When we speak, we present ourselves to the world' Belin, 2004

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When we speak, we present ourselves to the
world. (Belin, 2004)

• ADDING INTONATION

Kathryn Brillinger, 2009
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Guidelines for Adding New Intonation

• Be a lively model
• Provide both theory and practice as appropriate
• Have learners absorb deeply (visual, auditory and
  kinesthetic)
• Have learners collaborate (social)
• Look at each sample or topic until saturation
  has occurred (mastery theory)
• Ensure the learners reflect on the topic. Ask,
  What do you notice in others? and What changes
  do you notice in yourself? and Tell me a good
  model for you to imitate. What is a famous TV
  character who would be a good/bad model for you
  to follow and why?

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Intonations Relationship to the Skills

• Writing Having the brain focus on intent and
  then grammar. How do you want the reader to
  respond?
• Reading The brain can be trained to skim and
  scan in chunks or thought groups based on
  intonation contours.
• Listening Take notes by listening for and noting
  intent.
• Speaking Capture and hold attention via the
  various aspects of intonations (grammatical and
  affective)

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Top Down/Bottom Up Impact

• Prosody
• Suprasegmentals
• Segmentals
• I was really mad.
• I was so happy.

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Intonation Trumps Words

• Within seconds we make assumptions based on
  intonation cues.
• Observe my head and hand movements. They match
  my intentions and intonation.

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Intonation Resources

• Any one impactful/useful sentence
• Home-made video clips/movie clips/youtube
• Mini-Dialogues
• Role-plays
• Emotional descriptions from literature
• ___________________________

Bring intonation cues to the level of conscious
awareness.
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All Words Are Not Weighted Equally

• Content words are the words that carry key
  meaning (nouns, verbs, adjectives, some adverbs,
  negatives, demonstratives, intensifiers)
• Function words only give grammatical information
  (pronouns, auxiliary verbs, modals,
  conjunctions, prepositions, weak verbs)
• Content words have more value than function
  words. Weight them approx. 31.
• Think of a telegram or text message.
• I dont have a partner.

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All Syllables Are Not Weighted Equally

• Stressed syllables have more value than
  unstressed syllables. Weight them approx. 31.
• The importance of stress can be illustrated with
  innocence in a sense in essence
• incorporated and exactly

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Affect and Vocabulary Go Hand in Hand

• Emotional affect and mental attitude must be
  marked by many features including tone. Use a
  7-point range.

Positiveness
Negativity
See handout pages 8-9.
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Phrasing/Thought Groups/Chunking are Crucial to
Sentence Digestion

• Utterances/ must be divided/ into phrases/ to
  facilitate/ listener processing.//
• An intonation curve/ is used/ on the stressed
  syllable/ of the last content word/ in each
  phrase.//
• Phrases/ include subject phrases/ (SP), verb
  phrases/ (VP), object phrases/ (OB),
  prepositional phrases/ (PP), infinitive phrases/,
  adverbial phrases/ etc.//
• Every phrase/ must contain/ a content word.//

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Intonation Curves Reveal Attitude

• Current theory suggests that intonation patterns
  arise from a small set of underlying tones which
  are either High or Low. The following are the
  intonation patterns commonly used in English and
  their purposes.
• High-Rise yes/no questions, parentese, valley
  girl, elation, shocked surprise,
  kindergarten, fairy tales
• Low-Rise phrase breaks where the speaker intends
  to continue, happy chatter, cheerful
  colleagues, sharing information eagerly
• Flat depression, boredom, disinterest
• Rise-Fall confident statement
• Fall-Fall sarcasm, arrogance, ordering,
  snobbishness, army commander

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Adding Intonation Review

• Linguistic/Cognitive/Grammatical Intonation ties
  to phrase type and sentence type
• Take the 2nd turn on the left.
• Is this yours?
• I bought apples, bananas, and mangos.
• Pragmatic/Social/Emotional/Affective Intonation
  ties to emotional intent and desired response
• Thats a really great plan. (sarcasm)
• Im going to count to three. (threat)
• Really? Really? Oh, that is so great!
  (gratitude/joy)

Easiest Lesson Plan Ever? ADD INTONATION!!!