Pratique du Shadowing: Intonation in English - English Pronunciation Lesson - Apprendre l'anglais à l'oral avec la vidéo
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Hi, I’m Kae.
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Welcome to Oxford Online English!
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In this lesson, you can learn about intonation in English.
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How important is intonation?
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Let’s see. Look at a sentence: Do you need some help?
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It’s a simple question, but by changing the intonation, you can change the meaning completely.
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For example, it can be a simple question, where you’re really offering to help: Do you need some help?
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It can be a rhetorical question, where you don’t really think the person needs help, but you want to be polite: Do you need some help?
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It can show that you’re annoyed with the person you’re talking to: Do you need some help?
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It can be sarcastic: Do you need some help?
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It can show surprise that the other person might need your help: Do you need some help?
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There are other possibilities, too!
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You can see that intonation is a very powerful tool.
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Controlling your intonation is important for communication in spoken English.
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So, let’s start at the very beginning: what actually is intonation?
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There are seven possible intonation patterns in English: rising falling rising-falling falling-rising flat high low The most important are the first four: rising, falling, and combinations of rising and falling tones.
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Flat tones, including high and low tones, aren’t common and don’t have many uses, so we won’t talk about them today.
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However, rising and falling tones can each have many different meanings.
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Keep this in mind: one intonation pattern does not mean one thing.
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The same intonation can have different meanings in different situations.
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Also, intonation is flexible.
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There are rules, but the rules are not one hundred per cent fixed.
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Different people speak in different styles.
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Let’s practice!
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Here’s a word: Let’s try saying the word with different intonation patterns.
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Repeat after me.
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Rising: where?
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Falling: where?
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Rising-falling: where?
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Falling-rising: where?
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Let’s try one more time, with two words: How many?
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Rising: how many Falling: how many?
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Rising-falling: how many?
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Falling-rising: how many?
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If you can pronounce these four intonation patterns, you can already do most of what you need in English.
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So, how do you use these intonation patterns?
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The most basic rule is that you use a falling tone to show the end of a sentence.
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For example: I live in Madrid.
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She’s a lawyer.
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We might be a bit late.
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You can use a rising tone to show that your sentence isn’t finished yet.
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For example: I live in Madrid, but I was born in Canada.
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She’s a lawyer, although she isn’t working at the moment.
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We might be a bit late, because I don’t finish work until seven.
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That’s the most basic rule, and it’s important.
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If you don’t use rising or falling tones in the right places, people won’t understand whether you’ve finished speaking or not.
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However, there are many other ways to use these intonation patterns.
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Let’s look at another.
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Did you get some bread?
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I thought you were going to get the bread!
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How are we going to make sandwiches if we don’t have any bread?
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We can go to the bakery and buy some sandwiches there.
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But, I think the bakery is closed on Saturdays.
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It’s not Saturday today; it’s Sunday!
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Oh… Can you work out what was going on in that dialogue?
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After the first question: did you get some bread, you heard five sentences.
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Listen again if you need to; can you hear the intonation?
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Before, you heard that you use falling intonation at the end of your sentence, but here, the pattern is often the opposite: I thought you were going to get the bread!
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Do you know why this is?
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This is our second rule about intonation: you use a falling tone to show that information is new, and you use a rising tone for old information.
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In this sentence, the bread has already been mentioned, so it’s ‘old’ information, and you pronounce it with a rising tone.
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However, the word you gets a falling tone, because this is the new idea in the sentence.
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Let’s look at the next example: How are we going to make sandwiches if we don’t’ have any bread?
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Here, the idea is the same.
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The bread is ‘old’ information, so you pronounce it with a rising tone.
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The sandwiches are new information; this is the first time anyone has talked about sandwiches.
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New information gets a falling tone.
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In the next sentence, which word is ‘old’ information, and which word is ‘new’ information?
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Sandwiches are ‘old’ information, because we already mentioned them.
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So, pronounce sandwiches with a rising tone.
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The bakery is ‘new’ information, because this is the first time anyone has mentioned it.
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So, bakery has a falling tone.
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In the last two sentences, the pattern is reversed, but the idea is the same: But, I think the bakery is closed on Saturdays.
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It’s not Saturday today; it’s Sunday!
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In the first sentence, the bakery is now ‘old’ information, so it gets a rising tone.
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The ‘new’ information, with a falling tone, comes at the end of the sentence.
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You can see the same pattern in the second sentence: the ‘old’ information—Saturday—comes first, and the ‘new’ information—Sunday—is at the end of the sentence.
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If you want more practice with this, go back to the dialogue.
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Pause after each sentence, and repeat, trying to copy the intonation.
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Pay attention to the way intonation changes on the same word as it changes from new to old information.
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Now let’s look at a very important use of intonation: questions.
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Where did you go for your vacation?
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I went to Dubrovnik.
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Is that in Croatia?
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Yes, on the coast.
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Have you ever been?
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No, never. Did you have a good time?
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Very nice, though it’s quite touristy.
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You got back yesterday, right?
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Yeah, late in the evening.
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Are you feeling tired?
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No, not too bad, actually!
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In the dialogue, you heard six questions.
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Three of them had rising tones, and three had falling tones.
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Do you know why the intonation is different in different questions?
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Sometimes, when you’re asking a question, you have no idea of the answer.
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You’re asking a question to find out new information.
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In this case, the question has a falling tone: Where did you go for your vacation? Have you ever been?
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Did you have a good time?
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Sometimes, when you ask a question, you already have some idea of the answer.
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You’re asking a question to check something, or to confirm that your idea is right.
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In this case, the question has a rising tone: Is that in Croatia? --> I think Dubrovnik is in Croatia, but I’m asking to make sure.
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You got back yesterday, right? --> I had an idea that you got back yesterday, and I’m confirming this with you.
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Are you feeling tired? --> You told me you got back late in the evening, so I guess you’re tired.
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This means that the intonation of a question can change depending on the situation.
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If you use a falling tone, this becomes a question to find new information.
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This means you really have no idea whether Dubrovnik is in Croatia or not, and you want to know.
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You can ask: Where did you go for your vacation?
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If you ask this with a rising tone, it could suggest that you knew the answer before, and you just want a reminder.
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You’re checking something you already knew; you’re not asking for completely new information.
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Using this intonation will help you to sound more natural, but it doesn’t change the meaning of the question.
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However, there are many other intonation patterns in questions which do have different meanings.
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Let’s look!
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What a fantastic film! Wasn’t it great?
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Are you insane? It was the worst movie I’ve seen all year.
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Why would you say that? It was amazing!
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Forget it. It’s two hours of my life I’m never getting back.
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Why don’t we get something to eat? Your pick.
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How about we just go home? I’m pretty tired.
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Again, you heard many questions in the dialogue.
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Can you see what was different this time?
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Before we tell you, think about a question.
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What does a question do?
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Most likely, you thought: “a question asks for information.” That’s sometimes true, but actually you can use questions to communicate many other ideas.
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In these cases, a question might not need an answer.
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For example, you can use questions to make a comment about something: Wasn’t it great?
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You can use questions to criticise someone or disagree with them: Are you insane?
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You can use questions to make suggestions: Why don’t we get something to eat?
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Can you remember the intonation in these questions?
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To make a comment about something, use a falling tone: Why would you say that? Doesn’t he look smart?
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Isn’t it delicious?
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To criticise someone, use a rising tone: Have you lost your mind? Why would you do that?
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Are you really that stupid?
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To make a suggestion, use a falling tone: How about we just go home? Why don’t you call and ask what’s happening?
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Remember that intonation is flexible, and that’s especially true here.
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You can also make a suggestion with a rising tone: How about we just go home?
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Can you hear the difference?
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How do you think it changes the meaning?
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The suggestion with a rising tone sounds more like a real question, because it sounds more indirect and hesitant.
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The suggestion with a falling tone doesn’t sound so much like a question; it sounds more confident and direct.
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This brings us to our last point: you can use intonation to express many different emotions.
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There’s one intonation pattern we haven’t talked about yet: rising-falling intonation.
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You can use this to express different feelings: positive or negative.
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Look at one word: You can use a rising-falling tone to sound excited: really?
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You can use it—slightly differently—to sound annoyed: really?
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You can use it to sound surprised: really?
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Can you hear the difference between these three?
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Listen once more: Really?
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Really? Really?
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You use a rising-falling tone each time, but in a slightly different way.
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To sound excited or surprised, you start and finish higher, but to sound annoyed, the tones are lower: really?
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really? To sound surprised, you often make the rising tone longer: really?
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You can also use other tones to express some emotions.
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For example, you can use a rising tone to express doubt: really?
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You can use a falling tone to sound sarcastic: really?
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Let’s practice!
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You’ll hear the same question with five different kinds of intonation.
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Which emotion am I expressing?
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Did you? Did you?
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Did you? Did you?
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Did you? Okay, we hope you learned something useful about English intonation.
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We have a question for you: is intonation in your language similar to English, or not?
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Let us know in the comments, because we’re curious!
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Remember that you can find more free English lessons on our website: Oxford Online English dot com.
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Thanks for watching!
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See you next time!
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « Intonation in English - English Pronunciation Lesson ». Les mots qui reviennent le plus souvent : tone, intonation, rising, falling, sentence. Cette vidéo contient 166 phrases et 1846 mots à répéter en shadowing. La partie parlée dure 15:42. Le locuteur parle à un rythme régulier d’environ 118 mots par minute, confortable pour le shadowing. 86 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer. 79 de ses 166 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| intonation nom | /ɪntəˈneɪʃən/ | intonation |
| bakery nom | /ˈbeɪ.kə.ɹi/ | boulangerie |
| pronounce verbe | /pɹəˈnaʊns/ | déclarer |
| annoy verbe | /əˈnoɪ̯/ | gêner, ennuyer |
| emotion nom | /ɪˈməʊ.ʃən/ | émotion |
| sarcastic adjectif | /sɑɹˈkæs.tɪk/ | sarcastique |
| criticize verbe | /ˈkɹɪtɪsaɪz/ | critiquer |
| flexible adjectif | /ˈflɛk.sɪ.bəl/ | flexible |
| hesitant adjectif | /ˈhɛzɪtənt/ | hésitant |
| rhetorical adjectif | /ɹɪˈtɔɹɪkəl/ | rhétorique |
| polite adjectif | /pəˈlaɪt/ | poli |
| pause nom | /pɔːz/ | pause |
| indirect adjectif | /ˌɪn.daɪˈɹɛkt/ | indirect |
| disagree verbe | /dɪsəˈɡɹi/ | ne pas être d'accord, être en désaccord |
| reminder nom | /ɹɪˈmaɪndə(ɹ)/ | rappel |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| get back verbe | retourner | |
| find out verbe | découvrir, savoir | |
| work out verbe | /ˌwɝk ˈaʊt/ | calculer |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Did you get some bread?
- Do you know why this is?
- Where did you go for your vacation?
- Why don’t we get something to eat?
- Why don’t you call and ask what’s happening?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | you've finished · has already been mentioned · has talked |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was born · is closed · been mentioned |
Prononciation à surveiller
Le locuteur utilise 39 contractions et formes réduites, comme don't, you're, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: intonation /ɪntəˈneɪʃən/, emotion /ɪˈməʊ.ʃən/, combinations /kɑmbɪˈneɪʃənz/
- Mots longs — placez bien l’accent: intonation /ɪntəˈneɪʃən/, rhetorical /ɹɪˈtɔɹɪkəl/, combinations /kɑmbɪˈneɪʃənz/
Les sons difficiles pour les francophones :
- /r/ anglais — langue recourbée, sans frotter la gorge: bakery /ˈbeɪ.kə.ɹi/, pronounce /pɹəˈnaʊns/, sarcastic /sɑɹˈkæs.tɪk/, criticize /ˈkɹɪtɪsaɪz/, rhetorical /ɹɪˈtɔɹɪkəl/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme intonation, bakery, pronounce.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.