possibility that there could really be more than one possible
way to say the sentence and more than one possible location
for prominence.
Intonation
Introducing intonation
To help students see that intonation is important and can
change meaning, say a simple sentence with falling
intonation and then with rising intonation:
Today is Monday.
Today is Monday?
Ask students if the two sentences have the same meaning.
They’ll usually realize that they don’t; the !rst is a statement,
and the second is a question. It’s OK to exaggerate your
intonation during practice to make it easier for students to
hear the patterns. They’re not likely to carry the exaggerated
intonation over into their own speaking.
Listening to intonation
Marking intonation: Listen to a dialog or story while
following along on a written script. Have students mark
intonation patterns over the words to show how the speakers’
voices rise and fall. Help students notice when the speakers’
voices rise or fall at the ends of sentences and explain why.
Then have students practice and imitate what they’ve heard.Intonation blocks: This is another way to practice
recognizing intonation patterns. Cut shapes out of thick paper
or foam sheets to represent bits of intonation. You can make
bigger ones to use on a whiteboard or blackboard with
magnets attached or smaller ones for students to use on their
desks. Use the pieces to assemble models of the intonation of
sentences, or have students add appropriate blocks above
sentences written on the board. For example:Falling intonation:Rising intonation:Flat intonation:Partial fall:Extra bump on top to mark prominence:168