Before we begin, students are asked to perform activity 1.

Activity 1: Using your mobile phone, record yourself reading the following words. You may submit your recording to your teacher for evaluation purposes.

unit	storage	table	treatment	target	visit	system	survey	village	surface
disturb	distrust	today	observe	desist	promote	correct	behind	before	canteen

Be more understandable when speaking English Improve your “Stress and Intonation” : Effective use of stress and intonation in speaking can greatly enhance the clarity and impact of a message. By emphasizing important words or using appropriate intonation patterns, speakers can help ensure that their message is received and understood as intended.

What is “Stress and Intonation”?

Stress refers to the emphasis placed on particular syllables or words, while intonation refers to the melody or pitch changes used in speech to convey meaning.

Stress in Speaking: Stress is often used in speaking to convey emphasis, contrast, and importance. By placing emphasis on a particular word or syllable, speakers can draw attention to important information and convey meaning more effectively.

For example, in the sentence

“I didn’t say he stole the money“, the meaning can be changed depending on which word is stressed.

If the word “didn’t” is stressed, it implies that someone else said he stole the money.

If the word “say” is stressed, it implies that the speaker communicated the information in a different way, such as through body language.

Practicing stress in speaking can help you convey emphasis and importance in your message.

What is Intonation?

Intonation in Speaking

Intonation refers to the melody or pitch changes used in speech to convey meaning. It can include changes in pitch, tone, and stress within a sentence or phrase. Intonation is particularly important in conveying emotions and attitudes in speech.

For example, a high-pitched, excited intonation might be used to convey enthusiasm or joy, while a low, monotone intonation might be used to convey boredom or disinterest.

Two main types of intonation patterns: rising and falling.

A rising intonation indicates a question or uncertainty

A falling intonation indicates a statement or assertion.

For example, the sentence

“You’re coming with me?” would typically have a rising intonation, indicating a question.

“You’re coming with me.” would typically have a falling intonation, indicating a statement.

Practicing intonation can greatly improve your speaking skills and help you convey your message more effectively. Effective use of stress and intonation in speaking can greatly enhance the clarity and impact of a message. By emphasizing important words or using appropriate intonation patterns, speakers can help ensure that their message is received and understood as intended.

List of Nouns with Stress in the 1st Syllable (Oo)

U-nit	STO-rage	TA-ble	TREAT-ment	TAR-get	VI-sit	SYS-tem	SUR-vey	VIL-lage	SUR-face
SUM-mit	TO-wer	TO-tal	TO-pic	TI-tle

List of Nouns with Stress in the 2nd Syllable (oO)

Dis-TURB	Dis-TRUST	To-DAY	Ob-SERVE	De-SIST	Pro-MOTE	Cor-RECT	Be-HIND	Be-FORE	Can-TEEN
Re-VOKE	Re-TURN	En-TICE	En-JOY	Re-MOVE

Pronunciation practice.

1. Please reMOVE the TARget off my back.

2. ReVOKE his LIcense toDAY.

3. EnJOY your VIsit.

4. The TAble is beHIND the CURtain.

5. The WAter can enTICE you to swim.

6. CanTEENs should proMOTE good food.

7. You are corRECT!

8. We are GOing home toDAY.

9. ReTURN all the books now.

10. The beFORE and AFter photos are FUNny.

Activity #2: Reading with stress and intonation

First student: ‘I’m going to the market to buy some eggs.’

Second student: ‘I’m going to the market to buy some eggs and some biscuits.’

Third student: ‘I’m going to the market to buy some eggs, some biscuits and a cake.’

News reporting transcript

Hello! Good evening. Welcome to ITV news.

Our main headline tonight.

The school day in Jersey will be extended from next term.

Politicians have decided to add an extra hour of lessons,

Monday to Friday, to make up for time lost because of corona virus.

Classes will also be held on Saturday mornings.

Teachers are welcoming the decision but some students have told us

they will boycott the extra lessons and are considering staying away from school altogether

Clare Burton has our top story.

Final Two-Consonant Cluster Pronunciation (part 1)

Lateral Approximant + Stop or Affricate: 0:06 – 1:12 [example: help, bulb, belch]

Rhotic /r/ + Stop or Affricate: 1:13 – 2:31 [example: harp, arch, large]

Lateral Approximant + Fricative: 2:32 – 3:30 [example: golf, wealth, Welsh]

Rhotic /r/ + Fricative: 3:31 – 4:37 [example: dwarf, north, marsh]

Final Two-Consonant Cluster Pronunciation (part 3)

Lateral Approximant + Nasal 0:00 – 0:34 [example: film, kiln]

Rhotic /r/ + Nasal or Lateral 0:35 – 1:14 [example: arm, born, snarl]

Nasal + Stop or Affricate 1:15 – 2:16 [example: jump, lunch, pink]

Nasal + Fricative 2:17 – 3:19 [example: triumph, prince, bronze]

Final Two-Consonant Cluster Pronunciation (part 3)

voiceless fricative + voiceless stop: 0:00 – 0:42 [example: left, crisp, ask]

Two voiceless fricatives: 0:43 – 0:54 [example: fifth]

Two voiceless stops: 0:55 – 1:14 [example: opt, act]

Stop + voiceless fricative: 1:15 – 2:18 [example: depth, eighth, box]