1. Intonation What is intonation?
Intonation is about how we say things, rather than what we say. Without intonation, it's impossible to understand the expressions and thoughts that go with words. Listen to somebody speaking without paying attention to the words: the 'melody' you hear is the intonation. It has the following features:

2. It's divided into phrases, also known as 'tone-units'.
The pitch moves up and down, within a 'pitch range'. Everybody has their own pitch range. Languages, too, differ in pitch range. English has particularly wide pitch range.
In each tone unit, the pitch movement (a rise or fall in tone, or a combination of the two) takes place on the most important syllable known as the 'tonic-syllable'. The tonic-syllable is usually a high-content word, near the end of the unit.
These patterns of pitch variation are essential to a phrase's meaning. Changing the intonation can completely change the meaning.

3. Example: Say: 'It's raining'.
Now say it again using the same words, but giving it different meaning. You could say it to mean 'What a surprise!', or 'How annoying!', or 'That's great!'. There are many possibilities.

4. Why teach intonation?
Intonation exists in every language, so the concept we're introducing isn't new. However, learners are often so busy finding their words that intonation suffers. Yet intonation can be as important as word choice - we don't always realise how much difference intonation makes:
Awareness of intonation aids communication.
Incorrect intonation can result in misunderstandings, speakers losing interest or even taking offence!
Though it's unlikely our learners will need native-speaker-level pronunciation, what they do need is greater awareness of intonation to facilitate their speaking and listening.

5. Can I improve my own awareness of intonation?
It's difficult to hear our own intonation. Choose somebody to listen to closely: as you listen, visualise the melody in your head, 'seeing' how it's divided into tone-units. Next time you do a class speaking activity, focus on your students' intonation. Are there students whose language is 'correct', but something doesn't sound right? Do they come across as boring or insincere? It may well be their pitch range isn't varied enough.

6. How I help my students Awareness-raising
Provide learners with models - don't be afraid to exaggerate your intonation.
Let students compare two examples of the same phrase, e.g.: 3laa, a bout the book…
Ask students to have a 2-minute conversation in pairs as 'robots' (elicit the word using a picture if necessary), i.e. with no intonation. When they then go back to speaking 'normally', point out that the difference is made by intonation - this is what gives movement to our voices.
Get students to imitate my intonation, but without words, just humming. Hello, I’m a home (hahho hahahom)

7. Intonation and grammar
Wh-word questions: falling intonation
Yes/No questions: rising
Statements: falling
Question-Tags: 'chat' - falling; 'check' - rising
Students use rising/falling intonation question-tags depending how sure they are: 'You're a pilot, aren't you?'.
Lists: rising, rising, rising, falling

8. Intonation and attitude
It's important that students are aware of the strong link between intonation and attitude, even if it's difficult to provide rules here.
The first thing is for learners to recognise the effect of intonation changes. I say the word 'bananas' - firstly with an 'interested' intonation (varied tone); then 'uninterested' (flat). Students identify the two and describe the difference. We then brainstorm attitudes, such as 'enthusiastic', 'bored', 'surprised', 'relieved'. I say 'bananas' for these. Students then do the same in pairs, guessing each other's attitude.
This can be developed by asking students to 'greet' everybody with a particular attitude. At the end, the class identify each person's attitude. For younger learners, I use 'Mr Men' characters (Miss Happy, Mr Sweet, Miss Frightened, etc.) Each student is allocated a character and, as above, they greet the class with that character's voice.

9. Intonation and discourse
Learners' also need awareness of intonation in longer stretches of language. Here, we can give our learners clearer guidelines: 'new' information = fall tone; 'shared' knowledge = 'fall-rise'.
A simple shopping dialogue demonstrates this:
SK: Can I help you? C: I'd like a chocolate (fall) ice-cream. SK: One chocolate (fall-rise) ice-cream. Anything else? C: One strawberry (fall) ice-cream. SK: One chocolate (fall), one strawberry (fall). Anything else? C: Yes. One chocolate (fall), one strawberry (fall), and one vanilla (fall-rise).

10. Tell Me Why Level: Medium to Difficult
If you're so WISE can you tell me WHY.
Some birds have wings but never FLY.
not all the monkeys have a tail BEHIND.
Leopards have spots and TIGERS STRIPES.
Grooms dress in black and BRIDES in WHITE.
People wave their hands when they say good BYE.
The ocean's blue and so is the SKY.
Our EYES shed tears when we CRY.
We must WRITE letters from left to RIGHT.
Roosters crow in the mornings at six or FIVE.
People throw RICE to the groom and BRIDE.
We stretch and yawn when we feel so TIRED.
As you can see we repeated the /ai/sound to create a special sensation to the ears.These questions can also help you to teach pronunciation and intonation if you read them with the proper rhythm.

11. Conclusion When working on intonation in the classroom:
Remember that intonation is relevant to any speaking activity, and makes interesting remedial/revision work.
Remember that students don't always have to 'know' we're focusing on intonation: every time I drill phrases they're hearing intonation models.
Provide realistic and clear contexts.
Avoid going into theory.
Help students find patterns / rules-of-thumb, wherever possible.
Use a consistent system for marking intonation on the board for example: arrow for tone; tonic-syllable in CAPITALS; double lines ( // ) for tone-unit boundaries.
Keep it positive and don't expect perfection. The last thing I'd want is to make my students so anxious about their intonation that they stop speaking!

12. Pronunciation Bingo Level: Medium to Difficult
THIS BINGO IS FOR NOUN-VERB STRESS –intonation.
prógress-progréss présent-presént prótest-protést cóntract-contráct désert-desért rébel-rebél súspect-suspéct cónsole-consóle cónflict-conflíct récord-recórd cónvict-convíct ínsert-insért pérmit-permít etc.

13. Prepared by: Bader i,. Megdad
Supervised by: Dr. Walid M. Ammer
Web. Intonation activities
Bbc. com