English

English Intonation (ngữ điệu trong tiếng Anh)

Take note vài nguồn để học ngữ điệu tiếng Anh mới biết:

Video Learn Intonation Patterns in English with Jennifer

Bộ 12 bài hướng dẫn ngữ điệu, cực hay nhé

Lý thuyết (chữ):

Quy tắc về ngữ điệu trong tiếng Anh

Nguồn: https://ecorp.edu.vn/hoc-phat-am-tieng-anh/quy-tac-ve-ngu-dieu-trong-tieng-anh-ban-nhat-dinh-phai-biet-9542.ecorp

Ngữ điệu trong tiếng Anh là cách lên xuống giọng, ngắt nghỉ khi nói, khi giao tiếp khiến cho kĩ năng nói của bạn trôi chảy hơn, hấp dẫn và tự nhiên hơn. Chúng ta đều biết rằng nói có ngữ điệu sẽ khiến người nghe cảm thấy dễ chịu và hứng thú. Nhưng không phải ai cũng biết trong tiếng Anh có những quy tắc ”bất di bất dịch” về ngữ điệu. Hôm nay, chúng ta cùng nhau tìm hiểu về 10 quy tắc khi lên giọng và xuống giọng trong tiếng Anh nhé!

I, Quy tắc lên giọng (the rising tune)

1. Lên giọng ở cuối các câu hỏi Yes/No

Ở cuối các câu hỏi, đặc biệt là câu hỏi yes or no, bạn nên lên giọng một chút để người nghe hiểu rằng họ đang có ý định hỏi mình. Ví dụ như:

  • Have you ever come here? – Bạn tới đây bao giờ chưa?
  • Are you a student? – Bạn còn học sinh đúng không?
  • Are you ready?  – Bạn sẵn sàng chưa?

Vói những câu hỏi này, ngữ điệu của bạn sẽ thấp trầm ở phần đầu và lên dần ở đoạn cuối câu.

2. Lên giọng ở cuối các câu hỏi đuôi

Câu hỏi đuôi là kiểu câu hỏi lại cho chắc chắn. Ví dụ:

  • You love her, don’t you? – Cậu yêu cô ta, đúng không?
  • John is your teacher, isn’t he? – John là giáo viên của cậu, phải vậy không?

Ở phần cuối của những câu hỏi này, bạn cũng cần lên giọng một chút để truyền tải thông tin mang ý nghĩa thẩm định lại người nghe về một thông tin nào đó.

ngữ điệu tiếng Anh 2

Quy tắc về ngữ điệu trong tiếng Anh bạn nhất định phải biết

3. Lên giọng ở những câu cầu khiến

Đối với các câu cầu khiến, khi muốn nhờ người khác làm giúp mình việc gì đó, bạn cần lên giọng một chút ở cuối câu.

  • Can you give me a cup of tea? – Bạn có thể đưa cho tôi một tách trà không?
  • Will you turn off the light for me, please? – Làm ơn tắt đèn giúp tôi được không?

Khi lên giọng ở kiểu câu này, bạn đã thể hiện sự cầu xin, nhờ vả người khác với một thái độ đúng mực và lịch sự. Nếu xuống giọng ở kiểu câu cầu khiến sẽ rất dễ hiểu nhầm thành ra mệnh lệnh, quát nạt, ép buộc.

4. Thể hiện cảm xúc tích cực

Khi thể hiện những cảm xúc tích cực như vui sướng, ngạc nhiên, hạnh phúc, bất ngờ,… chúng ta cần lên giọng ở những tính từ này.

Ví dụ:

  • Wow, that’s great! I’m so happy! – Ôi, thật tuyệt! Tôi hạnh phúc quá đi mất!
  • Oh, really surprise! – Ôi, thực sự ngạc nhiên quá!

5. Lên giọng khi xưng hô thân mật

Khi người bản ngữ gọi tên người khác hoặc xưng hô một cách thân thiết, họ cũng có xu hướng lên giọng ở những từ đó. Ví dụ:

  • Oh sweetie, where are you all day? – Ôi con yêu à, con ở đâu cả ngày vậy?
  • My honey, I give all my love for you. – Tình yêu à, anh dành toàn bộ trái tim này cho em.
  • Kery, my friend, come here and drink with me – Nào Kery bạn của tôi, đến đây uống với tôi nào.

II, Quy tắc xuống giọng (the falling tune)

1. Xuống giọng ở cuối câu chào hỏi

Với những câu chào hỏi như ”Good Morning!”, ”Good afternoon”, người bản ngữ thường xuống giọng ở cuối câu để tạo sự thân mật nhưng vẫn lịch thiệp. Đó cũng là một trong những bí kíp gây thiện cảm ngay từ khi bắt đầu lời chào của người phương Tây.

2. Xuống giọng ở cuối câu hỏi có từ để hỏi

Ở những câu hỏi có từ để hỏi như ”What, When, Where, Why, How,…” chúng ta cần xuống giọng ở cuối câu hỏi, ví dụ như:

  • What do you usually do in the evening? – Bạn thường làm gì vào các buổi tối?
  • Why are you here today? – Sao bạn lại ở đây?
  • What are you doing? – Bạn đang làm gì vậy?

Khác với những câu hỏi yes/no, các câu hỏi có từ để hỏi xuống giọng ở cuối câu để thể hiện sự nghiêm túc và yêu cầu câu trả lời từ người nghe. Các bạn cần lưu ý điều này để không sai về ngữ điệu khi nói tiếng Anh nhé!

ngữ điệu tiếng Anh 1

Quy tắc về ngữ điệu trong tiếng Anh bạn nhất định phải biết

3. Xuống giọng ở cuối các câu trần thuật

Câu trần thuật là những câu kể bình thường, kết thúc bằng dấu chấm. Câu trần thuật thường chứa đựng thông tin hoặc các câu chuyện từ người nói. Tuy nhiên khi kết thúc các câu trần thuật, chúng ta cần xuống giọng để người nghe hiểu về nhịp điệu của cuộc nói chuyện. Nếu bạn không xuống giọng ở cuối câu, người nghe sẽ cảm thấy hẫng vì không biết câu chuyện của bạn đã kết thúc hay chưa.

4. Xuống giọng ở cuối các câu đề nghị, mệnh lệnh

Khác với các câu cầu khiến, các câu mệnh lệnh thường xuống giọng ở cuối câu để thể hiện tính chất nghiêm trọng, áp đặt từ người nói.

Ví dụ:

  • Sit down! – Ngồi xuống!
  • Don’t be late anymore! – Đừng đi trễ thêm lần nào nữa.
  • Put on your coat, now! – Mặc áo vào ngay đi!

5. Xuống giọng ở câu cảm thán thể hiện tâm trạng tiêu cực

Với các câu cảm thán thể hiện tâm trạng tồi tệ, người nói thường hơi xuống giọng một chút. Khi đó, người nghe sẽ có cảm giác chuyện này rất tiêu cực và ảnh hướng không tốt đến người nói, hoặc rất nghiêm trọng. Ví dụ:

  • I’m so sad. My mother scold me strictly. – Tôi buồn quá. Mẹ mắng tôi nặng nề lắm.
  • Oh my god! I’m dying. – Chúa ơi, tôi chết đây!

ngữ điệu tiếng Anh 1

Quy tắc về ngữ điệu trong tiếng Anh bạn nhất định phải biết

Đó là những quy tắc cơ bản nhất về cách lên giọng, xuống giọng khi nói tiếng Anh bạn cần biết. Để áp dụng thành thạo những quy tắc này, bạn cần thực hành nghe nói nhiều hơn, giao tiếp cùng bạn bè nhiều hơn. Đôi khi bạn có thể lồng ghép cảm xúc của mình qua ngữ điệu để tạo sự hấp dẫn cho bài nói. Điều này luôn được người bản ngữ đánh giá cao. Chúc các bạn thành công!

Một số mẫu câu để luyện tập

http://usefulenglish.ru/phonetics/practice-intonation-rhythm

Statements: Falling intonation

Statements with one stress

I \know.
I \see.
She \works.
We \laughed.
It \stopped.

I \like it.
He’ll \buy it.
I \saw her.
She \knows him.

She \did it.
We \found it.
She has \done it.
We have \found it.

I can \drive.
We must \leave.
It may \change.
You should \call her.

She is \young.
He is \here.
I’m \tired.
They are \busy.

It is \late. It’s \late.
It’s \funny.
It’s \interesting.
It’s \difficult.
It’s im\portant.

It’s a \book.
It’s a \present.
It’s \John. It’s \me.
It’s \mine. It’s \his.
It’s \yours.

Statements with two stresses

‘People \work.
‘Anna works.
‘Birds \fly.
‘Time \flies.

‘Tom is \reading.
‘Mike is \sleeping.
The ‘car \stopped.
The ‘weather has \changed.

‘Peter is a \doctor.
‘Mary is a \teacher.
‘Lena is my \daughter.
The Sun is a star.
‘Penguins are \birds.

‘Monkeys are \funny.
‘Bananas are \yellow.
‘Cars are ex\pensive.
The ‘book was \interesting.

‘Max is at \home.
‘Tanya is at \school.
‘Rome is in \Italy.

‘This is \Alex.
‘That’s his \room.
‘These are my \pictures.

I ‘lost my \key.
We ‘eat a \lot.
I ‘need some \help.
He ‘likes to \read.
This ‘bag is \mine.

We ‘did it \yesterday.
She ‘said it \loudly.
He ‘knows her \brother.
Her ‘name is \Anna.
My ‘children are \sleeping.

I ‘live in \Moscow.
I ‘work in a \library.
She ‘works in an \office.
They ‘went to a \restaurant.

I ‘want to \see you.
I’m ‘glad to \see you.
I ‘want to \buy it.
I ‘have to \do it.
I’d ‘like to \visit them.

She ‘sent him a \letter.
He ‘gave me a \present.
He ‘asked us to \visit him.

She’ll be ‘back in an \hour.
She will ‘see him to\morrow.
There is a ‘bakery on \Green Street.

She ‘likes \tea.
I ‘want \coffee.
He ‘left \early.

It’s ‘time to \go.
It’s ‘ten o’\clock.
It’s ‘seven \thirty.

She is ‘very \pretty.
He is ‘very \tall.
He is ‘always \busy.
He has ‘no \time.

It’s a ‘good \book.
It’s an ‘interesting \film.
It’s a ‘beautiful \town.
It’s a ‘difficult \task.

I ‘don’t \know.
She ‘can’t \swim.
He ‘isn’t \busy.
It ‘doesn’t \matter.

I ‘don’t \want it.
He ‘doesn’t \have it.
I ‘don’t \want to.
I ‘don’t re\member.
I ‘don’t under\stand it.

He ‘doesn’t \know them.
She ‘hasn’t \seen him.
He ‘didn’t \find it.
We ‘couldn’t \find her.
You ‘shouldn’t \do it.

It’s ‘not \funny.
It’s ‘not \interesting.
It’s ‘not \difficult.
It’s ‘not \easy.
It’s ‘not im\portant.

She is ‘not \busy.
They are ‘not \interesting.
I’m ‘not \sleeping.

Statements with three stresses

‘Betty ‘lives in \London.
‘Victor ‘works at a \bank.
I ‘haven’t ‘read this \book.
We ‘went to the ‘theater \yesterday.

‘Children ‘like to \play.
The ‘boy is ‘reading a \book.
The ‘weather is ‘going to \change.

‘Lena is ‘studying \English.
The ‘children are ‘playing in the \park.
My ‘sister ‘works as a \teacher.

‘Mike ‘likes \tea.
‘Kate ‘bought a \book.
‘Mary ‘wants \coffee.
‘Tom ‘writes \stories.
‘Anna ‘teaches \English.

‘Paris is a ‘large \city.
‘Moscow is the ‘capital of \Russia.
‘Ella is a ‘good \student.
‘Elephants are ‘strong \animals.

I ‘bought a ‘loaf of \bread.
I ‘have a ‘younger \sister.
He ‘wants to ‘buy a \car.
She ‘works in a ‘small ho\tel.
He ‘knows it ‘very \well.

He ‘sent a ‘letter to \Mike.
He ‘gave the ‘book to \me.
He ‘brought a ‘present for \Anna.

He is ‘five ‘years \old.
It is ‘three ‘meters \long.
She was ‘two ‘hours \late.

I ‘don’t ‘know his \name.
He ‘doesn’t ‘want to \go.
We ‘didn’t ‘do it \yesterday.
She ‘didn’t ‘tell me a\bout it.

‘Tony ‘hasn’t \called me.
‘Peter ‘doesn’t \live here.
‘Lena ‘wasn’t in\vited.
‘Bats are ‘not \birds.

Statements with four stresses

She ‘wants to ‘buy a ‘new \car.
He ‘wrote the ‘letters ‘very \quickly.
The ‘teacher ‘told her ‘students a \story.

His ‘train will ar’rive at ‘four o’\clock.
He ‘put his ‘bag on the ‘table in the \hall.
Their ‘new ‘house is near a ‘large \park.

She has ‘swimming ‘lessons ‘twice a \week.
He ‘plays ‘tennis ‘every \Saturday.
‘Tom is ‘leaving for ‘Rome to\morrow.

I’m ‘going to ‘visit my ‘relatives on \Sunday.
He ‘usually ‘goes for a ‘walk after \breakfast.
He is ‘reading an ‘interesting ‘book about \animals.

Statements with five stresses

‘Alex ‘wrote the ‘letters ‘very \quickly.
‘Victor is ‘going to ‘London ‘next \month.
‘Tanya is ‘reading the ‘book you ‘brought \yesterday.

Ma’ria ‘wants to ‘buy a ‘new \car.
My ‘friends ‘play ‘tennis ‘every \Saturday.
I ‘think the ‘first ‘question is ‘very \easy.

I ‘don’t ‘want to ‘watch this ‘film a\gain.
We are ‘not ‘going to ‘visit our ‘relatives on \Sunday.

Special questions: Falling intonation

‘What is his \name?
‘Where does he \live?
‘When did you \call him?
‘Why are you \late?

‘What is your \name?
‘What’s your \name?
‘Where are you \from?
‘Where do you \live?
‘What do you \do?

‘What did you \buy?
‘What did she \say?
‘Where did he \go?

‘Where have you \been?
‘Where are your \friends?
‘When will he re\turn?

‘When did it \happen?
‘Why was she \angry?
‘Where can I \find her?

”What are you \doing?
‘When are you \leaving?
‘Where are you \going?
‘Why are you \laughing?

‘What did you \tell them?
‘Who did you \talk to?
‘What are you \looking for?
‘What are you \talking about?

‘Who ‘brought the \books?
‘Who ‘wants to \go?
‘Who ‘told you a\bout it?

‘What \happened?
‘Who \did it?
‘Who \said it?

‘What \is it?
‘What \are they?
‘Who \is he?
‘How \are you?

‘Where \is it?
‘Where \are they?
‘Where \were you?
‘When \was it?

‘How ‘far \is it?
‘How ‘much \is it?

‘How \old are you?
‘How \far is it?
‘What \time is it?

‘What’s the \matter?
‘What’s the \problem?
‘What’s the \difference?

‘What is \this?
‘What is \that?
‘What are \these?

‘Whose ‘book is \this?
‘Whose ‘bag is \that?

‘How ‘much is this \bag?
‘How ‘much does it \cost?
‘How ‘much do I \owe you?

‘How ‘old is your \brother?
‘How ‘often do you \go there?
‘How ‘long did you \stay there?
‘What ‘time should I \call you?

‘What are you ‘going to \do?
‘What are you ‘going to \have?
‘Where are you ‘going to \be?
‘What are you ‘doing to\morrow?

‘How ‘many ‘stories have you \read?
‘How ‘much ‘money have you \lost?

Friendly interest, politeness: Rising intonation

‘What is your /name?
‘Where do you /live?
‘What did she /say?
‘Where have you /been?

‘What are you /reading?
‘When is your /birthday?

‘How /much is it?
‘How /far is it?

‘How ‘much is this /bag, please?
‘When is the ‘next /train, please?
‘Where is the ‘nearest /bank, please?

General questions: Rising intonation

Do you ‘visit them /often?
Have you ‘seen my /keys?
Are you ‘ready to /start?

Have you ‘read this /book?
Have you ‘heard the /news?
Do you ‘need some /help?
Do you ‘have a /pen?
Are these ‘books /yours?

Have you ‘seen my /glasses?
Do you ‘speak /English?
Do you ‘want to /go there?
Will you ‘see them to/morrow?
Would you ‘like some /coffee?

Is ‘Mike your /friend?
Is their ‘house /large?
Is your ‘sister a /journalist?
Is this ‘book /interesting?

Are you ‘going to ‘wash the /car?
Is he ‘planning to ‘visit /Paris?
Does this ‘bus ‘go to the /airport?

Did ‘Anton ‘call you /yesterday?
Was ‘Lena at ‘home on /Sunday?
Are the ‘students ‘ready for the /test?

Does she /work?
Will they /come?
Do you /know him?
Do you /like it?
Have you /read it?
Did he /call you?

Can you /drive?
Can you /do it?
Shall I /read?
Should I /call him?

Am I /late?
Is he /here?
Is it /far?
Is it /true?
Is it /new?

Are you /sure?
Are you /tired?
Are you /hungry?
Are you /serious?
Are they /ready?

Is it /raining?
Is he /sleeping?
Are you /listening?

Is she a /doctor?
Is he a /teacher?
Is this /Main Street?
Are you a /student?
Are they /students?

Requests: Rising intonation

Could you ‘give me a /pen, please?

Could you ‘open the /window, please?
Would you ‘mind /helping me?

May I ‘speak to /Ella, please?
Could I ‘speak to /Michael, please?
Can I ‘borrow your /dictionary, please?

Could you /help me, please?
Can you /help me, please?

Alternative questions: Rising and falling intonation

Do you ‘want /coffee or \tea?
Does he ‘speak /English or \German?

Would you ‘like /coffee or \tea?
Are you ‘studying /English or \French?
Does he ‘play /football or \basketball?

Is he /young or \old?
Were they /happy or \angry?
Is she a /doctor or a \teacher?

Do you ‘have a /dog or a \cat?
Would you ‘like an /apple or a \pear?

Did she ‘go to /Italy or \France last year?
Did you ‘go to the /cinema or to the \theater yesterday?

Will you ‘come ‘back at /five or at \six?
Does she ‘read ‘books in the /morning or at \night?
Will you ‘try to ‘do it to/day or to\morrow?

Tag questions: Falling or rising intonation

It’s a ‘beautiful \town, \isn’t it?
She \knows him, /doesn’t she?

‘Nice \weather, \isn’t it?
You \live here, \don’t you?
You \know him, \don’t you?
You can \drive, \can’t you?
He will \help them, \won’t he?

It’s a ‘nice \day, \isn’t it?
She ‘speaks \English, \doesn’t she?

‘Peter ‘gave you a \present, \didn’t he?
‘Nina and ‘Helen are \friends, \aren’t they?

You ‘don’t \know them, \do you?
They ‘haven’t ‘found it, \have they?
You ‘weren’t \late, \were you?
I ‘shouldn’t \do it, \should I?

It’s ‘not ‘too \late, \is it?
It’s ‘not ‘too \far, \is it?

‘Nice \weather, /isn’t it?
You \live here, /don’t you?
You can \drive, /can’t you?
You \know it, /don’t you?
He will \help them, /won’t he?

It’s a ‘nice \day, /isn’t it?
It’s a ‘beautiful \town, /isn’t it?
She ‘speaks \English, /doesn’t she?

You ‘weren’t \late, /were you?
It’s ‘not ‘too \far, /is it?

Commands: Falling intonation

\Stop it! ‘Sit \down.
‘Close your \books.

‘Come \in.
‘Go \home.
‘Stop \talking.
‘Hurry \up!

‘Open your \books.
‘Listen to the \story.
‘Wait for your \turn.
‘Go to your \room.

‘Tell me the \truth.
‘Give me your \hand.
‘Do it your\self.
‘Ask him for \help.

‘Turn ‘left at the \bank.
‘Go ‘back to the \hospital.
‘Write your ‘name on this \line.

‘Sit \down, please.
‘Open the \door, please.
‘Close the \window, please.
‘Write your \name, please.

Requests: Rising intonation

‘Come \in, /please.
‘Come \here, /please.
‘Sit \down, /please.

‘Close the \window, /please.
‘Tell me your \name, /please.
‘Ask him to \call me, /please.

/Please ‘come /in.
/Please ‘sit /down.
/Please ‘come /here.

Exclamatory sentences: Falling intonation

‘What a ‘wonderful \present!
‘What a ‘beautiful \day!
‘What a ‘wonderful sur\prise!

‘How ‘well she \sings!
‘How ‘beautiful her \voice is!

‘What a \pity!
‘What a \waste!
‘What a re\lief!
‘What a sur\rprise!

‘How \nice of you!
‘How \strange it is!

‘How \nice!
‘How \strange!

‘That’s \great!
‘That’s \wonderful!
‘That’s a \lie!

It’s ‘good to \see you!
It’s an ‘excellent oppor\tunity!
I’m ‘so \happy!

\Great!
\Wonderful!
Hel\lo!

It’s \great!
It’s \wonderful!
It’s \terrible!
We \did it!

‘Good \morning!
‘Good after\noon!

‘Good-/bye!

Direct address: Rising intonation

/Peter, can you /help me?
‘Mrs. /Smith, ‘this is ‘Mary \Brown.

/Ella, can you /help me?
/Lena, are you /there?
/Tony, ‘where \are you?

/Tom, could you /help me, please?
‘Mrs. /Green, can I /talk to you, please?

/Mary, ‘this is my ‘son \Anton.
/Max, ‘this is my \friend, ‘Tom \Brown.
/Peter, ‘this is Ma\rina, a \friend of ‘mine.

‘Mr. /Trent, your ‘papers are \ready.
/Sir, you ‘dropped your \pencil.
/Nelly, I’d ‘like to \see you.
/Alex, ‘read this \letter, please.

Hel\lo, /Tanya.
\Hi, /Jim.
‘Good-\bye, /Tom.
‘Good \morning, /Jane.

‘Good \morning, ‘Jane.
‘Good \evening, ‘sir.
‘See you to\morrow, ‘Nick.

Enumerating: Rising intonation

/One, /two, /three, /four, \five.
She ‘bought /bread, /cheese, /oranges, and \apples.

/Six, /seven, /eight, /nine, \ten.

/One, /two, /three, /four, /five, /six, /seven, /eight, /nine, \ten.

I ‘bought /bread, /cheese, and to\matoes.
We ‘need /paper, /pens, and \pencils.

I ‘saw /Tom, /Mary, /Anna, and \Victor.
They ‘visited /France, /Spain, /Italy, and \Greece.

/Anton, /Nick, /Anna, and /Lena are my \students.

I’d ‘like /orange juice, /omelet, /toast, /honey, and ‘green \tea, please.

Responses

\Yes.
\No.
\Certainly.
\Sure.
\Thank you.
\Sorry.

Of \course.
‘All \right.
‘Very \well.
‘No \problem.
‘That’s \true.

I \think so.
You are \welcome.
You are \right.
I’d be \glad to.
I’m \sorry.

‘Thank you ‘very \much.

\Yes, I \am.
\Yes, I \do.
\Yes, he \has.
\Yes, they \will.
\Yes, you \can.

\No, I \don’t.
\No, I \haven’t.
\No, he \won’t.
\No, you \shouldn’t.

\Yes, \certainly.
\Yes, of \course.

\Yes, ‘please.
\No, \thank you.

I \can.
She \is.
He \will.
You \should.
I \can’t.
He \didn’t.

Oh, /really?
Ex/cuse me?
I’m /sorry?

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