Intonation in sentences and words

1. This material will help you recognize and understand
word & sentence stress and intonation.

2. Word Stress
English words have certain patterns of stress which
you should observe strictly if you want to be
understood. The best way to learn English stress is
to listen to audio materials and to repeat them after
the speaker. An overview of typical English
patterns of word stress in this material will help you
to recognize and understand word stress,.

3. General guidelines on word stress
Generally, common English nouns, adjectives,
and adverbs are more often stressed on the first
syllable than on any other syllable. Ex:
Nouns: book, notebook, bridge, pants
Adjectives: pretty, wonderful, simple, awesome.
Verbs: take, read, drive, sing, dance,

4. English words can't have two unstressed
syllables at the beginning of the word; one of
these syllables will be stressed. If a word has
four or more syllables, there are usually two
stresses in it: primary stress (strong stress) and
secondary stress (weak stress).

6. Stress in derivatives
Stress in a derivative may remain the same as in
the word from which it was derived, or it may
change in a certain way. When nouns are formed
from verbs, or verbs are formed from nouns, the
following patterns of stress often occur.

7. The same stress:
deNY (verb) – deNIal (noun)
ofFEND (verb) – ofFENCE (noun)
reVIEW (noun) – reVIEW (verb)
PREview (noun) – PREview (verb)
HOSpital (noun) – HOSpitalize (verb)

8. Shift of stress:
preSENT (verb) – PRESent (noun)
reFER (verb) – REFerence (noun)
exTRACT (verb) – EXtract (noun)
inCREASE (verb) – INcrease (noun)
OBject (noun) – obJECT (verb)

9. Adjectives are usually stressed on the first
syllable or repeat the stress of the nouns from
which they were derived: fate (noun) – FATal
(adj.); COLor (noun) – COLorful (adj.).
But stress may change in longer derivative
adjectives:
METal (noun) – meTALlic (adj.)
ATHlete (noun) – athLETic (adj.)
geOLogy (noun) – 'geo'LOGical (adj.)
ARgument (noun) – 'argu'MENtative (adj.)

10. Adverbs are usually stressed on the first syllable or
repeat the stress of the adjectives from which they
were derived:
ANgry – ANgrily;
WONderful – WONderfully;
FOOLish – FOOLishly;
athLETic – athLETically.

11. Gerunds and participles repeat the stress of
the verbs from which they were formed:
forGET – forGETting – forGOTten;
CANcel – CANceling – CANceled;
'ORga'nize – 'ORga'nizing – ORganized.

12. Typical patterns of stress
Let's look at typical examples of stress in English
words. Main factors that influence stress are the
number of syllables in the word, and whether the
word is a noun, an adjective, or a verb.

13. ONE-SYLLABLE WORDS
One-syllable nouns, verbs, adjectives, and
adverbs are stressed on the vowel sound in the
word. Note that a diphthong is one complex vowel
sound that forms only one syllable. A diphthong is
stressed on its first main component.
book, cat, rain, boat, crow, chair
read, burn, touch, choose, laugh, hear
new, bright, large, short, clear, loud
late, fast, soon, now

14. TWO-SYLLABLE WORDS /
Two-syllable nouns are usually stressed on the
first syllable.
TEACHer, STUDent, CARpet, LESson
REgion, ILLness, STATEment, CITy
CONvict, INcrease, INstinct, OBject
PERmit, PRESent, PROject, SYMbol

15. Nouns may be stressed on the last syllable if there
is a long vowel sound or a diphthong in it. Words of
foreign origin (especially words of French origin)
may be stressed on the last syllable.
trainEE, caREER, deLAY, conCERN
poLICE, hoTEL, beRET,

16. Two-syllable adjectives
Two-syllable adjectives are usually stressed on the first
syllable.
FUNny, LOCal, USEful
FOOLish, NATive, CAREless
Some adjectives are stressed on the last syllable if there is a
long vowel sound or a diphthong in it.
abSURD, comPLETE, exTREME, moROSE
If there is a prefix in an adjective, stress often falls on the
first syllable of the root after the prefix.
inSANE, imMUNE, enGAged
unWELL, unKNOWN

17. Two-syllable verbs
Two-syllable verbs are usually stressed on the
second syllable, especially if the first syllable is a
prefix
.
adMIT, apPLY, beGIN, beLIEVE
comBINE, conFIRM, deNY, deSERVE
disLIKE, misPLACE, exPLAIN
forBID, forGET, igNORE, inVITE
oBEY, ocCUR, perMIT, prePARE
proPOSE, purSUE, reCEIVE, rePLY
supPLY, surPRISE, unDO, unLOCK

18. But there are many verbs that are stressed on
the first syllable.
HAPpen, CANcel, PRACtice
ANswer, OFfer, MENtion
FOLlow, BORrow, PUNish

19. THREE-SYLLABLE WORD/ NOUNS
Three-syllable nouns are usually stressed on the
first syllable.
POLitics, GOVernment, GENeral
INterest, GRADuate, CONfidence
But many nouns, especially those derived from
verbs with prefixes, have stress on the second
syllable.
apPROVal, conFUSion, conSUMer
corRECTness, eLECtion, diRECtor
Some nouns have primary stress on the last syllable
if there is a long vowel sound or a diphthong in it.
'engi'NEER, 'refu'GEE

20. Three-syllable adjectives
Three-syllable adjectives are usually stressed on the first
syllable.
GENeral, DELicate, EXcellent
WONderful, FAVorite, CURious
Some adjectives have one more stress on the last syllable if
there is a long vowel or a diphthong in it.
'OBso'lete / 'obso'LETE
'Vietna'MESE, 'Portu'GUESE
Some adjectives do not repeat the stress of the noun from
which they were derived and are stressed on the second
syllable.
geNERic, symBOLic, inSTINCtive

21. Three-syllable verbs
Three-syllable verbs often have primary stress on the first
syllable (even if it is a prefix) and secondary stress on the last
syllable (which is often a verb suffix).
'ORga'nize, 'MODer'nize
'SIGni'fy, 'SPECi'fy
'COMpen'sate, 'DECo'rate
'COMpli'ment, 'CONsti'tute
But many verbs, especially those with prefixes, have stress
on the second syllable.
conTINue, conSIDer, reMEMber
If the prefix consists of two syllables, its first syllable usually
gets secondary stress.
'under'STAND, 'decom'POSE
'contra'DICT, 'corre'SPOND

22. FOUR OR MORE SYLLABLES
Long nouns, adjectives, verbs, and adverbs usually
have two stresses: primary stress and secondary
stress. But there are some long words with only one
stress. There are four patterns of stress in long
words.
Only one stress: on the first syllable
Nouns:
ACcuracy, DELicacy
Adjectives:
INteresting

23. Only one stress: on the second syllable
Nouns:
inTOLerance, geOMetry, aMERica
simPLICity, moBILity, teLEpathy
acCOMpaniment
Adjectives:
sigNIFicant, mysTErious, traDItional
inTOLerable, unREAsonable, noTOrious
Verbs:
acCOMpany

24. Two stresses: on the first and third syllable
This is a very common stress pattern in long words
in English.
Nouns:
'eco'NOMics, 'infor'MAtion
'consti'TUtion, 'repe'TItion
'coloni'ZAtion, 'multipli'Cation
Adjectives:
'aca'DEMic, 'geo'METrical
'inter'NAtional, 'cosmo'POLitan
'capita'LIStic, 'conver'SAtional
'PAtro'nizing

25. Two stresses: on the second and fourth syllable
Nouns:
con'side'RAtion
in'vesti'GAtion
con'tinu'Ation
Adjectives:
ex'peri'MENtal
in'compre'HENsible
Verbs:
i'DENti'fy, in'TENsi'fy
in'TOXi'cate, ac'CUmu'late
com'MERcia'lize, a'POLo'gize.

26. Intonation
Language conveys very specific information, such as how to
get somewhere or what someone is doing. It can be also
used beyond the exact meaning of the words to indicate how
the speaker feels about what he is saying, or how he
personally feels at that moment.
Generally speaking, if English is not your first language, this
is where you start running into difficulty. Even if you
pronounce each word clearly, if your intonation patterns are
non-standard, your meaning will probably not be clear. Also,
in terms of comprehension, you will lose a great deal of
information if you are listening for the actual words used.

27. Because English has a fairly strictly fixed
word order, It is not an option to rearrange
the words when we want to make a point
about something. Intonation in American
English is the rise and fall of pitch in order to
convey a range of meanings, emotions or
situations, within the confines of standard
grammar and fixed word order. The
intonation aspects of grammar are explained
in and complex grammar.

28. New Information
This is the starting point of the standard When we say that we
need to stress the new information, it's logical to think,
"Hmmm, this is the first time I'm saying this sentence, so it's all
new information. I'd better stress every word." Well, not quite.
In standard English, we consider that the nouns carry the
weight of a sentence, when all else is equal. Although the verb
carries important information, it does not receive the primary
stress of a first-time noun.
Dogs eat bones.
After the information has been introduced, or is being
repeated through the use of pronouns, the intonation shifts
over to the verb. Notice how the intonation changes when a
sentence changes from nouns to pronouns:
Dogs eat bones.
They eat them.

29. Phrasing
In addition to the intonation of a statement, there is
another aspect of speech that indicates meaning --
phrasing. Have you ever caught just a snippet of a
conversation in your own language, and somehow
known how to piece together what came before or
after the part you heard? This has to do with your
natural understanding of phrasing. In a sentence,
phrasing tells you where the speaker is at the
moment, where he is going, and if he is finished or
not. Notice that the intonation stays on the nouns.

30. Statement
Stress the nouns and let the tone
fall at the end of the sentence.
Dogs eat bones.
First half, second half
The first half of a sentence usually
sets up the second half.
Dogs eat bones,
but cats eat fish.
Intro Phrase
When you want to preface your
statement, use a rising tone.
As we all know, dogs eat bones.
Listing
With more than one item in a list,
all but the last one have a rising
tone.
Dogs eat bones, kibbles andmeat
.
Question
A regular question goes up
(compared with a statement), but
drops back down at the end.
Do dogs eat bones?
Repeated Question
A repeated, rhetorical or emotional
question goes up, and then up
again at the end.
Do dogs eat bones?!

31. You'll notice, of course, that the dogs-eat-
bones sentence uses simple nouns and simple
verbs. An extremely important part of intonation is
compound nouns and complex verb tenses.

32. Contrast
Once the intonation of new information is established, you'll
soon notice that there is a pattern that breaks that flow. When
you want to emphasize one thing over another, you reflect this
contrast with pitch change. Notice how the intonation indicates
contrast:
Bob studies English.
Bob studies English, but he doesn't use it.
If a person consistently stresses "contrast words" as opposed to
"new information words", he can end up sounding permanently
argumentative:
I said it is good.
He doesn't like it.
Where are you going?

33. Additionally, mixed messages occur when modals
or verbs of perception are stressed -- you end up
with the opposite meaning!
People should exercise more, but . . .
They would help us, if . . .
It looks like Chanel, but at that price, it's a knock-
off.
He seems like a nice guy, but once you get to know
him. . .

34. Meaning
A good exercise to demonstrate the variety of meaning through
intonation changes is to take a single sentence, try stressing each
word in turn, and see the totally different meanings that come out.
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.

35. Once you are clear on the intonation changes in the seven sentences, you
can add context words to clarify the meaning:
1. I didn't say he stole the money, someone elsesaid it.
2. I didn't say he stole the money, that's not true atall.
3. I didn't say he stole the money, I only suggestedthe possibility.
4. I didn't say he stole the money, I think someoneelse took it.
5. I didn't say he stole the money, maybe he justborrowed it.
6. I didn't say he stole the money, but rather someother money.
7. I didn't say he stole the money, he may have taken some jewelry.

36. Pronunciation
In any language, there are areas of overlap, where
one category has a great deal in common with a
different category. In this case, intonation and
pronunciation have two areas of overlap. First is the
pronunciation of the letter T. When a T is at the
beginning of a word (such as table, ten, take), it is a
clear sharp sound. It is also clear in combination
with certain other letters, (contract, contain, etc.)
When T is in the middle of a word (or in an
unstressed position), it turns into a softer D sound.
(This is covered in more detail in pronunciation.)
Betty bought a bit of better butter.
Beddy bada bida bedder budder.

37. Mood & Personality
This is an extremely important aspect of intonation, as it goes
beyond what you are trying to say--it dictates how your listener will
relate to you as an individual--if you will be considered charming or
rude, confident or nervous, informed or unfamiliar.
An extremely important part of intonation is inside a one-syllable
word. Intonation in a one-syllable word? Isn't that a contradiction in
terms? No, we put in little sounds that are not in the written
language, but that convey a great deal of information in terms of
who we are. (These extra sounds are explained in liaisons.)
When we contrast two similar words, one ending with
a voicedconsonant (d, z, g, v, b) and the other with
an unvoicedconsonant (t, s, k, f, p), you will hear the difference in
the preceding vowel, specifically in the length or duration of that
vowel.

38. Compound Nouns
One of the first things you learn about intonation is that nouns
carry the new information, and consequently, they carry the stress
in a sentence.
Dogs eat bones.
But what if you have an adjective with the noun, or two nouns
together -- which word do you stress?
In this case, you have to make a simple decision: Either stress
the first word or the second word (rarely both). How do you know
which one to stress? Well, if it is a description (with no contrast),
skim over the adjective and stress the noun:
a nice guy
a big house
a good idea

39. If you have a two nouns that form a compound
noun, stress the first word:
a hot dog
a notebook
a picture frame
This will explain why we say:
He lives in a white house.
He lives in the White House.

40. 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.

41. Betty Botta tongue twister
Betty Botta bought some butter;
“But,” said she, “the butter’s bitter!
If I put it in my batter
It will make my batter bitter.
But a bit o' better butter
Will make my batter better.”
Then she bought a bit o’ butter
Better than the bitter butter,
Made her bitter batter better.
So ’twas better Betty Botta
Bought a bit o’ better butter.

42. Some versions are shortened:
Betty bought some butter but the butter she
bought was bitter,
So she bought some better butter to make the
bitter batter better
Sea shells
She sells sea-shells on the sea-shore.
The shells she sells are sea-shells, I'm sure.
For if she sells sea-shells on the sea-shore
Then I'm sure she sells sea-shore shells.

43. Shep Schwab tongue twister
Shep Schwab shopped at Scott's Schnapps shop;
One shot of Scott's Schnapps stopped Schwab's
watch.
Luke's duck tongue twister
Luke Luck likes lakes.
Luke's duck likes lakes.
Luke Luck licks lakes.
Luck's duck licks lakes.
Duck takes licks in lakes Luke Luck likes.
Luke Luck takes licks in lakes duck likes.

45. He bought a new HOUSE. (A
statement giving information.)
He bought a new /HOUSE? (A
surprised question.)

46. What is your NAME? (A
question asking for information.)
What is your /NAME? (A more
interested question.)

47. • Do you have a /CAR? (A question asking for
information.)
• Do you have a CAR? (The answer "yes" is
expected.)
• Could you give me a /PEN, please? (Polite
request.)
• Could you give me a PEN, please? (Sounds
like a command; the answer "yes" is expected.)