Certain aspects of the Chinese phonological system cause difficulties for English-speaking learners. One common difficulty is stress and intonation patterns, which are different between Chinese and English. Chinese is a tonal language. This not only means that tones make up Chinese words, but also that the meaning of the Chinese word is determined by the different tones. For American students, they also use patterns of stress and intonation similar to tones, even if they did not realize it, to express different feelings through variation. In Chinese, the reason there are tones is because there is much less variation in sounds compared to most others. languages, such as English. The source of difficulties in learning tones has generally been attributed to interference from first language features, with knowledge of the function of pitch in English stress and intonation systems having a strong influence on learning. perception of Chinese tones by American listeners (White, 1981; Broselow et al., 1987). English speakers use intonation and stress to identify words or to highlight important words in a sentence. There are two situations: The first is that no matter how English speakers change the tone of a word without context, the meaning itself does not change at all. For example, education↗ in rising tone and education↘ in falling tone express the same meaning. Another situation is to change the intonation of the entire sentence in context to convey different feelings and different meanings. A sentence can be understood in different ways due to variation in intonation. For example, the phrase “she is going back to China” is usually said as a statement like “She is going back” to China. We can hear in another informal way: She 'returns' to ...... middle of paper ...... ask the low level trainee students to read the exercises and ask the advanced inter level students to answer which word they heard and translated its meaning. Then come up with a few sentences including Chinese tone variations that challenge students, ask students to try how to pronounce them. Help students pronounce the sentence correctly. In order to correct the tone pattern in students' minds, ears, and speaking habits, I will ask them to repeat the sentences together and then individually until they sound perfectly natural to them. Differentiation: Students in class are all American students but from different cultural backgrounds. The student is low-intermediate and mid-intermediate. I will separate students of different language proficiency levels into two groups so that students do not find it harder or easier to pronounce and recognize tones..