Buenavista Community College

College of Hospitality Management Education

Cangawa, Buenavista, Bohol
Tel. No. (038) 513-9178
(038) 513-9035

Subject: INTERACTIVE ENGLISH

I. TOPIC : WORD STRESS & INTONATION

Week 8 : November 16-20, 2020

II. LEARNING OBJECTIVES

At the end of the lesson, students should be able to:

1. Distinguish easy ways to identify stressed syllables.

2. Discover different tips to improve right intonation of a word.

III. OVERVIEW

This lesson will let the students to be more knowledgeable with the different tips
to improve identifying ways to identify stressed syllables and right intonation of a word.
They will be guided on how to overcome their fears and doubts. It could also
enlighten the students how it makes speaking meaningful and purposeful.

IV. LEARNING CONTENT

UNLOCKING OF DIFFICULT WORDS

Inarguably : it cannot be argued; unquestionably

Prominence : the state of being important, well-known, or noticeable

WORD STRESS

1O Easy Ways To ldentify The Stressed Syllable ln A Word

Word stress/Stress pattern is one of the important topics in the learning and
teaching of English as a second language (henceforth ESL). However, most teachers of
ESL skip or shy away from this topic because of their incompetence thus, leaving their
students helpless in an external exam. In Nigeria, with essay writing occupying the front
seat as regards the reasons why students fail English in WAEC, NECO or NABTEB one
can inarguably place word stress/stress pattern which comes as paper 3(Test of Oral) in
WAEC examination, as the second reason why students fail English in WAEC, NECO or
NABTEB. Students have no option(s) other than resorting to error and trial method

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when it comes to answering questions on word stress because they were neither taught
nor properly taught. Therefore, this article is written to expose students and teachers of
English to the rudiments of word stress in order to enable them easily identify the
stressed syllable of a word.
Stress is the degree of force applied when pronouncing the syllable(s) of a word.
The stressed syllable is the syllable on which the speaker uses more muscular energy
and breath effort when pronouncing a word. A syllable is a unit of pronunciation that has
one vowel sound. A word might have one syllable (like "come or "go"), two syllables
(like "doc-tor" or "pre-sent"), three sylables ('dis a- gree" or "com-pa-ny") and more (like
"pan-de-mo-nium" or "per-so-ni-f-ca-tion"). A word with one syllable is called a
monosyllable; a word with two syllables is called a bisyllable, and a word with more
than two syllables is called a polysyllable. Whatever the word, pay attention to the
vowels because one of them will be where you find the stress of a word.
It is also important to note that syllables are different from letters. For example,
"come" has four letters but one syllable. On the other hand, Sunday has six letters but
two syllables.

Features of a stressed syllable

Stressed syllables possess similar feature which enables us to identify them.
According Roach (2004), "..all stressed syllables have one characteristic in common,
and this is prominence" Four main factors make a stressed syllable prominent:
1. Loudness
Loudness is an important factor in determining the stressed syllable of a word.
When pronouncing a word, the syllable that is louder than the others is heard as
stressed. In other words, for hearers and listeners, stressed syllables are perceived as
louder than unstressed syllables.
2. Length
A stressed syllable is usually longer than the other syllables in a word. Roach
(2004) asserted that "If one of the syllables in a word is made longer than the others,
there is quite a strong tendency for that syllable to be heard as stressed'"(p. 94).
As regards this, Umera-Okeke (2015, P. 125) asserted that "syllables containing
long vowels are viewed as more prominent than those with short vowels."
3. Pitch
Pitch is the extent of vibration of the vocal cords when producing the syllables of
a word. In a word, a syllable is heard as stressed if it is said with a high pitch unlike the
other syllables. Umera-Okeke (2015) opined that "when there is a pitch change on a
syllable, that syllable is seen as being more prominent" (pp. 125- 126). For example, in
the word "Pandemonium", the primary stress is on the third syllable, "mo", since there is
a pitch change on that syllable.
4. Quality
The quality of a sound in a syllable determines whether or not that syllable is
stressed. That is to say that "a syllable of a sound will tend to be prominent if it contains
a vowel that is different in quality from the neighboring vowels" (Roach, 2004, p. 94).
Vowels are very important in determining the stressed syllable of a word. Therefore, one
needs to pay attention to the type of vowel a syllable contains. Within vowels, open
vowels are more prominent; thus, a syllable containing an open vowel is most likely to

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be stressed.

When next you pronounce a word, take note of these aforementioned features. It
is also important to state that, of all these factors, loudness and length are more
important in determining the stressed syllable of an English word.

RULES THAT WILL ENABLE YOU IDENTIFY THE STRESSED SYLLABLE OF A

WORD

1. Monosyllabic words, such as come, go, sit etc., are usually stressed since they can't
be divided into different syllables.

2. Numbers that end in "ty" are stressed on the first syllable while numbers that end in
"teen have their stress on the second syllable. For example, "sixty" has its stress on first
syllable (SIXty) while "sixteen has its stress on the second syllable (sixTEEN).

3. Most bisyllabic nouns and adjectives are usually stressed on the first syllable
Examples: BAS-tard, PRE ty, CLE ver, DOC-tor, STU- dent etc.
However, there is an exception to this rule, and you have to learn these words by
heart: ho-TEL, ex-TREME, con-CISE etc.

4. Bisyllabic verbs and prepositions are usually stressed on the second syllable.
Examples: be-LOW a-BOUT, a-BOVE, be-TWEEN, a-SIDE, pre-SENT, re-PLY, ex-
PORT etc.

5. Some words in English language function as both nouns and verbs. When such
words function as noun, the stress is usually on the first syllable, and as verbs, the
stress is usually on the second syllable.
Examples:
i. PRE-sent (a gift) vs. pre-SENT (to give something formally to someone).

ii. RE-fuse (garbage) vs. re-FUSE (to decline).

iii. SU-spect (someone who the police believe may have committed a crime) vs. su-
SPECT (to believe that something is true, especially something bad).

However, this is not always the case. For example, the word "respect" has its
primary stress on the second syllable both when it's a verb and a noun.

6. Six syllable words ending in "tion" are usually stressed on their fifth syllable.
Examples: per-so-ni-fi-CA-tion, ca-pi-ta-li-SA-tion, i-ni-tia-li-SA-tion etc.

7. Three syllable words ending in "y" often have their stress on the first syllable.
Examples: OR-der-ly, QUI-et-ly etc.

8. Words ending in "ic", "sion" and "tion" are usually stressed on the second-to-last
syllable. In this case, you are to count the syllables backward in order to get the second-
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to last syllable. Examples: cre-A-tion, com-MI ssion, au-THEN-tic etc. However, there
are
times when you need to count the syllable forward in order to get the second-to-last
syllable. Examples: pho-to-GRA-phic, a-ccom-mo-DA-tion, ex-CUR-sion etc.

9. Words ending in "cy", "phy", "al", "ty" and "gy" are usually on the third-to-last syllable.
You should also the count the syllables backward to get the third syllable. Examples:
de-MO-cra-cy, pho-TO-gra-phy, CLI-ni-cal, a-TRO-si-ty, psy-CHO-lo-gy etc.

10. Most compound nouns (a word made up of two or more nouns) have their stress on
the first noun. Examples: PLAYground, BLACKboard, FOOTball, KEYboard etc.

Compound verbs (a verb made up of two or more words) and compound

adjectives (an adjective that is made up of two or more adjectives, which are linked
together by a hyphen) usually have their stress on the second word or syllable.
Examples:
outRIDE (compound verb)
outSHINE (compound verb).
old-FA-shioned (compound adjective)

In sum, the identification of the stressed syllables of English words is not an easy
task; it is a process that requires a lot of practice and repetition as there are many rules
and exceptions. For native speakers, this wouldn't be a problem, but for non-native
speakers of the language, the reverse is always the case. Therefore, the latter should
immerse themselves in the enlightening dew of word stress through constant practice in
order to be fortified.

INTONATION
Many people from different countries have improper intonation because their
teacher had improper intonation. In many situations, being monotone is better than
having bad intonation. The worst is when someone goes up and down too much on
every word. Another thing you should avoid is to end high at the end of a sentence.
To correct improper intonation, you need to remember to start high and end low.
You cannot do it any other way. I recommend going to the interview section and
listening to one of the audio files provided by a native speaker. You will hear proper
intonation. After listening to the audio, record yourself and listen to it. Does it sound the
same? If not, then find the areas that are dissimilar and make the necessary
corrections.
This advice is very trivial, but intonation is relatively easy to correct. You can fix
your intonation with only a little effort. If you have a friend who is a native English
speaker, you can usually fix intonation in a couple of lessons. Recording yourself and
listening to yourself might be tedious, but having correct intonation can go a long way.
I have had many students who fixed their intonation after 2 small sessions. The

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advice I gave them was the same as the one above. This will work, and if you want to
speak with proper intonation, please follow this advice.
Speed of speaking
A common mistake of people who obtain English fluency with improper
pronunciation and intonation is the speed in which they speak. Because they do not
have perfect pronunciation and intonation, it is difficult to understand people who speak
too fast. This is the biggest problem I have seen from people who gain confidence in
speaking.
In order to improve your communication, and to hear "excuse me" less often, it is
important to have the correct speed of speaking. For people with confidence, my advice
is to slow down and to speak clearly. Don't blend words together too much and make
sure to separate words with a small pause for words that are difficult to pronounce.

Intonation for English Learners: When to Change It and How to Learn It

Two people just walked by you, speaking in a foreign language.
You didn’t understand a word, but you still somehow know what language
they were speaking.
How can that be?
All languages have their own distinct melody, or music.
This music of languages is called intonation, and it’s something you probably
don’t even think about when speaking your native language. Intonation is the rise and
fall of your voice when you speak. Many times, it’s just as important as your words in
expressing what you want to say.
That’s why when you’re learning English, you shouldn’t just learn what to say,
you should also learn how to say it.

How Intonation Changes Meaning

Using the right intonation can actually change the meaning of your words. Think
of your voice as a musical instrument. As you speak, your voice gets louder and softer,
places emphasis on certain parts, and goes up and down the notes. The notes of your
voice are called its pitch, and the change in pitch is what we call intonation.
For example, say this sentence out loud:
“How you doin’?”
This looks like a simple, very informal way to ask someone how they’re doing. It’s
not grammatically correct (it should say “How are you doing?”), but it’s easy to
understand.
When you said it out loud, you probably started on a low note and rose up to a
higher note on the “doin’.”

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 And it doesn’t stop there! Something as simple as the word “really” can have
many different meanings depending on your pitch. A rising pitch shows surprise, a
falling pitch shows disbelief. Not changing your pitch at all can sound sarcastic (when
you say one thing but mean the opposite).
So imagine that your friend just told you he won the lottery. How you say the
word “really” will influence how he thinks you feel about this (and might influence
whether he shares his prize money!).
It can also explain why sometimes people don’t seem to understand you even
when you use the right words and grammar.

The Main English Intonation Patterns

There are two main American English intonation patterns:

 Falling: This is when your voice lowers its pitch at the end of the sentence, and
it’s the most common pattern in American English. Use this for most regular
statements and questions that are not yes or no questions.
 Rising: This is when your voice raises its pitch at the end of the sentence. Use
this when you’re asking a yes or no question or to show disbelief or anger.

This is a simplified explanation, and there are a number of other different ways
you can change your pitch to change your meaning. But if you can learn these two main
patterns well, the rest will follow! You’ll find out more about them in a bit, but first it’s
important to learn how to study intonation.

Tips on Practicing English Intonation

To improve your intonation, you will first need to become aware of it. So before
you do anything, record yourself speaking. Choose a paragraph that has different kinds
of sentences.

Now that you have a recording of yourself speaking, you can listen to it and hear
what needs work. Does your voice sound flat? Does it rise and fall in a way that sounds
natural? Do you “sound” like a native speaker?

7 Cases Where Intonation Matters in English

Remember that there are other ways to use your voice and pitch to change the
meaning of your words. For example, the rhythm and speed of your voice, or where you
place the stress in the sentence can also change the meaning. The situations below
should give you a good place to start, but always be listening for other ways you can
improve the way you speak English!

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1. Asking questions
For yes or no questions, use a rising intonation at the end of the sentence.

“Are you going to school tomorrow?”

For most other types of questions, use a falling intonation at the end of the sentence.

“Why are you going to school tomorrow? It’s Saturday!”

Hear it: In this clip the first few questions use a falling intonation, but when the speaker
asks “Can I get a tour?” his intonation rises since it’s a yes or no question.

2. Making statements
Most regular statements (those which just state facts or information; not statements
which clarify or emphasize anything) use a falling intonation at the end of the
sentence.

“I’ve been playing the violin for seven years.”

Hear it: In this clip from “America’s Got Talent,” the young comedian Leo answers
questions from the judges with this intonation. When he says how old he is and what he
does, his answers are statements, and you can hear his voice lower in pitch on the last
word.

3. Listing things
Items on a list use a rising intonation until the final item, which uses a falling
intonation.
“I love chocolate, strawberry and pistachio ice cream.”
Hear it: You can hear the rising and falling pitch in this video, when vlogger Estee lists
what she likes about the bread and what ingredients it has. Listen to her voice when she
says the words “like,” “bread,” Voegels” and the different ingredients of the bread. Every
time her pitch goes up, it’s a sign that she’s not done with the list yet.

4. Expressing feelings
High-energy emotions like happiness, excitement, fright and annoyance usually use a
rising intonation. The example below, for example, can be joy, excitement or
annoyance depending on the situation.
“I can’t believe he gave you a ride home!”
Boredom, sarcasm and disinterest often use a falling intonation. For example, the
sentence below would sound very sarcastic if you said it in a low pitch. With the
sarcastic tone, it would mean that the speaker actually isn’t excited at all.
“I am so excited for you.”
Hear it: The Disney Pixar movie “Inside Out” is all about expressing feelings and
emotions, and this clip is a great example of how your voice betrays your emotions.

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Twelve seconds into the clip, Disgust says, “Hold on, what is that?” with a falling
intonation on “that.” This shows disgust, since it’s not a yes or no question, so it
shouldn’t rise in pitch. Later on, at around 00:35, Anger starts talking and his voice rises
about halfway through his sentences to show how angry he is.

5. Stressing the importance of something

Use rising intonation on specific words in a sentence to emphasize their importance.
The first example below emphasizes the “red” and implies (suggests) there were
choices in color. The second emphasizes the “scarf” and implies there were choices in
items.
“I hope you got the red scarf.”
“I hope you got the red scarf.”
Hear it: The very first line in this clip is an example of emphasizing something using
intonation. The emphasis is placed on the words “name,” “safe” and “what” as a way of
getting the point across. (The point is that names make things feel safe, and by naming
something a dinosaur it becomes less threatening.)

6. Contrasting between things

Use a rising intonation and place a stress on the two things you want to contrast.
“I thought he liked dogs but he actually likes cats.”
You can also use this intonation to point out things that seem one way, but are another
way.
“You should exercise every day, but I know you don’t have the time.”
Hear it: This video explains how to compare and contrast. Start at 0:42, and notice how
the speaker stresses the bold words in the following sentence: “When people talk about
a book versus a movie made from the book, they are…” to place emphasis on the two
things being compared.

7. Using tag questions

Use rising intonation on questions at the end of a sentence which require the
clarification or opinion of your speaking partner. These are called tag questions.
“It’s a beautiful day, isn’t it?”

V. ACTIVITY GUIDE
1. What is the difference between word stress and intonation?

2. Give 5 words and emphasize its stress.

Note:
Comment down your answer immediately after answering the module.

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 VI. REFERENCES

Prepared by:

ANGELYN D. CATAD, MAED

Instructor

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