1. Intonation--CMBG’s system 4 levels of pitch 4 = extra high 3 = high 2 = normal, neutral 1 = low

2. Study Guide (SG) Q1 Illustrate how intonation alone can change meaning of a sentence.

3. Intonation communicates meaning. “Great.” 3-1 neutral, perfunctory 4-1 enthusiastic 3... (elongated)-1 sarcastic Compare genuine “Good luck” with “Good luck” meaning you don’t have a chance.

4. SG Q2 Know when to use a glide- or a step-type rising-falling intonation pattern.

5. Rising-falling intonation patterns Glide versus step intonation unit ending

6. SG Q3 Be able to draw & identify the following grammatical intonation patterns.

7. Rising-falling intonation patterns 2-3-1: Declarative statements

8. Rising-falling intonation patterns 2-3-1: Wh- questions (speaker needs information)

9. Rising-falling intonation patterns 2-3-1: Commands (imperatives)

10. Rising-falling intonation patterns 2-3-2: Unfinished statements (glide)

11. Rising-falling intonation patterns 2-3-2: Unfinished statements (step)

12. Rising-falling intonation patterns 2-3-1/3-1: Tag questions for eliciting agreement

13. Rising intonation patterns 2-3 Yes-no questions (2-4 for disbelief or great surprise on a statement- ordered question)

14. Rising intonation patterns 2-3 Open-choice alternative questions (may be other options, can reject all alternatives)

15. Rising intonation patterns 2-3-2 / 2-3 Tag questions that are genuine questions

16. Other intonation patterns 2-3, (2-3), 2-3-1 Series intonation

17. Other intonation patterns 2-3, (2-3), 2-3-1 Either-or (closed choice) alternatives

18. Other intonation patterns Compound or complex sentences Declarative 2-3-2 / 2-3-1 21

19. Other intonation patterns Compound or complex sentences Y-N Qs 2-3-2 / 2-3

20. SG Q4 List four typical problems learners have with common intonation patterns & ways to address them.

21. Pedagogy Some typical problems: Learners 1) think all Qs get rising intonation 2) think all tag questions rise

22. Pedagogy 3)interpret closed-choice as open- choice alternatives & answer, “Yes.” 4)use too narrow (Japanese, Spanish, Dutch NSs) or too wide (Chinese, Norwegian, Swiss German) a pitch variation

23. Sample activity (p. 258) Use arrows to show up or down. A: Ready? B: No. A: Why? B: Problems. A: Problems? B: Yes. A: What? B: Babysitter.

24. Sample activity (p. 263) Draw contours. N: Hi! My name is Nancy. B: Hi, Nancy. I’m Bob. N: Where are you from, Bob? B: Madison. How about you? N: I’m from New York.

25. SG Q5 Specify the four components of prosody. What can it communicate beyond words’ meanings?

26. Prosody Intonation, volume, tempo, rhythm Not controlling prosody can cause meaning to be misunderstood.

27. Intonation & meaning Used to manage conversation: 1)Is the speaker ready for someone else to speak? 2)Is a response desired or not? 3)Is the information neutral, contrastive, or expressive (emotional )?