Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

Teaching Intonation Pattern

4 374 vues

Publié le

Phonology

Publié dans : Formation
  • Instantly Hard-Wire Your Mind For Millionaire SUCCESS ●●● https://bit.ly/2mganVe
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici
  • Like to know how to take easy surveys and get huge checks - then you need to visit us now! Having so many paid surveys available to you all the time let you live the kind of life you want. learn more...●●● https://tinyurl.com/make2793amonth
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici
  • Just got my check for $500, Sometimes people don't believe me when I tell them about how much you can make taking paid surveys online... So I took a video of myself actually getting paid $500 for paid surveys to finally set the record straight. I'm not going to leave this video up for long, so check it out now before I take it down! ●●● https://tinyurl.com/make2793amonth
       Répondre 
    Voulez-vous vraiment ?  Oui  Non
    Votre message apparaîtra ici

Teaching Intonation Pattern

  1. 1. Importance of Teaching Intonation Pattern at Secondary Level
  2. 2. Objectives The main objectives of this study are to know the opinion of English Language teachers about: The importance of teaching intonation patterns at secondary level To discuss the functions of Intonation To investigate the effective ways to teach intonation patterns to our teachers.
  3. 3. Intonation • A pattern of changing pitch during an utterance (a phrase, clause, sentence) to convey linguistic information. The variations taking place in the pitch of the voice in connected speech. • The pattern of changing pitch is perceived as the melody - falling or rising intonation.
  4. 4. Intonation Pattern • The change of pitch starts on the tonic syllable and continues till the end of the Intonation unit. You must be *VERY brave
  5. 5. Functions of Intonation 1- Intonation can reflect the grammatical function of an utterance (i.e. it is a syntactic marker: it may signal a phrase boundary, differentiae declarative statements from questions. - She’s gone - She’s gone? " you want me to do it NOW?" “Do it now” 2- Convey an attitude or emotion or a mental state. That is, intonation signals speaker’s attitude toward what she is saying, i.e. to show excitement, enthusiasm, frustration, doubt, surprise, etc. Great! Great! I didn't marry her because of her money. "thank you“ What? What? What?
  6. 6. Types of Intonation • Falling Intonation: The pitch begins to fall on the accented syllable and it continues to fall till the end of the tone unit. assertions, matter-of-fact statements • Rising Intonation: The pitch begins to rise on the accented syllable and it continues to fall rise till the end of the tone unit. questioning, uncertain statements, continuation.
  7. 7. Falling Intonation • Declarative statements I am going home • wh- questions Who will help? Where are you going? • Exclamations How beautiful! What a nice day! • Imperatives Get out1 Turn the lights on! • Question tags when you expect an answer “Yes”. The car is ready, isn’t it?
  8. 8. Rising Intonation • Yes/no questions Are you feeling better? • Tag questions when we expect a negative answer or tags intended as a genuine Yes/No answer. You like chocolate, don't you? You have left the door open, haven't you? He usually arrives at NOON, DOESn't he? • Statements to encourage the listener: Come on! You can make it. Come On! It won't take a minute. • Yes-no questions in statement form he is gone? • Incomplete sentences (speaker intends to continue) If you wait here,…. Well if you are going to play,….
  9. 9. Suggestions for Teaching Intonation 1. T. must make sure that their students understand the stress patterns and weak forms. 2. T. must show learners the relationships between grammatical patterns and intonation (questions, statements), e.g. falling intonation for affirmative or WH. questions; Rising intonation for yes –no questions 3. Attitudinal intonation should be introduced contextually so that the learner can associate between the type of intonation and the spoken attitude. 4. It is necessary to produce intonation after native speakers model, tape recorder, computer and radio.
  10. 10. Suggestions for Teaching Intonation 1. T. must make sure that their students understand the stress patterns and weak forms. 2. T. must show learners the relationships between grammatical patterns and intonation (questions, statements), e.g. falling intonation for affirmative or WH. questions; Rising intonation for yes –no questions 3. Attitudinal intonation should be introduced contextually so that the learner can associate between the type of intonation and the spoken attitude. 4. It is necessary to produce intonation after native speakers model, tape recorder, computer and radio.

×