Speech Work: Review of Stress and Intonation

Subject: English Language

Class: JSS 2

Term: Second Term

Week: 6 (Review Lesson for Weeks 3 and 4)

Age: 11 – 13 years

Duration: 40 minutes

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Behavioral Objectives

By the end of the lesson, students should be able to:

1. Define and explain stress and intonation in spoken English.
2. Identify word stress in different words.
3. Differentiate between rising and falling intonation in statements, questions, and commands.
4. Apply correct stress and intonation in pronunciation.
5. Use stress and intonation correctly in conversation and reading exercises.

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Keywords

• Stress
• Intonation
• Syllable
• Rising tone
• Falling tone
• Pronunciation
• Rhythm

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Set Induction

The teacher writes the following sentences on the board:

1. I want to present you with a present.
2. He will record the record tomorrow.
3. Are you going home?
4. Sit down now!

The teacher reads the sentences aloud, using different stress and intonation patterns, then asks students to identify the differences in pronunciation.

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Entry Behavior

Students have prior knowledge of intonation, stress, and pronunciation patterns from previous lessons (Weeks 3 and 4).

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Learning Resources and Materials

• Audio recordings of intonation and stress patterns
• Flashcards with stressed words and sentences
• Phonetic transcription charts
• Recorded dialogues for practice

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Building Background/Connection to Prior Knowledge

The teacher reminds students that they have previously learned about intonation (Week 3) and stress (Week 4). This lesson will review and reinforce those concepts.

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Embedded Core Skills

• Listening skills
• Speaking skills
• Phonetic awareness
• Critical thinking

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Learning Materials

• Lagos State Scheme of Work
• JSS 2 English Language Textbook
• Phonetics and Phonology Textbooks

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Lesson Presentation

Step 1: Review of Word Stress

Teacher’s Activity:

• Revises word stress (Week 4).
• Defines word stress as the emphasis placed on one syllable in a word.
• Explains the stress shift rule in nouns and verbs:

Word	Noun (Stress on 1st Syllable)	Verb (Stress on 2nd Syllable)
Import	‘Import (goods)	Im’port (to bring in)
Refuse	‘Refuse (waste)	Re’fuse (to say no)
Present	‘Present (a gift)	Pre’sent (to introduce)

• Reads words aloud, emphasizing correct stress placement.

Learners’ Activity:

• Repeat the words, stressing the correct syllable.
• Work in pairs to identify stress in words provided by the teacher.

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Step 2: Review of Intonation

Teacher’s Activity:

• Revises intonation (Week 3).
• Defines intonation as the rise and fall of the voice when speaking.
• Explains the two types of intonation:

Intonation Type	Usage	Example
Falling Tone	Used in statements, commands, and WH-questions	“She is my friend.” “Sit down!” “Where are you going?”
Rising Tone	Used in yes/no questions, polite requests	“Are you coming?” “Can you help me?” “Really?”

• Reads sentences aloud, demonstrating rising and falling tones.

Learners’ Activity:

• Repeat after the teacher, using the correct intonation patterns.
• Identify rising or falling tone in given sentences.

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Step 3: Combining Stress and Intonation in Speech

Teacher’s Activity:

• Reads sentences where stress and intonation work together:

  1. “I want to present you with a present.” (Noun-verb stress shift)
  2. “He will record the record tomorrow.” (Noun-verb stress shift)
  3. “Are you going home?” (Rising tone)
  4. “Sit down now!” (Falling tone)

• Asks students to identify both stress and intonation in each sentence.

Learners’ Activity:

• Practice reading the sentences with correct stress and intonation.
• Work in groups to create short dialogues using both concepts.

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Step 4: Pronunciation and Fluency Exercises

Teacher’s Activity:

• Conducts listening and speaking drills:
  • Teacher says a word/sentence, students repeat.
  • Teacher plays an audio recording, students identify stress and intonation patterns.

Learners’ Activity:

• Engage in pair work, where one student says a sentence and the other corrects stress/intonation mistakes.
• Record themselves reading a short passage and analyze their pronunciation.

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Evaluation

Identify the correct stress and intonation patterns for the following:

1. Import (to bring in goods)
   a) ‘Import
   b) Im’port

2. Where is my book?
   a) Rising tone
   b) Falling tone

3. Can you help me?
   a) Rising tone
   b) Falling tone

4. Permit (official document)
   a) ‘Permit
   b) Per’mit

5. She loves reading novels.
   a) Rising tone
   b) Falling tone

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Class Activity Discussion (FAQs and Answers)

1. What is stress in spoken English?
   Stress is the emphasis placed on a syllable or word.

2. What is intonation?
   Intonation is the rise and fall of the voice in speech.

3. How do we identify word stress?

   • Nouns/adjectives → stress on the first syllable (‘Present).
   • Verbs → stress on the second syllable (Pre’sent).

4. What happens if stress is placed incorrectly?
   It can change the meaning of a word.

5. Which intonation pattern is used in yes/no questions?
   Rising tone, e.g., “Are you coming?”

6. Which intonation pattern is used in statements?
   Falling tone, e.g., “She is my friend.”

7. How can I improve my pronunciation?

   • Listen to native speakers.
   • Practice intonation and stress drills.
   • Record and play back your speech.

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Assessment (Evaluation Questions)

1. Define word stress and intonation.
2. Identify the correct stress in:
   • Reject (to refuse)
   • Permit (an official document)
3. Identify the correct intonation pattern for:
   a) “Is it your book?”
   b) “She is my friend.”
   c) “Where is your pen?”
4. Write five sentences using different intonation and stress patterns.

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Conclusion

The teacher marks students’ work, provides feedback, and encourages daily intonation and stress practice to improve spoken English.

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