STRESS AND INTONATION TEACHERS C 1 Content and

STRESS AND INTONATION TEACHERS C 1

Content and function words Prepositions: of, at, in, without, between Pronouns: he, they, anybody, it, one Determiners: the, a, that, my, more, much, either, neither Conjunctions: and, that, when, while, although, or Auxiliary: verbs be (is, am, are), have, got, do Particles: no, not, nor, as Nouns: John, room, answer Adjectives: happy, new, large, gray Verbs: search, grow, hold, have Adverbs: really, completely, very, also, enough

Do y ou u nder sent stan ence d the ? Consider the following Going do exam task. If intend write family life, ideas thinking points making notes. You are going to do the exam task. If you intend to write about family life, get ideas by thinking these points and making notes.

Focus word or words The focus word (or words in some cases) is the most important word in a sentence. Why didn't you telephone? ! I waited all day! I didn't telephone because I was so busy. The focus word changes to make the message clear. When saying the focus word, it's common to stress this word more than the other content words. This may include raising the voice, or speaking the word louder to add emphasis.

Some practical work

Choosing the focus word 1. 2. Choose the focus word of these sentences and practice saying them. Say them to your partner and try to continue the conversation.

1. What do you want to do this afternoon? I’m bored! 2. I’m hungry. Let’s get some lunch. 3. Are you going to finish work or waste time? 4. Let’s get Italian food. I’m tired of Chinese. 5. The students are getting horrible grades. What’s wrong? 6. Our class is going to have a test next Friday. Make sure you prepare.

STRESS AND INTONATION Changing the meaning

Stress and meaning When you are speaking English the words you stress can change the underlying meaning of a sentence. Let's take a look at the following sentence: I don't think he should get the job. What does it mean?

Stress and meaning This simple sentence can have many levels of meaning based on the word you stress. Consider the following possibilities

I don't think he should get that job. Somebody else thinks he should get the job. I don't think he should get that job. It's not true that I think he should get the job. I don't think he should get that job. That's not really what I mean. OR I'm not sure he'll get that job.

I don't think he should get that job. Somebody else should get the job. I don't think he should get that job. In my opinion it’s wrong that he is going to get the job. I don't think he should get that job. He should have to earn (be worthy of, work hard for) that job.

I don't think he should get that job. He should get another job. I don't think he should get that job. Maybe he should get something else instead.

As you can see, there are many different ways this sentence can be understood. In other words, the true meaning of the sentence is expressed stressed word or words. through the

Some practical work

Read the following sentence and consider their meanings I said she might consider a new haircut. It was my idea I said she might consider a new haircut. Don’t you understand me? I said she might consider a new haircut. Not another person

Read the following sentence and consider their meanings I said she might consider a new haircut. It’s a possibility I said she might consider a new haircut. She should think about i. It’s a good idea. I said she might consider a new haircut. Not just a haircut I said she might consider a new haircut. Not something else

Exercise 1. Write out a number of sentences. 2. Read each of them stressing a different word each time you read them. Your partner should decide what you have stressed and continue the conversation. 3. Notice how the meaning changes depending on which word you stress. Remember: Don't be afraid to exaggerate the stress, in English we often use this device to add meaning to a sentence. It's very possible that when you think you are exaggerating, it will sound quite natural to native speakers.

For example Why? I was so angry at John. Really? He forgot to call me on my birthday. He said he had remembered, but that it was too late to call. ! I know ould w I ! w ! t Righ Wo r have neve t of a h t d te expec After John. ou y g n i h everyt ne for o have d ? him Do you think so? Well! I’m sure he remembered, he was just too busy to call?