1. Pitch 4 extra High 3 High na 2 Normal ____________imagi 1 Low tion
Pitch refers to the rate of vibration of the vocal cords. The higher the vibration, the higher the pitch. Thus sounds are said with a high pitch, low pitch or a normal pitch. Pitch of a sound is an auditory property that enables a listener to place it on a scale going from low to high… When speech goes up in frequency, it also goes up in pitch (Ladefoged, p. 23)
Levels of Pitch
4 extra High
3 High na
2 Normal ____________imagi
1 Low tion
Normal conversation moves between high and normal pitch with low pitch typically signaling the end of an utterance. Extra high level is used to express a strong emotion such as surprise, enthusiasm, or disbelief and used in contrastive or emphatic stress.
120 Hz for men
220 Hz for women
330 Hz for children
(Hz = cycles per second)
The differences are due to different sizes of larynx and vocal cords, Plus sociological reasons.

2. Linguistic info conveyed by pitch
Syntactic information : pitch marks the boundaries of grammatical units.
I have this little sister Lola / she is small / and very funny.

3. Linguistic information conveyed by Pitch
Lexical Information: Pitch can differentiate meaning of identical words

4. Intonation
A pattern of changing pitch during an utterance (a phrase, clause, sentence) to convey linguistic
information. The variations taking place in the pitch of the voice in connected speech.
The pattern of changing pitch is perceived as the melody - falling or rising intonation.

5. Intonation Pattern
The change of pitch starts on the tonic syllable and continues till the end of the Intonation unit.
You must be *VERY brave

6. Intonation Phrase
Intonation Phrase/ Tone unit: The part of an utterance over which a particular intonation patterns extends:
When you wanna take a picture / just press this button
Enough of them / were supportive of what I did / even if they couldn’t tell me

7. Functions of Intonation
1- Intonation can reflect the grammatical function of an utterance (i.e. it is a syntactic marker: it may signal a phrase boundary, differentiae declarative statements from questions.
- She’s gone
- She’s gone?
" you want me to do it NOW?"
“Do it now”
2- Convey an attitude or emotion or a mental state. That is, intonation signals speaker’s attitude toward what she is saying, i.e. to show excitement, enthusiasm, frustration, doubt, surprise, etc.
Great! Great!
I didn't marry her because of her money.
"thank you“
What? What? What?
If a rising pitch and extra stress on "because", the sentence means that I married her but this was not related to the fact that she has money. However, if the word "because" is not stressed, the sentence means that I didn't marry her, and the reason for this is because of her money.

8. No No?

9. Types of Intonation
Falling Intonation: The pitch begins to fall on the accented syllable and it continues to fall till the end of the tone unit.
assertions, matter-of-fact statements
Rising Intonation: The pitch begins to rise on the
accented syllable and it continues to fall rise till the end of the tone unit.
questioning, uncertain statements, continuation.

10. Falling Intonation
NO.
it will RAIN in a minute.

11. Declarative statements I am going home wh- questions Who will help?
Falling Intonation
Declarative statements I am going home
wh- questions Who will help?
Where are you going?
Exclamations How beautiful! What a nice day!
Imperatives Get out1
Turn the lights on!
Question tags when you expect an answer “Yes”.
The car is ready, isn’t it?

12. Yes/no questions Are you feeling better?
Rising Intonation
Yes/no questions Are you feeling better?
Tag questions when we expect a negative answer or tags intended as a genuine Yes/No answer.
You like chocolate, don't you?
You have left the door open, haven't you?
He usually arrives at NOON, DOESn't he?
Statements to encourage the listener:
Come on! You can make it.
Come On! It won't take a minute.
Yes-no questions in statement form
he is gone?
Incomplete sentences (speaker intends to continue)
If you wait here,….
Well if you are going to play,….

13. Activity 1
Say with what intonation pattern each of these sentences is said: 1- I like tea 2- Do you like chocolate? 3- If you listen to me, … 4- You wouldn’t like this coat, would you? (expecting a negative answer) 5- What’s your ID?
1- I like tea FALLING
2- Do you like chocolate? RISING
3- If you listen to me, … RISING
4- You would like this caught, don’t you? (expecting a negative answer) RISING
5- What’s your ID? FALLING

14. Activity 2
Say with what intonation each of the following sentences is said:
1- She’s never here on time
2- Do you like Pepsi?
3- If they work hard, …
4- The car is old, isn’t it? (yes answer is expected)
5- What’s your name?

15. She must have gone on foot or by bus
Activity 3: Match the meanings of each version to the interpretation below
She DIDn’t take the car
She didn’t take the CAR
SHE didn’t take the car
Someone else must have
So stop accusing her
She must have gone on foot or by bus

16. he thought the film was GOOD He thought the FILM was good
Activity 4: Match the meanings of each version to the interpretation below
he thought the film was GOOD
He thought the FILM was good
HE thought the film was good
But the music was awful
She didn’t, though
Oh really? The critics hated it

17. Intonation in Arabic
Arabic and English have fairly similar intonation patterns. Arabic learners still have problems in English intonation as they tend to adopt Arabic intonation.
English mainly uses word order and grammatical words to form questions, intonation is the major signal for questions, offers and suggestions especially in colloquial Arabic.
There are various intonation patterns in English showing various meanings depending on the speaker’s intention (friendly, polite, detached, reserved, reassuring). It may be difficult for the Arab learners to master the English intonation system because they are unaware of the attitudinal role of intonation in speech.
This may cause Arabic speakers to sound abrupt and commanding when speaking English.

18. Differences between English and Arabic intonation patterns
1- The intonation pattern of the tag-question in Arabic is always rising, the same as that of any other question without a question word. It has a fixed grammatical strucutre which is أليس كذلك؟ [‘alysa kathalek?] which means (isn't it so?)
English tags with a rising intonation means the speaker is expecting disagreement from the listener; if he/she expects agreement, a falling intonation is used.
Arabic speaker of tag questions expects, rather than demands, agreement

19. Differences between English and Arabic intonation patterns
2- Calling on persons
In English: If the name is stressed on the last syllable, e.g. (Marie), it may take the rising intonation pattern.
If the name is stressed on the first syllable such as "Harry and Jane", it may take the falling pattern.
In Arabic: the most commonly used pattern is the second case.

20. Suggestions for Teaching Intonation (1)
T. must make sure that their students understand the stress patterns and weak forms.
T. must show learners the relationships between grammatical patterns and intonation (questions, statements), e.g. falling intonation for affirmative or WH. questions; Rising intonation for yes –no questions
Attitudinal intonation should be introduced contextually so that the learner can associate between the type of intonation and the spoken attitude.

21. Suggestions for Teaching Intonation (2)
4. Intonation arrows: draw a little box over each stressed syllable. Add a small intonation arrow coming out from the right of each box, showing the direction of the intonation e.g. if the intonation starts high and then falls, draw an arrow from the top- right corner of the box going diagonally down.
5. Role Play and dialogues
6. It is necessary to produce intonation after native speakers model, tape recorder, computer and radio.

22. Suggestions for Teaching Intonation (3)
One-Word Conversation
Write a number of single words(e.g. yes, today, sorry, bread etc.) on pieces of paper. Make groups of three students and give each group one of the pieces of paper.
Tell the class a situation-(e.g. “Two people think the third person is a thief.”). Then the students must have a conversation, but the only word anyone can say is the one on their paper to express different ideas or emotions through intonations.

23. Suggestions for Teaching Intonation (4)
8. Marking Texts:
Ask learners to listen to a short dialogue while looking at the printed text.
The learners must (a) decide which syllables are prominent (i.e. are strongly stressed in the sentence) – and then- (b) which direction the intonation moves after these stresses.
When learners are sure, they should mark the text (using the boxes).