Intonation I

Using the tones

It's Not What You Said, It's How You Said It

No language is spoken on a monotone; there are variations of pitch [Pitch refers to

the ‘riset’ (high pitch) or fall (low pitch) of the voice during speech. Listeners can
distinguish high, medium and low pitch. When speaking the pitch of the voice is used
to indicate meaning]. When we talk of intonation in English we mean the pitch
pattern of spoken English.

So far, we have seen that in an English utterance:

 The content words are said with more breath force.
 The function words are normally unstressed.
 The longer utterances are broken into breath groups where the speaker
pauses for breath.
 These breath groups coincide with the sense groups or thought groups
which are coherent groups both semantically and grammatically.
 Theses breath groups are divided into stress groups.

In spoken language, these breath groups also serve as tone groups.

Each tone group contains one or more stressed words (stress groups) out of which
ONE is made prominent by pitch change. The stressed syllable of that word is called
the tonic syllable and carries the tone. The tonic syllable is usually in a high-content
word, near the of the unit. These patterns of pitch variation are essential to a phrase's
meaning. Changing the intonation can completely change the meaning.

'Marianna made the `MARmelade. (explanation audio 1)

Marianna and marmalade are the stressed words, but marmalade is the most
prominent word which contains the tonic syllable –mar-

When we read a sentence normally (without giving any word extra emphasis), each
thought group (phrase) in a sentence has one word that is most stressed.  This word is
the last content word in that phrase.  The last content word in the last phrase of the
sentence is said to be the most stressed in the sentence; it contains the tonic syllable.

 It was the best car for them to buy. (Buy is the nuclear syllable.)
The nuclear syllable carries the main focus of information. It also carries any new
information.

 We looked at the HATCHback. (Hatchback is new information.)

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  The hatchback was OLD. (Hatchback is given information. Old is new
information.)

The usual position for the nuclear syllable is on the final lexical word in the tone
group. Consider the following, in which the tonic syllable is underlined:

 It had a lot of RUST in it.

 I'm going to LONdon.
 I'm going to London for a HOliday.

A question does arise as to what happens to the previously stressed syllables. They
still get stressed, however, not as much as the tonic syllable, producing a three level
stress for utterances. Then, the following is arrived at., where the tonic syllable is
further capitalized:
 I'm going to London for HOliday.

Intonation is used to express questions, statements, surprise, disbelief, sarcasm,

concern, shock, anger, encouragement.

For example, the two sentences

He did it!
He did it?

are generally distinguished by a difference in intonation patterns, where

the first sentence carries a falling and the second carries a rising intonation pattern.

Pitch patterns (intonation patterns)

Keeping the type pitch change in view, we can say that English basically uses two
tones:

1. Falling tone
2. Rising tone
3. Extra high rising tone
4. fall-rise

The choice of the tone is partly controlled by the grammatical structure of the
utterance and partly by the attitude that the speakers wishes to express.

In all the examples,

the stressed syllables will be marked by / '/ and
the tonic syllable with falling tone by /` / or
the tonic syllable with rising tone by / , / or

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1. A Falling Tone

A falling tone is by far the most common used tone of all. It consists of a fall in voice
from a fairly high pitch to a very low one. The fall is on the stressed syllable of the
word that the speaker chooses for prominence.

Suppose A asks a question and B answers it.

A- How old is he? B- Five

Because there is only one word in the answer, it will get the prominence. This is how
B will say it.

B- `Five

And the question would be said:

A- 'How `old is he?

The unstressed syllables that come after, the tonic syllable are said at a very low
pitch.

Now look how this would be said:

 I could ' hardly be'lieve my `eyes.

The unstressed syllables that come before the first stressed syllable are also said at a
low pitch.

2. A Rising Tone

The rising tone is just like the falling tone, except that it ends with a rise in the voice
instead of a fall. Let’s see how A reacts to B’s answers:

A- 'How `old is he? B- `Five

A- ,Five
A- ,Seventy

The tonic syllable is low. If there no unstressed syllable after it, the voice rises from a
low pitch to one just above the middle of the voice (five). But if there are one or
more unstressed syllables after the tonic syllable the voice jumps up to the unstressed
syllables (seventy).

A rising tone can indicate incompleteness

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How to use these tones

Statements or declarative sentences

1- Use the falling tone for statements which are complete and definite.

In a statement, the intonation falls on the last syllable of a sentence. Rise on the
tonic syllable with falling intonation for the rest of the phrase, except for the
accented syllables, which have slight rise

A- [marianna made the marmalade] A- explanation audio

Notice that the -an- of marianna and the mar- of marmalade sound much more
prominent than other syllables. Both syllables carry high pitch accents: H* on
each one. But the last of the two H* pitch accents is the strongest one; this final
pitch accent in the intonational phrase is called the nuclear pitch accent.

(Audio 13 (Intonation examples)

Listen this sentences: (1- statement_intonation)

 He had a 'clarinet ‘solo

 He 'plays the clari‘net

 She’s 'only six‘teen

 She 'wanted a 'pretty ‘parrot

 My 'aunt 'wanted 'ten 'pretty ‘parrot

 The 'red 'bird flew 'speedily ‘home

 Marianna’s Mother

 Dogs eat BOnes. 

 I came home LAte.

 I'll report you to the HEADmaster.

 I've spoken with the CLEAner.

 Bob studies ENglish

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  We reached there in TIme

2- If the statement is not complete and is followed by another breath groups, use the
rising tone. The same occur when you want to preface (introduce) your statement.

 As we all ,know, dogs eat bones.

 The 'team 'played ,well, but luck didn’t favour them.

3- if the statement is intended to function as a question, use the rising tone

 He is 'not 'coming to the ,meeting?

Question-word questions

1- Use the falling tone if you want to be businesslike (formal).

 'Where 'are you `from?

 'Where 'is the `pencil?

Use: (Audio 13 (Intonation examples)

Listen this sentences: (2- WH_questions_intonation)

How do you make a pizza?

Where can I put my suitcase?

When can I take a shower?

What are you going on Monday?

 What did he say to you in the garden?

 How long are you going for?
 Why don't you want to go with them?

 Excuse me. Where can I register for the intermediate course?

 How much are the course fees?
 How long does the course last?
 What time does the class usually start?
 Which floor is my classroom on?
 Where can I buy my coursebooks?
 Where can I buy coffee?

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  Who will my teacher be?
 When can I go to the next level?
 How do I join the library?

2- But, use a rising tone if you want to be encouraging (para animar)

 'Where 'are you ,from?

Yes/ No questions

1- Yes/no questions usually have a rising intonation. Rising intonation comes after
tonic syllable. This tone is used in genuine 'Yes/No' questions where the speaker
is sure that he does not know the answer, and that the addressee knows the
answer. Such Yes/No questions are uttered with a rising tone.

 'Can you 'do it a ,lone?

Listen to these examples: 3- Yes/No question intonation

Is this Station Road?

Do I go straight ahead?

Is it on the left?

Do I turn right?

 Can I buy you a drink?

 Are you married?
 Are you a student?
 Do you like your teacher?
 Do you like the weather here?
 Do you like spicy food?
 Have you got any brothers or sisters?
 Did you come here by bus?
 Would you like a cigarette?
 Is there a phone near here?

 Have you seen the new film with Tom Cruise?

 Isn't he NICE ?
 Yes.
 No.
 I don't know.

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  Do you want some COFfee?
 Do you take CREAM in your coffee?

2- Use the falling tone for short questions used as responses:

A- He is really working hard

B- `Is he?

Tag questions

(A tag questions is a question we can add to the end of a statement).

1. The rising intonation is used when some answer (yes/no) is required. If we use a
rising intonation in the tag, we do not know or are not quite sure of the
answer. These tags make the grammatical statement into a real question.

 They are 'coming to`morrow, , aren’t they?

 You're coming, ,aren't you?
 You haven't seen my tennis shoes, ,have you? (No, I'm sorry. I haven't.)
 I couldn't borrow yours by any chance, ,could I? (No. They wouldn't fit
you)

2. If we use a falling intonation in the tag, we are seeking the agreement of the
person we are talking to

 It's been a lovely day today, `hasn't it? (Yes, it has. Gorgeous.)
 It was a lovely wedding, `wasn't it? (Wonderful!)
 I thought Sue looking stunning in her wedding dress, `didn't she? (Yes,
she did. Absolutely stunning.)
 It's a shame the day is over, ` isn't it? (Yes, it is.)

3. If the tag is added to an imperative, use the rising tone on the tag.

 'Open' that `window, ,will you?

Imperatives

1. For a businesslike imperative (orders) use a falling tone

 'Don’t 'make 'so much `noise

 Go and see a DOCtor.

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  Take a SEAT.
 Call him IN.

2. If you want the command to sound more as a request, use the rising tone.

 'Come and 'see me on ,Monday

Suggestions

4- suggestion intonatio

1. Suggestions usually have a falling intonation.

Perhaps you'd better go on a diet.

Why don't you get a job?

You should say you're sorry.

Why don't you go to a doctor?

Naming a series of items

1. In a series of items, the first item(s) has rising intonation and the last one has
falling intonation

 'Dogs eat' bones, 'kibbles and `meat.

Greetings

For greetings and saying good-bye, use the rising tone

'Good ,morning
'See you ,later
When saying thank you if you really want to express gratitude use the falling tone.

`Thank you

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 When you say thank you in a routine way, use the rising tone.

,Thank you

Agreement or disagreement 5- agree_disagree intonation

When you show agreement or disagreement you use the rising intonation

 I love Italian food So do I

 I don’t like go off Neither do I
 I am crazy about Juzz So am I
 I can’t stand Kung fu movies Neither can I

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Practice 1

Audio 14 (intonation practice)

Listen and repeat. Pay attention to stress, rhythm and intonation

1. Statements intonation exercise 1

1- I TOLD you to put the rubbish out.

2- I think it’s a GREAT idea
3- Jane wants to buy a house in the COUNtry
4- I am REALly interested in it
5- the bread is on the TAble.
6- He worked in GERmany for two years
7- I DO want you to help us this year.
8- Mark finished his exams last YEAR.
9- YOU were supposed to talk to him.
10- she sold it for FIVE pounds.
11- he went to the STATES.
12- take the first on the LEFT.
13- she had a SANdwich.
14- he weather is fantastic.
15- I was WAIting for you
16- She was here yesterday.
17- It was Frank's idea.
18- The war started last year.
19- Bob ate most of the ice-cream.
20- Their house is right on the beach.
21- Let them go!
22- I need to stop for petrol.
23- I would like to live in the country.
24- She plays the guitar quite well.
25- Venice is a lovely place for a holiday.
26- My Dad plays in a band.
27- It takes fifteen minutes to get to the airport.
28- I hope she's coming.
29- Tom went to Spain last year.
30- There are too many toys on the ground.
31- They went to the station.
32- She said she was from France.
33- I rented a car in Manchester.
34- She's very generous.
35- All you need is an e-mail account.
36- Four of them stayed in the hotel.
37- Give her some chocolate.
38- It was as good as ever.
39- John can do better than that.
40- There were three people on the bus.
41- It was a lot colder.

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 42- They can swim quite well.
43- The minister for agriculture.
44- Tell her to go home.
45- They got it in the toy shop.
46- It was a good party.
47- It was a good party.
48- There were a lot of people there.
49- There were a lot of people there.
50- They can speak French.
51- They can speak French.
52- Tell her to leave.

2. Wh- questions

1. What’s your address?

2. how far is the neares car park?
3. what’s in the BAG?
4. what’s YOUR address?
5. Where is the BATHroom?
6. WHEN did you go?
7. Where did you put the hammer?
8. Where did you buy that jacket?
9. Where did you learn to drive like that?
10. Where did you buy it?

11. Excuse me. Where can I register for the intermediate course?
12. How much are the course fees?
13. How long does the course last?
14. What time does the class usually start?
15. Which floor is my classroom on?
16. Where can I buy my coursebooks?
17. Where can I buy coffee?
18. Who will my teacher be?
19. When can I go to the next level?
20. How do I join the library?

3. Yes/ NO questions

1- Have you ever thought about going to SPAIN?

2- Would you like to work for a COMpany
3- Do you know how much this COSTS?
4- Could you tell me where the STAtion is, please?
5- Is there any SUgar left?
6- is the car in the GARage?
7- do you Ever wash the car?
8- is it very exPENsive?
9- Could you HELP me?
10- have you FInished the exercise?

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 11- is this going to work?
12- Do you think we should stay?
13- Are any of you able to drive?
14- Were any of you here?
15- Is the lighthouse far from here?
16- Were you with John?
17- Were you with John?

18- 1. Can I buy you a drink?

19- 2. Are you married?
20- 3. Are you a student?
21- 4. Do you like your teacher?
22- 5. Do you like the weather here?
23- 6. Do you like spicy food?
24- 7. Have you got any brothers or sisters?
25- 8. Did you come here by bus?
26- 9. Would you like a cigarette?
27- 10. Is there a phone near here?

4. Practice 2 * = main stress intonation exercise 2

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13
 Intonation II
Deciding prominence

The meaning of an utterance largely depends on the context in which it is used. It is,
therefore, the context which influences the decision of prominence, that is, the choice
of the word in a tone group that the speaker would highlight.

Let’s take the following four word utterance.

 John teaches Indian History.

In the normal course it would be stressed like this:

 (1) 'John 'teaches 'Indian ‘History.

The pitch change will take place on the first syllable of history.

Now, if the same utterance was to be used in the context of A’s various questions, It
will have to be stressed in different ways- the prominence would change.

 (2) Which history does John teach? 'John 'teaches ‘Indian ।history.

 (3) Who teaches Indian History? ‘John ।teaches ।Indian ।

History.

 (4) Does John teach Indian Music? No, 'John' teaches' Indian ‘History.

Usually it is the last content word in the breath group (tone group) that receives
prominence, as in (1) above. But there are three factors which can force a change in
this pattern.

a. The speaker generally places prominence on new information. And in the

grammatical structure this new information most often comes at the end of a
sense group. In case it comes earlier, the prominence does not fall on the last
content word, as in (2) and (3) above. In (2) Indian is the new information
and the rest (John, teaches and history) are present in the verbal context.
Similarly, in (3) John is the new information.

b. In certain circumstances, the speaker wants to put special emphasis on some

particular element in the utterance and moves prominence to it.

c. At times, the speaker wants to contrast two elements in the utterance and so
places prominence on both of them. In such cases there can be two elements
receiving contrastive stress. Contrastive stress can occur across speakers, as in
(4) above. In it B contrasts history with music.

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Look at this example:

A: Hello, 'How are you?

B: ‘Fine, ‘thank you. 'How are you?
A: ‘Fine ‘thanks.

Now look some examples and the contexts which influence the placement of
prominence.

b) Emphatic stress

One reason to move the tonic stress from its utterance final position is to assign an
emphasis to a content word, which is usually a modal auxiliary, an intensifier, an
adverb, etc. Compare the following examples.

 It was very BOring. (tonic)

It was VEry boring. (emphatic)
 
 You mustn't talk so LOUDly. (tonic)
You MUSTN'T talk so loudly. (emphatic)

Some intensifying adverbs and modifiers (or their derivatives) that are emphatic by
nature are:
indeed, utterly, absolute, terrific, tremendous, awfully, terribly, great, grand, really,
definitely, truly, literally, extremely, surely, completely, barely, entirely, very
(adverb), very (adjective), quite, too, enough, pretty, far, especially, alone, only, own,
-self.

Look at this:

 'How was the  trip? It was 'too ‘tiring (normal)

 Was it a‘ tiring  trip? ‘Yes, It was‘ too ।tiring.

Look at this example:

A: I 'want some ‘bread, please

B: 'What ‘kind of ।bread, white or  brown?
A: ‘White, please

Look at this example:

A: 'How was the  winter?

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 B: It was 'unusually ‘cold
A: 'Was it a' really 'cold  winter?
B: ‘Yes, it was ‘unusually ।cold.

C- Contrastive Stress

In contrastive contexts, the stress pattern is quite different from the emphatic and
non-emphatic stresses in that any lexical item in an utterance can receive the tonic
stress provided that the contrastively stressed item can be contrastable in that
universe of speech. No distinction exists between content and function words
regarding this. The contrasted item receives the tonic stress provided that it is
contrastive with some lexical element (notion.) in the stimulus utterance. Syllables
that are normally stressed in the utterance almost always get the same treatment they
do in non-emphatic contexts. Consider the following examples:

 Do you like this one or THAT one?

 I like THIS one.
 Bob studies English, but he doesn't use it.

In the section A we said that the usual position for the nuclear syllable is on the final
lexical word in the tone group.
 Linda was wearing that black skirt

However, the nuclear syllable can appear in other positions if the sense requires it.
Many other larger contrastive contexts (dialogues) can be found or worked out, or
even selected from literary works for a study of contrastive stress.

If a person consistently stresses "contrast words" as opposed to "new information

words", he can end up sounding permanently argumentative:

 I said it is good.

 He doesn't like it. Where are you going?

Contrastive placements:

A good exercise to demonstrate the variety of meaning through intonation changes is

to take a single sentence, try stressing each word in turn, and see the totally different
meanings that come out.

 I 'didn’t 'give you that ‘book. (normal)

 I 'didn’t 'give you ‘that ।book (I gave some other books)
 I 'didn’t 'give ‘you that ।book ( I gave it to somebody else)
 ‘I ।didn’t ।give you that ।book. (somebody else gave it to you)

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  She played the piano yesterday. (It was her who...)
 She played the piano yesterday. (She only played (not. harmed) ...)
 She played the piano yesterday. (It was the piano that...)
 She played the piano yesterday. (It was yesterday...)

 Linda was wearing that black skirt. (not a red one)

 Linda was wearing that black skirt. (a particular skirt referred to already)
 Linda was wearing that black skirt. (not just carrying it)
 Linda was wearing that black skirt. ( you said she wasn't)
 Linda was wearing that black skirt. (it wasn't Jill wearing it)

The nuclear syllable sounds louder than the other stressed syllables. It also has a
change of pitch.

Listen to the sentence below with the stress on different words. You can hear that the
meaning changes. (Audio C0)

 I asked you to buy me a bunch of red roses.

 I asked you to buy me a bunch of red roses.
 I asked you to buy me a bunch of red roses.
 I asked you to buy me a bunch of red roses.

Any word in English can be a focus in a message. You can focus on a noun, a verb,
an adjective, an adverb, a preposition, or an auxiliary.
The speaker uses focus to emphasize a certain part of his/her message. The use of
focus can indicate the speaker's intended meaning of a message. The focused word
needs to be stressed, so it is louder, longer, and higher pitched than other words in a
message.
Emphasis is used to show extra emotion in our speech.  By giving extra stress to
different words in an English sentence, we can actually change the meaning of the
sentence. 

1. I didn't say he stole the money.

2. I didn't say he stole the money.
3. I didn't say he stole the money.
4. I didn't say he stole the money.
5. I didn't say he stole the money.
6. I didn't say he stole the money.
7. I didn't say he stole the money.

Once you are clear on the intonation changes in the seven sentences, you can add
context words to clarify the meaning:

1. I didn't say he stole the money, someone else said it.

2. I didn't say he stole the money, that's not true at all.
3. I didn't say he stole the money, I only suggested the possibility.
4. I didn't say he stole the money, I think someone else took it.

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 5. I didn't say he stole the money, maybe he just borrowed it.
6. I didn't say he stole the money, but rather some other money.
7. I didn't say he stole the money, he may have taken some jewelry.

Exercise C1: Listen for focus (Audio C1)

By raising the tone even more, making the stressed syllable even longer, and
increasing the volume, we can show strong emotion with emphasis.

B1- I'm going to the store.  (Regular stress on the last content word
of the phrase/sentence)

B2- I'M going to the store. (Not YOU, but ME!)

B3- I AM going to the store.  (-You're not going to the store.  -I AM!)

B4- I'm GOING to the store.  (-Have you GONE to the store? -No, I'm
GOING to the store.)
B5- I'm going TO the store (not coming FROM it)

B6- I'm going to THE store (THE store=favorite or only store, known
to both speaker and listener.)

B7- I'm going to the STORE.  (not the mall)

B8- I'd like a SMALL drink, not a

LARGE one.

Exercise C2: Listen for focus (Audio C2)

Find the answer that responds to the most likely meaning of the speaker. Click (A) or
(B).
 
        e.g.      You hear:  I'd like to have a medium pepperoni pizza.
                     You see:  (A) not a large one?
                                      (B) not a sausage?
 
         Since the focus you hear is on "medium", you choose the answer (A).

(A) So it's not a cat. 

3a.    Tom saw a black dog yesterday.
(B) Really, I thought it's white.

3b.    Sorry, we asked for two cups of (A) Oh, I thought you wanted coffee. 

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tea. (B) Oh, I thought you wanted one only.

(A) No, that one is yours. 

3c.    I think the coke is mine.
(B) Are you sure?

(A) So it's not her knee. 

3d.     Jane hurt her ankle playing soccer.
(B) So it's not when she played tennis.

(A) Whose book then? 

3e.    It wasn't David's psychology book.
(B) Oh, I see. It's his sociology book.

(A) You thought she was inside? 

3f.    I didn't know Lucy was out there.
(B) So you though who was out there?

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