What are the rules of English intonation?

Song Tips for English Intonation

When the bamboo boards are struck, the sound is louder, and I will sing the intonation for everyone.

English intonation is not difficult, just keep the rules in mind.

High is high, low is low, keep in mind the ups and downs.

Do not use rising and falling tones indiscriminately to express different meanings.

It is an imperative sentence with an exclamation and a falling tone at the end of the sentence to express the meaning.

The same goes for special questions, with the intonation falling at the end of the sentence.

Generally, questions should be remembered clearly, and the intonation should rise at the end of the sentence.

Choose whether the question is divided into two parts: falling or rising at the end of the sentence.

Rhetorical questions should be distinguished clearly. There are two types of rising and falling tones:

If you express a question, use rising tones, and use falling tones to strengthen the tone.

The above are general situations, special situations depend on the context.

How to judge word stress

For words containing more than two syllables, one of the syllables has a louder pronunciation. This syllable is called a stressed syllable. So how to determine the stressed syllable of a word? Generally, there are the following situations:

(1) The stress of a two-syllable noun is generally on the first syllable, that is, the penultimate syllable. For example:

'pic-ture,'com-rade (comrade),'win-dow,'par-ty (party)

(2) The stress of compound nouns is generally also on the first syllable. For example:

'class-room,'black-board,'foot-ball,'some-one

(3) The stress of two-syllable verbs is generally on the second syllable. Such as:

re-'pair (repair), be-'gin (start), pre-'pare (preparation), ex-'plain (explanation)

(4) For words with three or more syllables, the stress is usually on the third to last syllable. Such as:

'fa-mi-ly, 'ex-er-cise (exercise), uni-'ver-si-ty (university)

(5) Generally speaking , the stress of the word is not changed by adding a suffix. For example:

cor'rect, cor'rectly, 'beauty,'beautiful

(6) For words ending in -tion or -sion, the stress is generally on -tion, - on the syllable before sion. For example:

re'vision (revision, proofreading), station, pronunci'ation (pronunciation)

(7) Prefixes of verbs, adverbs, prepositions, etc. should generally be read lightly.

Such as: re'port, re'cord, to'day, a'round, a'bout, be'fore, etc.

(8) When the suffix of a word contains the letter "i", the stressed syllable of the word must be on the syllable before i. Such as:

-ion——revo'lution

-ical——'chemical, po'litical

-ity——uni'versity

-ian——mu'sician Please read the following lyrics for easy memory:

The emphasis of the double name is in the front, and the double action is in the back.

If we talk about who has the strongest tone among multiple tones, the third one is neither the first nor the last.

Disyllabic words have the emphasis of two, and polysyllabic words have the emphasis of three.

The prepositions of verbs and adverbs are light, and the suffixes with "i" are emphasized first.

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"English pronunciation" is a practice This course is highly gender-based. This course is divided into three parts according to the different focus of training.

Part One: Contains units 2 to 7, focusing on training students in the pronunciation of consonants and vowels in English. , including:

1. Vowels (supplementary phonetic symbols)

1. 12 monophthongs:

2. 8 diphthongs (closed diphthongs) 5 sounds, including 3 diphthongs)

2. Consonants

1. 6 plosives (also called stops)

2. 9 fricatives

3. 2 fricatives

4. 3 nasal sounds

5. 1 parafluid

6 , 3 frictionless continuous sounds

Part 2: Contains the first unit and the eighth to twelfth units, focusing on training students’ English discourse rhythm rules:

1. Stress reading Syllables and unstressed syllables, such as: com'puter 'newspaper

2. Sentence stress He's 'never been to 'Shanghai be'fore.

3. Strong and weak readings There are forty students in this class.

4. Continuous reading The bus is full of people.

5. Rhythm of discourse Have you 'ever been 'here be'fore?

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The third part: Units 13 to 15, focusing on training students’ English pronunciation and intonation and its rules:

1. Types of English intonation: rising, falling, rising and falling, falling and rising

2. The structure of English intonation: head, nucleus, tail

3. The function of English intonation: Good morning, Sir. ( How you say it will influence what you say.)

4. The use of English intonation

The arrangement of each unit consists of the following parts: 1. Simple knowledge of English pronunciation Introduction; 2. Listening and listening training; 3. Pronunciation and speaking training; 4. Voice and intonation imitation training; 5. Training to test actual usage ability, that is, communicative practice by completing a certain task.

The method adopted in this tutorial is: start with listening and proceed simultaneously with listening and speaking. With the purpose of learning to use English pronunciation and intonation correctly for communication, practice step by step.

Exercise format: The exercises in each unit start with listening, identifying and distinguishing phonemes, so everyone must practice based on correct phonetic identification. Speaking practice first focuses on imitation, and then moves to more complex imitation training in a natural language environment. Some oral exercises can be done individually, such as reading single sounds, words, sentences or short passages; qualified students can practice in the form of pairs or human-computer dialogue; or apply what they have learned into practice , tell others to listen to others' feedback.

Practice content: Each unit of practice begins with the key points of pronunciation learning knowledge and pronunciation practice items of the unit. Learners can understand the key points that should be mastered in this unit based on the introduction of relevant knowledge points. Learners practice on this basis to improve their ability to listen and distinguish sounds and their awareness of different sounds, stress, rhythm and intonation. At the same time, the course also designs a large number of exercises that combine the pronunciation practice items of this unit with the stress patterns and rhythm patterns of English, so that the practice items are placed in a natural pronunciation environment. The above exercises focus on the basics of pronunciation. In order to enable learners to use the acquired knowledge naturally and appropriately, each unit of this tutorial is designed with listening and speaking exercises centered around a specific language function. The content in this part can be regarded as an exercise in utilizing pronunciation knowledge. Listening exercises include listening to conversations, answering questions based on the content of the conversations, and reading and imitating the conversations in order to learn to read the conversations with correct pronunciation and intonation. Speaking exercises require learners to engage in human-computer dialogue based on the roles they play and the scenarios provided. The content and form of the dialogue revolve around the language functions involved in the listening exercises and the steps taken. This is a highly guided conversation, a practice for learners to review and apply what they have learned. At the same time, the roles that learners are required to play in the exercises are as close to life as possible. They are situations in which they are likely to need to communicate and language forms that they need to learn to express. The purpose of the exercises is to train learners to speak naturally and appropriately using correct pronunciation and intonation. Many unit exercises also include "Completing assigned tasks" (Task). The difference between "task" and general exercises lies in its authenticity - it requires learners to actually do something, such as using an English dictionary to help learn English pronunciation, looking up relevant information by themselves, and exchanging information with classmates or friends. etc.

Practice steps: As long as you follow the requirements of the tutorial and combine your own characteristics and needs, you should not only take into account the comprehensive study and mastery of the course, but also fully take into account your own specific situation, and strengthen the practice in a focused and targeted manner. , you will definitely be able to achieve something step by step and gain something. When practicing speaking, it is best to record your own voice and listen to how you speak. In addition, you should take the initiative to find people to listen to you speak English, and take the initiative to talk to people in English, so that you can see how others react to the English you speak, and you can also test your ability and effectiveness in communicating in English.

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Recite the formula and note the phonetic symbols

[)]:

Everyone spread their legs and say [)] together, everyone flattened their mouths, and everyone was happy Ha ha.

[(:]:

Everyone drove the train and sang while driving. [(:][(:][(:], their mouths thrust forward.

[$]:

[$] is like a flower, with a wide mouth opening, a slightly flat mouth shape, and a downward pressure of the tongue.

[-]:

The pinyin e changes to [-], which is really strange, the mouth shape is different, half closed and half open.

[B]:

The letter b. , phonetic symbol [B], who has more pronunciations?

Baby [B], sitting in the basket, b outside the cradle, the mother said:

Of course I have more, I have more, The baby only knows [B], [B], [B].

[C]:

The phonetic symbol [C] is more unique in pronunciation than the pinyin t:

The pronunciation of [C] is clearer than that of t, because [C] ] is silent,

The t sound is longer than [C], because [C] lacks an e sound.

[G]:

The pinyin f changes to [G], and the lips do not fall. The lower lip touches the upper teeth, and the airflow gap passes.

[H]:

[H] is the little brother of [G], and its pronunciation is learned from [f].

The mouth shape is the same as [G], but the vocal cords have to vibrate.

[D]:

[D][C] This family is like two little brothers. The mouth shape is similar, but the [D] sound is louder.

[A]:

The sound of [A] is not like the pinyin p, and the vocal cords do not vibrate when pronouncing [A].

[A] also has less e than p, and is pronounced quickly like a blast.

[K], [L]:

To pronounce [K] and [L] well, the tip of the tongue usually touches the lower teeth.

Excessive Qi will cause friction and the tongue surface will feel numb.

[Q], [P]:

[P] Tighten your mouth, [Q] open it, and your tongue will act as a blocker.

The air is blocked and cannot come out from the mouth, only the nose is long.

[a(]:

Little fat pig, eat a lot, put a big watermelon on the table.

Open your mouth wide, take a bite, and then put your mouth towards Retract. [a(], [a(], [a(]...

[! ]:

[!] like l, [ ] like goose, [!] Combined with [ ] and [! ].

How many geese are there? [! ], [! ].

[#]:

[#] looks very strange, it looks like the left ear is exposed.

Read [#] together with [ ] to tell you to "love your ears"

[( ]:

The mouth shape of [(] is rounder than [ ], and when put together, the round shape becomes flatter.

But please pay attention to this, the pronunciation of [ ] Not completely.

[T]:

[T] Like a mouth that is pouted upward, the tongue should be curled upward and then retracted when pronouncing. The air flows from the lips at the same time.

[V]:

The big rooster has a comb ([V]), and the sun comes out to call me.

[V] , [V], [V], [V], [V], [V], [V].

[U]:

Small crutch ([U]). , put it upside down, who forgot it?

Looking east and west, Grandpa is looking for a cane.

[DT]:

There is a woodpecker ([T]) sitting on the tree ([D]), with a tuft of hair behind the tip of its beak.

The beak keeps digging towards the big tree, making sounds [DT], [DT], [DT]. ].

[CK]:

The child ([C]) naughtily took the water pipe ([K]) and put his tongue against the edge of the gums

While stabbing (ci), keep shouting: [CK], [CK], [CK], [CK], [CK]