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intonation
Raising awareness of important
aspects of language
Warm-up
• In pairs practise both conversations.
• NB Meaning is totally conveyed by these
words only. Get your acting hats on!
• Do you think learners would find this activity
easy or difficult?
• Most attitudinal features of stress are
universal. Depends how uninhibited the
learners are, though.
Stress
• Read these invented words and try to predict
the way each one is stressed. Count the
syllables first. Can you suggest any rules?
• pawler veddle malmish pandifulloomitive
loomition imbelist imbelistic geon
geonics geonetics geonetology
geonetological
Some general tendencies
• In two-syllable words the stress tends to be on the
first syllable, especially where the second syllable is
a suffix (pawler, veddish, malmer).
• Polysyllabic words tend to be stressed on the third
to last: pandiful, loomitive, imbelist, cosmopolitan.
• However, certain suffixes such as –ic, ition, sort of
‘attract’ the stress: loomition, imbelistic.
• This accounts for stress shift in word families: geon,
geonics, photograph, photographic, photography??
Techniques to highlight word stress
• Provide a model, i.e., drill chorally and
individually.
• Ask learners, where’s the stress?
• Tap or hum the pattern.
• Write the word on the board with a small
indicator of stress, e.g., a small box above the
stressed syllable.
Word stress Practice
• Mark the stress on these words. It helps to
count syllables first.
• Table happy decide overtired notebook
sociablehappily organise exercise
independently
Stress
• Read the short dialogues aloud then answer the questions.