boards Put Your Walls to Work

notice board with notes.
Lucidio Studio, Inc. / Getty Images

Put your walls to work: bulletin boards should be designed to support classroom management, student achievement and provide some fun!  Planning your walls will also make maintaining a lively learning environment easy.

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

 

Back to School Classroom Management

A teacher in front of a classroom of students
 Being a substitute teacher is one form of parent involvement at your child's school. Photo © Digital Vision / Getty Images

The best way to guarantee a successful school year is to be sure you have enough enough strategies in place to provide guidance, support for the behavior you want and consequences for the behavior you do not want. 

 
02
of 10

Classroom Essentials for the New Special Educator

 Ready for the first year. Getty/Fancy/Veer/Corbis

Starting your career as a special educator can be daunting. Make sure you're prepared with some tried and true strategies and resources for first-year teachers or those who are new to a special education or integrated classroom. 

 
03
of 10

Seating Plans to Create a Productive Learning Environment

Standing desks in a school classroom
Safco Products

When you plan your classroom seating arrangement, you make important decisions about your instructional priorities, the way you anticipate students will interact, and the kinds of instructional strategies you will use. Find plans for large group instruction, large group discussion, collaboration and a plan for a self contained special education room.

 
04
of 10

Positive Behavior Support

TeacherStudent.jpg
 Teacher and Student. © Caiaimage/Robert Daly

Putting a Positive Behavior Support Plan in place can help you have a successful year, especially if you are teaching in a self-contained classroom with special education students. Many children with disabilities also have problems with behavior and Postive Behavior Support Plans help these children succeed. 

05
of 10

Routines and Procedures

Teacher pointing to students in class
Hero Images/Getty Images

Based on Harry's Wong's book, The First Days of School, routines are the backbone of a well-run classroom. Teaching routines in the first days is a good investment of time, for it helps organize a class around acceptable behaviors, and routines become unspoken rules that help students work productively.

06
of 10

Creating Classroom Rules

Red pencil writing a check mark
altrendo images / Getty Images

Best practices dictate that rules are simple and few in number. It is essential to include least one general compliance rule, such as "Treat yourself and others with respect." Rules should be broad enough that there may be several procedures that go with the rule. 

07
of 10

Organization Strategies

Close up of multicolor pencils organized in jars
Marc Romanelli/Getty Images

Great organization can help you start the year off on a less stressful note. These tips are good for parents and good for teachers, as they help support students with disabilities make the most of their new year.

08
of 10

Consequences Teach Students to Make Good Choices

confident girl - young girl raising hand in classroom
 Instill confidence in your daughter and teach her to raise her hand and speak her thoughts and opinions. Quavondo/Getty Images

In order to avoid natural consequences, which can be very undesirable, teachers need to establish consequences for problem behaviors and infractions of school and classroom rules. Effective consequences support learning positive alternative behaviors.

09
of 10

Worksheets, Icebreakers and Other Resources for Back to School

Students Taking Test
 Students Taking Test. kali9/ E+/ Getty Images

Worksheets, icebreakers and other activities are essential for the first day of school. Printable activities like the ones found here can help you set up a great first-day lesson. 

10
of 10

Bulletin Boards Put Your Walls to Work

notice board with notes.
Lucidio Studio, Inc. / Getty Images

Put your walls to work: bulletin boards should be designed to support classroom management, student achievement and provide some fun!  Planning your walls will also make maintaining a lively learning environment easy.

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

 

THE ABCs FOR FIRST YEAR TEACHERS

  • Admit your mistakes -- and learn from them.
  • Be firm but flexible.
  • Communicate with parents.
  • Develop a homework policy -- and stick to it.
  • Empower your students; don't just lecture to them.
  • Find time to attend after-school events.
  • Get to know all the teachers in your school and make friends with the cooks, custodians, aides, and secretaries.
  • Have the courage to try something else if what you're doing isn't working.
  • Institute a clear discipline policy -- and enforce it consistently.
  • Just listen -- both to what the kids are saying and to what they're not saying.
  • Keep a journal.
  • Learn your school's policies and procedures.
  • Model desired attitudes and behavior.
  • Non carborundum ignorami. (Don't let the imbeciles wear you down.)
  • Overplan.
+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

Image result for welcome design samples

+ نوشته شده در یکشنبه سیزدهم آبان ۱۳۹۷ ساعت توسط گروه زبان انگلیسی ناحیه 2 کرمانشاه  | 

raise or rise

Raise or Rise?

Make a choice by clicking on the radio button, then compare it with the correct answer hidden under the answer button.
Hints
raise / raised / raised (transitive verb)
rise / rose / risen (intransitive verb)

 

  1. If you have any questions, ___ your hand and I'll try to help you.
    raise
    rise
  2. The student ___ a very good question about the importance of security in the big cities.
    rose
    raised
  3. The sun ___ in the east.
    rises
    raises
  4. Our community ___ money for the victims of the plane accident.
    is rising
    is raising
  5. He ___ to an important position in the company.
    rose
    raised
  6. She's ___ three children without her husband's financial support.
    raised
    risen
  7. Unemployment ___ quickly in the metropolitan areas.
    is rising
    is raising
  8. They ___ chicken on their farm.
    rise
    raise
  9. The people decided to ___ up against the new government politics.
    rise
    raise
  10. Don't ___ your voice to me! I'm still your boss.
    rise
    raise
  11. The price of gas ___ by 5%.
    has raised
    has risen
  12. As the speaker didn't show up, I ___ to the occasion and made the speech.
    raised
    rose
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learn about state verbs and action verbs

State verbs and action verbs

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State verbs

State verbs express states or conditions which are relatively static. They include verbs of perception, cognition, the senses, emotion and state of being:

Examples of state verbs
appear
believe
belong
consider
consist
contain
 cost
doubt
exist
fit
hate
hear
 have
know
like
love
matter
mean
 need
owe
own
prefer
remember
resemble		 seem
suppose
suspect
understand
want
wish

State verbs are not normally used in continuous forms:

I am needing a new phone. I need a new phone.
Who is this bag belonging to? Who does this bag belong to?
They are seeming tired. They seem tired.

Action verbs

Action verbs (also called dynamic verbs) express activities, processes, momentary actions or physical conditions:

Examples of action verbs
ache
arrive
ask
call
change
cook
 dance
eat
fall
feel
go
grow
 have
help
hit
hurt
itch
kick
 knock
leave
melt 
read
say
shrink		 sing
speak
talk
throw
travel
watch

They may be used in continuous forms:

Who was he dancing with?
Someone's knocking at the door.
I've been reading this book for weeks.

State verbs in the continuous form

Some state verbs may be used in the continuous form if they refer to a temporary action or an action in progress at a certain moment, rather than a permanent attitude:

I'm having second thoughts about moving abroad.
Jones is appearing in Hamlet this evening.
You're looking great in those jeans.

There are also state verbs which may be used in the continuous form, but with a different, active meaning:

Stative meaningActive meaning
Do you have a car? (own) They are having dinner at the moment. (eating)
You are my best friend. (it's a fact) She's being silly again. (behaving in a silly way)
That soup smells good. (has a good smell) He is smelling the soup. (sniffing at)
This milk tastes sour. (has a sour taste) I was just tasting the food. (testing)
You look great! (your current appearance) He was looking out the window when I saw him. (directing his eyes towards)
What do you see? (notice with eyes) I'm seeing my dentist this afternoon. (visiting)
I don't hear well. (pick up with ears) The judge will be hearing the evidence later this week. (listening to)
I expect that you are tired. (assume) Are you expecting visitors this evening? (waiting for them to arrive)
I feel that you are wrong. (think) How have you been feeling? (asking about physical state)
This melon weighs 2 kg. (its weight is 2 kg) He is weighing the melon. (measuring its weight)

Naturally, we can use the verbs with the active meaning in the simple form, too:

How often do you see your dentist? 
They usually have dinner at 6.

But we cannot use the verbs with the stative meaning in the continuous form:

This melon is weighing 2 kilos. 
The soup was smelling good.
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