KEYS WORDS

INTONATION LINE SHOWING

RISING ENTONATION

QUESTION OF CHOICE

SHORT YES/NO QUESTION

PRACTICING

PATTERN

RISING ENTONATION

Rising  Intonation            

Raise the pitch of your voice at the end of a sentence to create “rising intonation.” Rising intonation is used in “yes/no questions.”  For example, “Did you see it?” is a  “yes/no” question. It can be answered with either a “yes” or a “no.” Compare that questions with this one:

“When did you see it? “this one cannot be answered by a simple “yes” or “no.”

Practice Sentences

 

1.    Did he work yesterday?

2.    Does he know about it?

 

3.    Can you call me at five?

4.    Is it good?

5.    Is thatit?

6.    Excuse me?

 

7.    Really?

Sentence Pairs for Practice

The following question pairs contain both rising and falling intonation, depending on whether they contain a “question word” or whether they are “yes/no” questions. The first question of the pair has rising intonation, and the second has falling intonation.

Yes/no question                                             question words

1.  Do you teach?                                          What do you teach?

2.  Did you see the movie?                              When did you see the movie?

3.  Do you know that guy?                              How do you know that guy?

4.  Did you buy the car?                                  Where did you buy the car?

5.  Do you work there?                                   Why do you work there?

Non – final  Intonation

With  “non-final intonation,”  the pitch rises and falls within the sentences or word. This type  of intonation is used in various situations which are outlined below.

Unfinished Thoughts

Non-final intonation is often used to indicate that you have not ended a thought. To indicate that you have something more to say, raise your pitch at the end of the phrase.

For example, “When I saw him… “or”  If I study hard…”

Sentence Pairs for Practice

The first sentence in each pair has falling intonation which indicates that the thought   has ended. The second sentence contains rising intonation indicating that the thought has not ended.

                                                                                   

1.    I bought the book.                      I bought the book, but I didn´t read it.

2.    I finished school.                        When I finished school, I moved to New York.

3.    I´ll study hard.                           If  I study hard, I´ll get an A.

4.    I´m going inside.                        I´m going inside, to get something to drink.

Introductory Words

Non-final intonation is also used with introductory words, such as actually or by the way.

Since these types of words indicate that a thought is not finished, the non-final intonation is appropriate.

Falling Intonation

Lower your voice at the end of the sentence to produce a “falling intonation.” This intonation is used for a variety of reasons.

Statements

Falling intonation is used in simple sentences that are not questions. For example:

1.    My name is John.

2.    It’s  nice to meet you.

3.    Have a nice day.

4.    I´m going outside.

5.    I´ll be back in a minute.

Questions

Falling intonation is also used when asking questions if they contain interrogative words such as where, what, why, when, how, and who. For example:

1.    What´s his name?

2.    Why did you leave?

3.    Where are you going?

                                 INTONATION    LINE

“Intonation”   is the melody of language and is made up of pitches that rise and fall. This rising and falling melody is used to communicate our intentions and our emotions.  In spoken language, intonation replaces punctuation. It tells the listener whether we are finished talking or whether we have something more to say; whether we are asking a question or making a statement. Intonation also gives information that words alone cannot give.

In can indicate anger, surprise, confusion, hesitation, sarcasm, interest, or lack of interest . If your speech has good has intonation it will be more dynamic and more interesting to listen to

Intonation: Intonation is the change of pitch used in the sound system of language, i.e. John? versus John! Sometimes intonation refers specifically to the use of change of pitch to show attitude or grammar in a language rather than vocabulary differences, in which case it is opposed to tone.

DIVIDE WORDS IN SYLLABLES

How to Divide Words Into Syllables

A  syllable is a unit of language consisting of an uninterrupted portion of sound. All words have syllables, even if it is just 1. There is actually a word for deciphering the syllables in words. It is syllabication. Students learn syllabication in school, but adults can benefit from the knowledge as well. Knowing how to divide words into syllables can greatly help with your spelling and reading skills as well as your ability to pronounce words correctly. As is the case with many English grammar rules, there are exceptions; however, the following directions in combination with each other generally apply when dividing words into syllables.

Divide words based on the number of vowels.

The number of syllables in a word coincide with the number of vowel sounds you hear when speaking the word. Phonetically, each vowel sound is a syllable. Grammatically, and to ensure correctness since people pronounce words differently, the determination of syllables in a word is a little more complex.

Add the number of vowels the word has. These include 'a,' 'e,' 'i,' 'o,' 'u' and 'y' when it is found in the middle or at the end of a word.

Subtract 1 for each silent vowel in the word. Found at the end of some words like 'came' and 'gone,' 'E' is the most common silent vowel.

Consider words ending in 'le' as a vowel. When the ending 'le' is pronounced 'el,' count it as a vowel sound, and divide the word before the consonant right before the 'le' Little, for example would be divided lit/tle; fumble as fum/ble; able as a/ble.

Count diphthongs as 1 syllable instead of 2. A diphthong is made up of 2 vowels beside each other in a word that result in a single gliding sound. A diphthong is a digraph: 2 letters that are inseparable and make 1 sound. Words like 'haul,' 'moon,' and 'coil' are diphthongs. Note that there are 2 vowels present but together they only count as 1 syllable. There are instances where 2 vowels beside each other in a word make their own unique sound and indicate 2 syllables. Examples of this are: li/on, gi/ant and cha/os.

Total the number of syllables based on vowel sounds as determined by the criteria above.

Draw lines between syllables for easy recognition. When following steps for determining syllables, write the word on a piece of paper and draw lines between the letters where syllables start and end. This exercise will help you recognize how to apply the rules for dividing words into syllables.

Split words between consonants  Divide a word where there are 2 internal consonants neighboring each other. This pair should be surrounded by vowels. Here is how you would syllabicate the following words: hap/py, din/ner, bas/ket, un/der. The exception to this are consonant digraphs; for example, ch, th, wh, sh, ph. These pairings can not be separated.

Find syllables by splitting a word before a single consonant. Examples are: au/tumn, o/pen, de/tai

Keep letter pairings together. Some letters stick together like 'sl,' 'pl,' 'st' and 'tch.' So, kicking would be kick/ing, not kic/king. At times, you will notice these pairings when there are 3 consonants together. In this instance, 1 consonant will stickwith 1 syllable while the consonant pairing goes with the other syllable. Some examples are: mon/ster and ex/plain.

Mark prefixes, suffixes and other word additives as syllables. These word parts frame other words and should be kept intact themselves. Prefixes like 'un,' 'de,' 'ex,' 'en,' 'pre' and 're' are word parts that begin words and should be sectioned off from the rest of the word during syllabication. There are prefixes like 'anti' that are 2 syllables.

Suffixes are word parts that end words. Some common suffixes include 'ant,' 'en,' 'er,' 'less' and 'ful.' You should syllabicate farmer as farm/er and hopeless as hope/less. Special consideration is taken for the suffix 'ing.' When syllabicating 'ing' words that have a short vowel sound, mark the syllable before the consonant in front of the 'ing.' Hopping should be hop/ping, for instance.

Divide compound words between the words to separate syllables. Words in and of themselves are pronounced andsyllabicated separately. Houseboat, for instance, is separated as house/boat.

DIVIDING WORDS INTO SYLLABLES

Dividing Words Into Syllables

There are four ways to split up a word into its syllables:

1. Divide between two middle consonants.

Split up words that have two middle consonants. For example:
hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant digraphs. Never split up consonant digraphs as they really represent only one sound. The exceptions are "th", "sh", "ph", "th", "ch", and "wh".

2. Usually divide before a single middle      consonant.

When there is only one syllable, you usually divide in front of it, as in:
"o/pen", "i/tem", "e/vil", and "re/port". The only exceptions are those times when the first syllable has an obvious short sound, as in "cab/in".

3. syllable.Divide before the consonant before an "-le"

When you have a word that has the old-style spelling in which the "-le" sounds like "-el", divide before the consonant before the "-le". For example: "a/ble", "fum/ble", "rub/ble" "mum/ble" and "thi/stle". The only exception to this are "ckle" words like "tick/le".

4. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds.

Split off the parts of compound words like "sports/car" and "house/boat". Divide off prefixes such at "un/happy", "pre/paid", or "re/write". Also divide off suffixes as in the words "farm/er", "teach/er", "hope/less" and "care/ful". In the word "stop/ping", the suffix is actually "-ping" because this word follows the rule that when you add "-ing" to a word with one syllable, you double the last consonant and add the "-ing".

MORE ABOUT DROPPED SYLLABLES

The number of syllables is determinated by the number of rules.

Ex::    NOTE   /nəʊt/ = 1 syllables
        NOTEBOOK    /ˈnəʊtbʊk/ = 2 syllables
        
but sometimes one of the vowels dissappears  and this produces a reduction in the number syllables.


Ex:  DRAMATICALLY    /dra’mǽt.ɪklɪ/
       PRACTICALLY       /ˈprǽktɪkli/
         BASICALLY           /ˈbeɪsɪkli/
       INTRINSICALLY    /ɪnˈtrɪnsɪkli/
       EXTRINSICALLY    /ɪkˈstrɪnsɪkli/
       CHOCOLATE       /ˈtʃɒklət/
      
     
  IDENTIFY THE DROPPED SYLLABLES

       PREFERENCE            /ˈprɛfrəns/
          LABORATORY         / ˈlæb.rəˌtu:ri/
       FAMILY                  /ˈfæm.l:/
       BEVERAGE             /ˈbɛv-rɪdʒ/
       ASPIRIN                  /ˈæsprɪn/
       DESPERATE            /ˈdɛsp.rət/
       TEMPERATURE       /ˈtɛmprətʃə/
        BROCOLI               /`brαk.l./
        SEVERAL                /ˈsɛvrəl/
        GENERALLY            /ˈdʒɛnrəli/
        AVERAGE                /ˈævrɪdʒ/
        DIFFERENT             /ˈdɪf.rənt/
        INTERESTING         /ˈɪn.tr.es.tɪŋ/
        COMFORTABLE       /ˈkʌmp.fə.tə.bl/
        EXTRAORDINARY     /ɪkˈstrɔːdɪn.ri/