INTONATION – RUBBER BAND ACTIVITY
Hold the rubber band in front of you. Stress the bold words by changing
pitch and gently pulling the rubber band to reinforce the stress pattern in
your brain.
First
read across, and then read down.
A |
B |
C |
D |
1. ma ma ma
2. ma ma ma
3. ma ma ma
4. ma ma ma |
1. he he he
2. he he he
3. he he he
4. he he he |
1. lo lo lo
2. lo lo lo
3. lo lo lo
4. lo lo lo |
1. duh duh duh
2. duh duh duh
3. duh duh duh
4. duh duh duh |
First
read across, and then read down.
A |
B |
C |
D |
1. la la la
2. 1 2 3
3. A B C
4. Cats love fish. |
1. la la la
2. understand
3. a white house
4. They love fish. |
1. la la la
2. instruction
3. the White House.
4. They love them. |
1. la la la
2. instrument
3. White house staff
4. Take him there. |
American English sentences sometimes begin
high and end low. Parts of sentences are divided into rhythm or thought
groups. We begin a new set of stairs when we wish to emphasize certain words
or ideas.
Americans change their intonation when new
information is introduced in a sentence. So, stress nouns when you first
introduce new information.
1. Cats love fish.
2. Sue eats cake.
3. Martin bought a car.
4. Jim made a decision.
5. John wants a pony.
6. The mechanic fixed my car.
7. Linda works at home.
8. Martin studies math.
9.
Lynn paints houses.
10. Computers cost money. |
11.
Nancy plays violin.
12. Paul bought
some pizza.
13. Sue broke
the vase.
14. Janet misses
her friends.
15. Peter chopped some wood.
16. Molly fixed my car.
17. Fred works at home.
18. Joan is
learning German.
19. Max and I made an agreement.
20. The cook hired
an assistant. |
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