POINTS TO STUDY
- To recognize falling and rising
intonation patterns.
Intonation을 우리는 쉽게 의문문에서는 마지막을 올리고, 평서문에서는 마지막을 내리는 것으로 간단하게 이해를 합니다. 그러나, 이런Intonation도 경우와 상황에 따라 다양하게 변화되며, 이런 변화가 의미하는 숨은 뜻을 정확하게 읽어내는 것이 정확한 communication에 중요 합니다.
SCRIPT, LISTENING TIPS, & GRAMMAR
[see screen and listen Jennifer].
In
this lesson, we’re going to study intonation. Intonation helps create the music
of a language. Just does music have high
notes, low notes and notes in the middle when we speak there are high notes and
low notes and notes in the middle. If we
didn’t have intonation, our voice sound like this, it would be very flat, and
it would be very strange, wouldn’t it?
With intonation, you can understand speaker’s feeling, you can
understand their attitudes, you can understand if they‘re asking you a
question, or if they’re done speaking and you can say something in
response. Ensure intonation is necessary
in communication; you need to understand it / so that people can communicate to
you and you need to be able to use intonation / so that you can communicate
back to them.
Now
in previous lessons, we talked about word stress [바로가기], and stress in a single word,
I explained that it is necessary to make a syllable, louder, longer, and at a
higher pitch. So you may be wondering
right now what’s the difference? Before
we’re talking about making our voice go higher in a word, and now we also
talking about making our voice go high or keeping it low. Well, word stress is exactly that stress within
a word. When we talk about intonation, we’re talking about how our voice goes
up or down over the course of a group of the words in a statement. So
intonation is a long line of melody. It’s
where voice will go up or will go down over the course of the statement.
In English,
we can talk about different intonation patterns. In this lesson, we’re going to
focus on the two most basic patterns: FALLING intonation and RISING intonation.
[see screen and listen Jennifer].
Let
me give you an example of falling intonation: [see
screen and listen Jennifer]
Now
we say the intonation is a line of melody.
In this example, we have three lines of melody. Let me show you: [see screen and listen Jennifer] You can see that my three lines
of melodies are three sentences, three though groups [바로가기]. Now we could break the last
sentences into shorter though groups. We
could pause again here before “after” and perhaps here before “of”. But, that wouldn’t change the fact that
overall in these lines of melody, we will have a falling intonation. And that’s because we’re dealing with
statements. We’re not asking questions and we’re certain of the information
that we’re giving. These are factual
statements.
Now
if we have falling intonation, where exactly does our voice begin to fall? When we spoke of though groups, we talked
about the last content word receiving the most stress. So for example in the first line, “Erik
builds flutes”, these are all content words, but the final one is “flutes”.
When we speak of intonation, it’s that the same final content word that would
be the point where the melody changes.
So overall, our voice is going to stay here and then drop down on “flutes”,
our final content word. And “flutes” has
only one syllable, so we need to slide down. As we say that one syllable of our
voice needs to glide down, and it’s very quick.
“flutes”
Now, just
because I’ve chosen to use a slight line here until flutes, don’t think that
means that our voice is flat and then all of sudden falls at the end. We’re speaking of intonation, but we must
remember that there is word stress. So
if you want to be exact, then the pattern of our voice would look something
like this. Erik; stresses on the first
syllable, builds is one syllable, and flutes receives our main stress. So there’s
still a change of pitch because there’re word stresses, but the overall pattern
is falling intonation. So as not to confuse you with all of these up and down, I’m
simply going to draw that straight line and then show how our voice falls at
the end of the statement on flutes. Now
in the second sentence, our final content word is college. College has two syllables. It’s the final content word, giving the new
information. And because college has two
syllables, our voice falls a bit differently in contrast to flutes.
Flutes
had one syllable so our voice glided down.
With college, two syllables, our voice’s sort of “steps down”; College from one level to the next, from a higher lever to a lower
level. So again the overall pattern is
like this, but then at the end, it goes up and then steps down. [Listen
Jennifer]
In the last line, our final content word giving new information is “own”. And like flutes, it’s one syllable, so the
overall pattern stays the same to the end and on that final content word, our
voice will glide down. [Listen Jennifer] Listen to the
entire example again.