Intonation list For each intonation pattern practised in the book, there is a brief explanation, and a list of the units and tasks in the book in which it is to be found. Stress on important words Stressed words convey most of the information. Stressed syllables occur at regular intervals, with unstressed syllables fitting in between. Stress and intonation are closely linked. Unit 7 /h/ Task 3.4 page 45 Unit 9 /t, dj Task 3 page 50 Fall on complete, definite statement The most common intonation pattern in English. It occurs in context throughout, and is focussed upon in the following units: Unit 8 /p, b/ Task 2.2 page 47 Unit 27 /au, 9:/ Task 2.2 page 104 Wh-questions The voice often falls in questions beginning with ‘When, Where, Why, What,’ etc. Unit 7 /h/ Tasks 2 and 3.3 pages 43 and 44 Unit 10 /k, g/ Task 3 page 53 (mixed with Yes/No questions) Unit 14 /b, v, w/ Task 4 page 65 Unit 25 /a, #/ Task 2 page 97 Unit 29 /s:, a:/'Task 2 pages 109 and 110 Unit 31 /eo, 19/ Task 4 page 117 Yes/No questions ‘The voice usually rises in questions to which the answer is ‘Yes’ or ‘No’. Unit 6 /s,z/ Task 4 page 42 Unit 10 /k, g/ Task 3 page 53 (mixed with Wh-questions) Unit 12 /, n, r/ Task 6b page 60 Alternative questions e.g. Does John come from Leeds or Madyhester? The speaker mentions two possible answers. The voice rises on the first alternative, and falls on the second. The two possible answers may be single words, as above, or longer phrases: e.g. Are you going to buy a new vefio or repair the Did one? Unit 5 /j, d3/ Task 4.2 page 39 Unit 9 /t, d/ Task 4.1 page 51 Unit 18 /6, £, 5, v/ Task 2 page 76 Unit 30 fer, e/ Task 2.2 page 114Intonation list__19 Question tags - falling og, It's anice ddy, hn't it? ‘The speaker is certain of what he/she says. He/She expects the other person to. agree with him/her. The voice falls on the question tag. Unit 11 /l, r/ Task 4.2 page 57 Unit 32 /at, o1, au/ Task 2.2 page 119 Unit 16/0, s, 8, 2/ Task 5.2 page 72 (with rising tags) Question tags - rising eg. It’s Te\pday today, jst it? ‘The speaker is not certain. He/She is asking for confirmation. The voice rises on the question tag. Unit 1 /1, e/ Task 2 page 24 Unit 4 I 3, 3/ Task 2 page 34 Unit 16 /6, s, 8, z/ Task 5.2 page 72 (with falling tags) Echo questions ‘The speaker repeats something said by another person: 1 while he/she thinks what to reply e.g. A: Have we got any postcards? B: Postcards? Yes, They are in the drawer with the envelopes. Unit 20 Consonant clusters 2: Task 2 page 82 Unit 28 /u:, o/ Task 3 page 107 2 to query what the other person said, ask for further explanation e.g. A: Every cook should have a computer. B: A comptter? ‘A: Yes, to keep a record of menus and recipes. Unit 28 /u:, v/ Task 4.2 page 108 3 because he/she did not hear or understand or believe what was said e.g. A: The new manager is coming tomorrow. His name is Sprot. B: ~s Unit 11/1, r/ Task 2.2 page 56 e?Intonation list Correcting 1 The voice falls on the correct word, to emphasise it. eg. A: Her birthday is on the tenth of December. B: No, it’s on the Rfth of December. Unit 5 /j, d3/Task 2.2 page 38 Unit 15 /n, n, m/ Task 4_ page 68 Unit 16 /6, s, 5, z/ Task 3 page 71 Unit 20 Consonant clusters 2 Task 6 page 84 Unit 23 /i:, / Task 3.2 page 93 2 The voice falls and rises on the incorrect information, then falls on the correct information, to emphasise it. e.g. Her birthday isn’t the tenth of Decéfnber. It’s the fifth. Unit 30 /e1, e/ Task 2.1 page 113 Listing The voice rises on each item of the list, until the final one, where it falls. e.g. She bought some potdtoes, some péAs, and some peaches. Unit 2/s, f/ Task 8c page 30 Unit 25 /s, e/ Task 4.2 page 99 Unit 26 /o, 9;/ Task 2b page 101 Polite rise Because a rise sounds less definite than a fall, it can be used to sound polite, especially when beginning a conversation. It is common when answering the phone. eg. ‘Cavendish Manufacturing Qémpany.’ Unit 3 /f, t{/ Task 4.2 page 33 Unit 20 Consonant clusters 2 Task 3 page 83 Unit 24 /e, e/ Task 2 page 94 Yes/No short answers ex. Ys. it ys. The voice often falls on ‘Yes’, which could be a complete answer, and also on ‘it was’, which is also a complete, definite statement. The speaker often goes on to give a more detailed answer, also with a fall. Unit 6 /s,z/ Task 42 page 42 Unit 12 /, n, 1/ Task 6b page 60 Unit 24 ja, ¢/ Task 8.2 page 95Intonation list__24 Rise in subordinate clause or non-final phrase, fall in main clause eg. Before I read this bok, I thought stress was an executive disdgse. One dx, our teacher asked us to write a stlyy. Unit 13 /v, f, p/ Task 5.2 page 63 Unit 17/0, t, 8, d/ Task 4 page 74 Statement implying ‘but .....’ ‘The voice falls and rises. The fall marks the important information; the rise implies that though the speaker may have made a positive statement, he/she is going to qualify it. He/She may actually say ‘but......’ or may simply imply it. e.g. A: Did you have a good holiday? B; The wither was very god. (but everything else was awful). Unit 18/0, f, 6, v/ Task 4 page 78