The document discusses stress and intonation in English. It explains that English is a stress-timed language, where stressed syllables occur at regular intervals and unstressed syllables are shortened. In contrast, languages like French and Spanish are syllable-timed, where each syllable takes approximately the same amount of time. The document also discusses sentence stress patterns in English, distinguishing between content words that are stressed and structure words that are unstressed. Finally, it outlines several basic intonation patterns in English involving rising and falling pitch.

1. Stress and
Intonation

2. Intonation
▸ The English language is often referred to as stress-timed.
This means that stress in a spoken sentence occurs at regular
intervals and the length it takes to say something depends on
the number of stressed syllables rather than the number of
syllables itself.
▸ A stress-timed language is a language where the stressed
syllables are said at approximately regular intervals, and
unstressed syllables shorten to fit this rhythm. Stress-timed
languages can be compared with syllable-timed ones, where
each syllable takes roughly the same amount of time.
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3. Intonation
▸ A syllable-timed language is a language whose syllables
take approximately equal amounts of time to pronounce. It can
be compared with a stress-timed language, where there is
approximately the same amount of time between stressed
syllables.
▸ Learners whose first language can be described as syllable-
timed often have problems recognizing and then producing
features of English such as contractions, main and secondary
stress, and elision.
▸ English, German and Arabic are examples of stress-timed
languages, while French, Spanish and Japanese are syllable-
timed.
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4. Intonation
▸ Try saying each one of the four
sentences below in 4 seconds:
▸ · 1, 2, 3, 4,
▸ · 1 and 2 and 3 and 4
▸ · 1 and a 2 and a 3 and a 4
▸ · 1 and then a 2 and then a 3 and
then a 4
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5. Intonation
▸ The four sentences take the same length of
time to say and you will notice the numbers are
stressed and the unstressed words in between
are said much more quickly in order to keep the
rhythm of the language.
▸ In other languages, which are not stress-timed
the stress would fall more equally on each
word and syllable.
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6. Intonation
▸ The four sentences take the same length of
time to say and you will notice the numbers are
stressed and the unstressed words in between
are said much more quickly in order to keep the
rhythm of the language.
▸ In other languages, which are not stress-timed
the stress would fall more equally on each
word and syllable.
6

7. Sentence Stress
Stressed words found in a sentence

8. Sentence Stress
▸ Where word stress is the accent on one syllable
in a word, sentence stress is accent on certain
words within a sentence. Often considered to
be the "rhythm" of English.
▸ Stress timing can help speakers communicate
meaning. Learners need to be made aware of
the fact that the way they say something can
affect its meaning.
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9. Two types of words in a sentence
▸ Content words – the main words of a sentence
that have sense or meaning
▸ Structure words – these are small, simple, not
very important words that make the sentence
grammatically correct
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10. Two types of words in a sentence
▸ Sentence stress - specific rules (there are
many exceptions to these rules), these rules
are for normal or neutral stress
▸ • content words – stressed
▸ • structure words – unstressed
▸ • time between stressed words – always the
same
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11. Content Words
▸ main verbs – sell, give, employ
▸ nouns – car, music, Mary
▸ adjectives – red, big, interesting
▸ adverbs – quickly, loudly, never
▸ negative auxiliaries – don’t, aren’t, can’t
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12. Structure Words
▸ pronouns – I, he, she, we, they
▸ prepositions – on, at, into
▸ articles – a, an, the
▸ conjunctions – and, but, because
▸ auxiliary verbs – do, be, have, can, must
▸ “to be” as a main verb – is, are, was
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13. Exception!
▸ occasionally a structure word is stressed to
correct information.
▸ “Have you seen my shoes?”
“No, I haven’t, but she has.”
▸ Can you do the dishes after you have finished your
lunch?
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14. Example
1. I didn't say he stole the money.
2. I didn't say he stole the money.
3. I didn't say he stole the money.
4. I didn't say he stole the money.
5. I didn't say he stole the money.
6. I didn't say he stole the money.
7. I didn't say he stole the money.
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15. Example
1. I didn't say he stole the money, someone else said it.
2. I didn't say he stole the money, that's not true at all.
3. I didn't say he stole the money, I only suggested the
possibility.
4. I didn't say he stole the money, I think someone else took
it.
5. I didn't say he stole the money, maybe he just borrowed it.
6. I didn't say he stole the money, but rather some other
money.
7. I didn't say he stole the money, he may have taken some
jewelry.15

16. After you have mastered first-word or second-word stress, you can go on the more
complex intonation:
It's a pot.
It's new.
It's a new pot.
It's brand new.
It's a brand new pot.
It's a tea pot.
It's a new tea pot.
It's a brand new tea pot.
It's a tea pot lid.
It's a new tea pot lid.
It's a brand new tea pot lid.16

17. Intonation
Intonation refers to the tune or melodic flow of pattern of
what we say. There is a notable rise and fall of the pitch
level. This is determined by the mind and attitude of the
speaker, and partly by the grammatical structure of his
speech.
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18. BASIC INTONATION PATTERNS
The low, normal and high are most commonly used tunes
in intonation patterns of Standard American English.
Extra high tune is used only when expressing extreme
fear, anger, surprise or excitement.
▸ Rising – Falling Intonation or 2-3-1
▸ Rising Intonation or 2-3-3
▸ Non-final Intonation or 2-3-2
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19. BASIC INTONATION PATTERNS
shift – the movement from one tone to another;
indicated by a straight vertical line
it is shift when the stressed syllable is followed by an unstressed syllable or syllables.
Glide – movement within a syllable is marked by a diagonally- curbed line called
inflection. When the stressed syllable is the last words in the sentence, inflection is
used. The vowel is prolonged in an inflection in order that the pitch change may be
distinctly heard.
high
normal 3
2 low
1
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20. BASIC INTONATION PATTERNS
▸ This type of intonation pattern is normally used at the end of the following
sentences:
▸ Declarative sentences
▸ This is my sister.
▸ 2 3 1
▸ Imperative sentences or commands
▸ Close the window.
▸ 2 3 1
▸ Special questions that begin with interrogative words such as what, who, why, etc.
are used in questions that can’t be answered by yes or no.
▸ Who is coming?
▸ 2 3 1
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21. BASIC INTONATION PATTERNS
▸ Rising Intonation or 2-3-3
▸ The tone of voice moves from normal to high.
▸ This is used at the end of questions which do not begin with interrogatives, but
which may be answered by yes or no.
▸ Are you ill? Will you come?
▸ 2 3 2 3
▸ Slow and deliberate counting
▸ One two three
▸ 2 3 2 3 2 3
▸ Enumeration
▸ Amy Lady
▸ 2 3 2 3
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22. BASIC INTONATION PATTERNS
▸ Falling Intonation or 3-1
▸ Begins with a high a tune (3) and ends on a low one (1). This pattern is
used in one word and short command and in counting off numbers.
▸ Example:
▸ Dive run get it
▸ 3 1 3 1 3 1
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23. BASIC INTONATION PATTERNS
▸ Non-final Intonation or 2-3-2
▸ Non-final intonation varies from speaker to speaker with little
corresponding variation in meaning. In normal speech, intonation is heard not only at
the end of the sentence but also in the sentence itself.
▸ The non-final pattern may be used in the situation below in the
combination with the rising-falling (2-3-1) or rising (2-3-3) intonation patterns.
▸
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24. BASIC INTONATION PATTERNS
▸ In a function or content words which are specially stressed that precede the last
stressed word.
▸ Example:
▸ Are they ready to sing?
▸ 2 3 2 3
▸ In comparison and contrast
▸ Example:
▸ I’m looking for a blue book not a red book.
▸ 2 3 2 3 1
▸ On sentences where two or more thought groups are divided by short pauses.
▸ Example:
▸ If she leaves now, you have to go with her.
▸ 2 3 2 3 1
▸ Exercise:
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