2. Objectives:
At the end of the lesson, the students should be able to:
1. identify prosodic features: stress, intonation, and pause in the
text;
2. identify the rules in word stress and appreciate the importance of
speaking with correct stress of words through reading the sentences
given ;
3. recognize the importance of prosodic features of speech in
language and literature.
3. Read each pair of sentences properly.
•I receive a present today.
•Today, I present my work
in my class.
4. Read each pair of sentences properly.
•The students submit their
projects on time.
•The model projects well
on the stage.
5. Read each pair of sentences properly.
•That’s the object I’m
looking for!
•I object to what you are
trying to impose to us!
6. Read each pair of sentences properly.
•She saw the rebels
coming.
•She rebels to her parents
after their divorce.
7. Read each pair of sentences properly.
•Your conduct is
exceptional!
•They conduct research
study on this chemical.
8. HETERONYMS or HOMOGRAPHS
•are words having the same spelling as another, but a
different sound and meaning, according to the Oxford
English Dictionary.
•e.g.
present-----present
project-----project
object------object
rebel-------rebel
conduct----conduct
9. STRESS
INTONATION
Prosodic features are features that appear when we put
sounds together in connected speech.
10.
11. Stress
•refers to the prominence given to a
syllable or word which makes the word
or syllable stand out above the adjacent
syllable or word.
•It can be word stress or sentence stress.
14. 1. Two-Syllable nouns and adjectives
• In most two syllable nouns and adjectives, the first syllable takes on the
stress.
Examples:
• SAMples PURple
• CARton RAIny
• CHIna HAPpy
15. 2. Two-Syllable verbs and prepositions
• In most two syllable verbs and prepositions, the stress is on the second
syllable.
Examples:
• relax aMONG
• reCEIVE aSIDE
• direct beTWEEN
• deCIDE
16. 3. Three-Syllable words
•For three-syllable words, look at
the word ending (the suffix),
using the following as your
guide:
17. A. Words ending in er, ly
• For three-syllable words ending with the suffixes er or ly, the stress is placed
on the first syllable.
Examples:
• ORderly
• SIlently
• LOvingly
• MAnager
• GARdener
• EAsier
18. B. Words ending in consonants and in y
• If there is a word that ends in a consonant or in a y, then the first syllable
usually gets the stress.
Examples:
• RARity
• OPtimal
• GRAdient
• GEnerous
19. C. Words with various endings
• Take a good look at the list of suffixes below (suffixes are word endings).
The stress is going to be on the syllable right before the suffix. This applies
to words of all syllable lengths.
Examples:
able: ADDable, DURable, LAUGHable
ial: differENTial, SOcial, fiNANcial
cian: muSIcian, phySIcian, cliNIcian
ery: BAkery, SCEnery
ian: coMEdian, ciVILian, techNIcian
20. C. Words with various endings
• EXAMPLES:
ible: reSIstible, imPOSsible, TERRible
ic: arCHAic, plaTOnic, characteRIStic
ics: diaBEtics, paediAtrics, TOpics
ion: classifiCAtion, repoSItion, vegeTAtion
ia: MEdia, bacTERia, vicTORia
ient: inGREdient, PAtient, ANcient
ious: mySTERious, reLIgious, VARious
ish: SELfish, ENglish, PUnish
osis: hypNOsis, diagNOsis, osMOsis
21. D. Words ending in ade, ee, ese, que, ette, oon
• Words that use the suffix ade, ee, ese, eer, que, ette, or oon have the
primary stress actually placed on the suffix.
This applies to words of all syllable lengths.
Examples:
• ade: lemoNADE, cruSADE, arCADE
• ee: aGREE, jamborEE, guaranTEE
• eer: sightSEER, puppeTEER
• ese: SiamESE, JapanESE, chEESE
• ette: cassETTE, CorvETTE, towelETTE
• que: unIQUE, physIQUE
• oon: balLOON, afterNOON, carTOON
22. E. Stress on the second from the end syllable
• You put stress on the second syllable from the end of the word with words
ending in ic, sion, and tion.
Examples:
• iCONic
• GRAPHic
• hyperTENsion
• teleVIsion
• nuTRItion
• reveLAtion
23. F. Stress on the third from end syllable
• You put stress on the third from end syllable with words that end
in cy, ty, phy, gy and al.
Examples:
deMOcracy
geOGraphy
ALlergy
NAUtical
CLArity
CRItical
24. 4. Word stress for compound words
• A. Compound noun
• A compound noun is a noun made out of two nouns that form one word. In
a compound noun, the most stress is on the stressed syllable of the first
word.
Examples:
• SEAfood (sea + food)
• ICEland (ice + land)
• TOOTHpaste (tooth + paste)
• FOOTball (foot + ball)
• BAsketball (basket + ball)
25. 4. Word stress for compound words
• B. Compound adjectives
• A compound adjective is an adjective made of at least two words.
Often, hyphens are used in compound adjectives. In compound adjectives,
the most stress is placed in the stressed syllable of the second word.
Examples:
• ten-MEter
• rock-SOlid
• fifteen-MInute
• old-FAshioned
26. 4. Word stress for compound words
C. Compound verbs
• A compound verb is when a subject has two or more verbs. The stress is on
the second or on the last part.
Examples:
• Matilda loves bread but deTESTS butter.
• Sarah baked cookies and ATE them up.
• Dogs love to eat bones and love to DRINK water.
27. 4. Word stress for compound words
D. Noun + compound nouns
• Noun + compound Nouns are two word compound nouns. In noun +
compound noun, the stress is on the first word.
Examples:
• AIRplane mechanic
• PROject manager
• BOARD member
28. 5. Proper nouns
• Proper nouns are specific names of people, places or things. For example:
Jeniffer, Spain, Google.
The second word is always the one that takes the stress
Examples:
• North DAKOTA
• Mr. SMITH
• Apple INCORPORATED
29. 6. Reflexive pronouns
• Reflexive pronouns show that the action affects the person who performs
the action. For example: I hit myself.
The second syllable usually takes the stress.
Examples:
• mySELF
• themSELVES
• ourSELVES
30. 7. Numbers
• If the number is a multiple of ten, the stress is placed on the first syllable.
Examples:
• TEN
• FIFty
• ONE-hundred
44. INTONATION
•noun
:the rise and fall of the voice in speaking.
Four Kinds of Intonation Patterns:
(1) falling
(2) rising
(3) non-final, and
(4) wavering intonation.
45. Falling Intonation
•This is when your pitch lowers at the end of a phrase or
sentence. We use falling intonation at the end of a
statement or with a question that uses who, what, when,
where, why, or how.
e.g. statements:
1. I went to the store.
2. She has a new car.
3. I have to work late tonight.
4. My computer is broken.
5. He is coming home.
46. Falling Intonation
•e.g. questions
1. Who was that?
2. What is his name?
3. When will we leave?
4. Where are you going?
5. Why did you leave?
6. How did he fall?
47. Rising Intonation
• This is when your pitch goes up. It is used when asking a
yes/no question or questions that are answerable by
yes/no.
• e.g.
1. Is his name John?
2. Are you leaving?
3. Are we going to the movies?
4. Is it true?
5. Can you believe it?
48. Rising vs. Falling
• Let's contrast the rising and falling intonation between Wh- questions and
yes/no questions.
YES/NO QUESTIONS WH-QUESTIONS
(Rising Intonation) (Falling Intonation)
1. Is his name John? 1. What is his name?
2. Does he have a car? 2. Which car is his?
3. Are you going to the store? 3. Where are you going?
49. Rising vs. Falling
YES/NO QUESTIONS WH-QUESTIONS
(Rising Intonation) (Falling Intonation)
4. Did you finish the report? 4. When will you finish the report?
5. Is that your boss? 5. Who is that?
6. Are you feeling okay? 6. How are you feeling?
7. Did you take my pen? 7. Why did you take my pen?
