MODULE 11 ASSIGNMENT 2: Teaching Intonation Patterns in English
"Who is he?" is the first question. At the end of the statement, the intonation is dropping.
Because the focus in the query is who is that person, in this case, a man, the intonation
in the phrase falls towards the end. The accent is increasing towards the conclusion of
the second phrase, "Is she here?" The intonation raises towards the conclusion of this
phrase because it is a "yes/no inquiry." The speaker in this line is asking for a yes or no
answer to the inquiry. "Are you going, aren't you?" is the third sentence. There seems to
be a rising tone at the conclusion of the phrase since it is a tag inquiry seeking
information. So when the speaker is unsure of the response to the tag question, he or
she will ask for the answer. The speaker has no idea where the listener will go with this
phrase. "You aren't going, are you?" says the fourth phrase. At the end of the statement,
there is a lowering intonation. This is a tag question that does not require any
information from the respondent. This is what happens when a speaker is confident in
their own knowledge and does not seek confirmation or information. There is a dropping
intonation at the conclusion of the fifth sentence, "Why did you do it?" because it deals
with "wh-questions," as the first statement had stated. The speaker is asking the
audience a question. "That's very wonderful of you!" says the sixth phrase. The speaker
is complimenting the listener with a lowering emphasis at the end of this statement.
There is a rising tone at the conclusion of the last phrase, "Tim stated that?" The
speaker is addressing the listener if Tim has said anything in response to a yes/no
inquiry. I will provide resources such as spreadsheets with words and sentences on
them to assist students who speak in a monotone in better pronouncing English words
and sentences, and I will encourage students to sing or chant together in an attempt to
comprehend the proper pronunciation of the following words or sentences. Just like how
the video is similar to how the instructor in Module 11 taught her students the phrases
using jazz chants to emphasize the words. I'll begin with a chant that has a really
powerful and catchy beat. The students will first hear a sample, then reproduce it as a
class, then chant or sing it independently. If the pupils don't want to clap their hands
together, I'll encourage them to knock on the table instead. Students will become
conscious of the rhythm of English speaking by employing stressed and unstressed
syllables and words in this practice. Students will have the right intonation of the
numerous phrases and sentences by the end of this practice.
1
"Who is he?" is the first question. At the end of the statement, the intonation is dropping.
Because the focus in the query is who is that person, in this case, a man, the intonation
in the phrase falls towards the end. The accent is increasing towards the conclusion of
the second phrase, "Is she here?" The intonation raises towards the conclusion of this
phrase because it is a "yes/no inquiry." The speaker in this line is asking for a yes or no
answer to the inquiry. "Are you going, aren't you?" is the third sentence. There seems to
be a rising tone at the conclusion of the phrase since it is a tag inquiry seeking
information. So when the speaker is unsure of the response to the tag question, he or
she will ask for the answer. The speaker has no idea where the listener will go with this
phrase. "You aren't going, are you?" says the fourth phrase. At the end of the statement,
there is a lowering intonation. This is a tag question that does not require any
information from the respondent. This is what happens when a speaker is confident in
their own knowledge and does not seek confirmation or information. There is a dropping
intonation at the conclusion of the fifth sentence, "Why did you do it?" because it deals
with "wh-questions," as the first statement had stated. The speaker is asking the
audience a question. "That's very wonderful of you!" says the sixth phrase. The speaker
is complimenting the listener with a lowering emphasis at the end of this statement.
There is a rising tone at the conclusion of the last phrase, "Tim stated that?" The
speaker is addressing the listener if Tim has said anything in response to a yes/no
inquiry. I will provide resources such as spreadsheets with words and sentences on
them to assist students who speak in a monotone in better pronouncing English words
and sentences, and I will encourage students to sing or chant together in an attempt to
comprehend the proper pronunciation of the following words or sentences. Just like how
the video is similar to how the instructor in Module 11 taught her students the phrases
using jazz chants to emphasize the words. I'll begin with a chant that has a really
powerful and catchy beat. The students will first hear a sample, then reproduce it as a
class, then chant or sing it independently. If the pupils don't want to clap their hands
together, I'll encourage them to knock on the table instead. Students will become
conscious of the rhythm of English speaking by employing stressed and unstressed
syllables and words in this practice. Students will have the right intonation of the
numerous phrases and sentences by the end of this practice.
1
