c
 
 

a)Y Ýalling intonation patterns

b)Y Rising intonation patterns

a)Y Ýalling intonationY Ya pattern in which your voice falls to a law pitch by the
end of a thought group or statement.

It communicates:

Y 3ertainty. You are telling a fact and/or you believe you are right.
Y 3ompletion. You are done speaking. Your listener can now respond.

Falling intonation usually is used in comment and directions.

b)Y Rising intonation ʹ a pattern in which your voice rises to a high pi tch by
the end of a thought group or statement.

It communicates:

Y ncertainty. You are not sure of the truth and/or you are asking the
listener to answer yes/no to a question.
Y ½ack of finality. You may not be done speaking. You might be thinking
of something else to add.
 Ý 
 
 

Ôrick builds flutes. He began building flutes after

college. He has one flute of his very own.

Set one

1.Y I build ’

. ( )
2.Y I started in 
( )

Set two

1.Y I do the last
 of the instrument. ( )

[The voice will continue to fall after the word ͞instrument͟

2.Y (And) it takes me about four 

. ( )

Set three

1.Y  . ( )
2.Y This is flute from
 . ( )
3.Y I made this flute a year and a ’ ago. ( )

[In 6&7 our voice will continue to fall after that syllable that receiving the
primary stress.

Set four

1.Y This is À flute. ( )

2.Y It took me seven years in the  

 ( )/before I could have my  . ( )//

[We use falling intonation in both thought groups. But that do not mean
your voice must reach the lower note on own compare to industry. Own must
reach the lower pitch to signal the end of the statement.
 •
 
 
 

Ôrick plays the flute, clarinet, and saxophone.

Isn͛t that great?

Set one
1.Y 3an you " the flute? ( )
2.Y åo you play any 
  instruments? ( )
[Remember that you voice must continue to rise until the very end.

Set two

Œ
Y
Y Y Y Y
Y

Y Y Y YY
Y

Y



Y
Y
Y
Y

YY
YY

1.Y This is my 6
ü ( )/it͛s made out of  . ( )//

2.Y I started on
" ( )/when I was a little ü ( )/

[The voice goes down on boy but not to its lowest pitch because the
statement is not complete, we go on to say something more. It was a
first half of the statement.
 c
 
   c
MY Vost YÔS-NO questions use rising intonation.
MY Information questions (what, who, why, where, when, how, etc.) use falling
intonation.

Practice:

1)Y What do you ? ( )

2)Y How   have you been building flutes? ( )
3)Y 3an I
one of your flutes? ( )
4)Y Is this  flute? ( )
5)Y How long does it
 you to make a flute? ( )
6)Y 3an you " on the flute? ( )
7)Y What was

? ( )
8)Y åo you play any 
  instruments? ( )
9)Y How did you learn to " all these instruments? ( )

åo you " an instrument? ( )

a) Y No, I don͛t. I wish I did.

b)Y Yes, I do. I play the piano.

J

’ 
 
  
 
 




À

c’



À


 
 
 



 


À 




Helpful tips:

MY wo up a little before a fall.

MY wo down a little before a rise.
MY Start a statement at mid pitch. åon͛t start too high or low.

I know several of my neighbors. Ôrik is the only musician

among them. Are there any musicians in your

neighborhood?