This document provides instruction on listening skills, including recognizing stress and intonation, distinguishing between positive and negative sentences, and preparing for an assessment. Specifically, it discusses: 1. How stress and intonation convey a speaker's meaning and attitude 2. The differences between stressed and unstressed words 3. How stress patterns distinguish nouns from verbs with the same spelling 4. How intonation deals with word stress to emphasize meaning 5. The differences between positive and negative statements

1. Week 3
LISTeNING
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2. At the end of this lesson, students will be able to:
1.recognize the use of stress and intonation.
2.distinguish between positive and negative
sentences.
3.Listen and prepare for LIRA 1
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3. INDUCTION
i SCREAM
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ICE cream
OR

4. USE OF STRESS AND
INTONATION
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5. USE OF STRESS AND INTONATION
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6. USE OF STRESS AND INTONATION
• Stress and intonation tells the listener how the
speaker say something.
• Listeners will be able to infer the speaker’s attitude,
roles and relationship by analysing the speaker’s
stress and intonation.
• Stressed words enable listeners to identify the tone
and attitude of the speaker.
• Different meaning is conveyed when different words
are stressed.
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7. STRESS
• Grammatical words (auxiliary verbs, prepositions,
pronouns, articles) usually do not receive any stress.
• Lexical words, (nouns, verbs, adjectives, adverb) must
have at least one stressed syllable.
• There is no rule, however, about which syllable is
stressed in a word with more than one syllable.
• English words that are polysyllabic (have more than one
syllable) always have one syllable that is stressed.
• Most two-syllable nouns are stressed on the first
syllable.
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8. STRESS
• Putting stress on the
correct syllable is
especially important for
words that are both
nouns and verbs.
• Usually, if the stress is
placed on the first
syllable it is a noun.
• If the stress is placed on
the second syllable it is a
verb.
Example:
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NOUN VERB
con’test con-test’
de’fect de-fect’
in’sert in-sert’
ob’ject ob-ject’
pre’sent pre-sent’
pro’test pro-test’
re’call re-call’
re’cord re-cord’

9. INTONATION
LET’S TRY!
I did not buy red apples.
I did not buy red apples.
I did not buy red apples.
I did not buy red apples.
I did not buy red apples.
1. Look at the following
sentences.
2. Speak them out loud
and especially stress
the word that is in
bold writing.
3. Think about how the
meaning of the
utterance changes.
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10. INTONATION
Intonation deals with the stress of words.
Words are stressed to make a certain
emphasis.
A sentence can be spoken differently,
depending on the speaker's intention.
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11. POSITIVE VS NEGATIVE
STATEMENT
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12. IDENTIFYING QUESTIONS
1. Declarative Question:
 the intonation is rising to a higher pitch at the end.
e.g: He found it on the street?
2. WH-Question:
 the intonation is falling to a lower pitch at the end.
e.g: Where did he find it?
3. Yes or no questions:
1. often have a rising end, but not always.
e.g: Did he find it on the street?
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13. LISTEN AND PREPARE FOR
LIRA 1
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14. REFLECTION
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• Stress and intonation is important to recognize
speaker’s attitude.
• Positive statements give information about
something.
• Negative statements give information about what is
not.
Why recognizing stress, intonation, positive and
negative statements as well as question important in
listening?