Intonation has various functions in different world languages
On this page, we have been concerned with the functions of intonation in spoken English. In world languages, intonation is used to mark:

gender
number
quantity
tense or time
modality
pace (in some languages)
word order
punctuation and
boundary features
Teaching English rhythm and stress patterns - use of weak forms, stress placement & timing
As movement of pitch is heard on stressed syllables in the English language, practice of English intonation and stress patterns are closely linked. However, it can be beneficial to focus specifically on word and sentence stress. A Pronouncing Dictionary is recommended as a reference source to check where syllable stress occurs within words. Practising placement of stress within sentences is also essential if learners are to become good listeners and communicators, since the same sentence can take on different meanings depending on where the speaker chooses to place the primary stress:

EXAMPLE SENTENCE [A]: "I'm not going".

"I'm not going": meaning [1] = Not "ME", but perhaps "YOU", "SHE" or "HE".
"I'm not going": meaning [2] = I reFUSE to go.
"I'm not going": meaning [3] = I'm not GOing... I'm COMing BACK!
Sentence stress can also be illustrated and practised by writing a long sentence on the board, which can be made to carry many different meanings or points of emphasis.

EXAMPLE SENTENCE [B]: "Janet's going to Brighton tomorrow afternoon to buy herself a pair of red, leather shoes."

Practice of sentence stress is achieved by cueing the learners with questions while requiring them to use the whole sentence in reply. The second time this is done, the learners can discard the parts of the sentence which do not contain the important element of the answer in order to form a more natural response.

The teacher provides cues such as: "Is John going to Brighton...?", "Is Janet going to London..?", "Is Janet going away from Brighton...?", "Is Janet coming from Brighton...? Is Janet going to sell her mother a pair of red, leather shoes?", "Is Janet going to buy herself three pairs...?" "Is Janet going to buy herself a pair of blue, suede shoes / red, leather sandels?"

It will become clear to learners that there are many variations of sentence stress, which will decide the meaning of their responses.

A practice session on stress could also be included in a lesson aimed at improving listening comprehension. Learners who listen to utterances in a linear way, giving equal importance to each word in sequence, are exhibiting very poor listening strategies. Learners who do this are usually the ones who complain that it is too fast and ask for sluggishly slow colloquial. What they are missing is the fact that in the English language, the words carrying the important meaning are often located at or towards the end of an utterance or sentence. Words such as "I" (and more difficult items than subject pronouns placed near the beginning of sentences) are often fairly redundant in terms of meaning since they refer to known territory: i.e. the listener already knows that it is "you" who is speaking. Try the following technique to make your learners more relaxed about rapidly spoken utterances: