English Speech Sounds

Welcome to Section 1. In this section, we are focusing on Stress and Disyllabic words (Use in Sentences) and Comprehension Text Strategies. In our previous lessons, we studied vowel and consonant sounds, retrieving specific information and interpreting simple texts. In this section, you will learn how to use stress correctly when speaking.

You will listen carefully and practise speaking clearly so people can understand you better. You will also read more advanced texts using Comprehension Text Strategies and learn how to understand them clearly. These lessons will help you become a better speaker, listener, reader, and writer.

KEY IDEAS

• A disyllabic word: a word that has two syllables.

• Sentence stress: a pattern of saying more emphatically and clearly certain words in a sentence.

• Stress: the extra force or emphasis we give to one part of a word or sentence.

• A syllable: a unit of sound that forms a word or part of a word.

• Text Comprehension Strategies: the strategies that help you understand, remember, and respond to what you read.

• Word stress: the part of a word that we say louder and more clearly than the other parts.

Stress is the extra force or emphasis we put on one part of a word or sentence when we speak.

It helps others to understand what we mean.

Types of Stress in Oral Communication

The Two Types of Stress in Oral Communication are discussed below.

1. Word Stress

Word stress is the part of the word that you say louder and longer. In English, most words with two or more syllables have one syllable that is stressed more than the others. Pronouncing words with the correct stress helps you:

a. Speak clearly

b. To be better understood

Table 1.1: Examples of word stress Word Syllables Stressed Syllable How It Sounds

Table TA-ble First syllable TA-ble Begin be-GIN Second syllable be-GIN PREsent (noun) PRE-sent First syllable PRE-sent (a gift) preSENT (verb) pre-SENT Second syllable pre-SENT (to show or give)

2. Sentence Stress

It is a pattern of saying certain words in a sentence louder or more clearly, while other words are spoken more quietly and quickly. In English, we usually stress the important words that carry meaning (Content Words), which include nouns, main verbs, adjectives, and adverbs. Some words are, however, not stressed. These are articles (a, an, the), pronouns (he, she, it), prepositions (in, on, at), and auxiliary verbs. You do not become a more convincing speaker if you stress articles, pronouns and prepositions.

Examples

a. I need to go.

"need" is an important word, so it's stressed.

b. She bought a new car.

"bought”, “new,” and "car" are stressed because they carry meaning.

c. He doesn’t like pizza.

"doesn’t" and "pizza" are stressed to show emotion or focus.

Importance of stress

1. Correct stress helps learners to become more natural and fluent. It helps them to pronounce words in the right way.

2. Understanding stress helps learners identify key points and follow conversations more effectively. This makes listening and understanding easier.

3. Repeating words with correct stress helps them to remember words and phrases.

4. Stress in a sentence brings out the feeling of the speaker and helps to show what is important.

Examples

a. You really did that? (Surprised)

b. You really did that? (Doubtful or impressed)

c. You really did that? (Disbelief at the specific action)

Disyllabic words are words that have two syllables.

A syllable is a unit of sound that forms a word or part of a word. Each syllable often contains one vowel sound.

How to Identify Disyllabic Words:

1. Clap your hands or tap your fingers while saying the word slowly.

2. Each clap or tap represents a syllable.

Table 1.2: Examples of Disyllabic Words

Word Breakdown

Apple ap – ple

Table ta – ble Window win – dow Importance of Disyllabic Words in Oral Communication

1. Pronunciation Clarity: Disyllabic words help to pronounce words clearly.

Example: In the word "happy" (HAP-py), the first syllable is stressed. If you stress the wrong syllable (hap-PY), it can sound odd or be misunderstood – it would come across as an error.

2. Improved Listening Skills: Knowing how disyllabic words are structured helps you to recognise them when others speak. This makes it easier to follow conversations, especially with native speakers.

3. Better Spelling and Reading: Understanding syllables helps you break words down for spelling and reading.

Differentiating Word Classes by Stress

In English, words can be differentiated based on which part of the word is stressed.

Depending on which part of a word is stressed (the syllable we say louder or with more emphasis), a word can change meaning and word class, especially when the spelling stays the same. This is common in two-syllable words that can be both nouns and verbs.

Nouns (naming words) usually have stress on the first syllable, while Verbs (action words) often have stress on the second syllable.

Table 1.3: Examples of stress pattern in disyllabic words Word Stress Pattern Word Class Example in a Sentence CONtract First syllable Noun We signed the CONtract.

ConTRACT Second syllable Verb They will aim to conTRACT the time spent on new work.

Increase First syllable Noun There was an INcrease in sales.

InCREASE Second syllable Verb We hope to inCREASE profits.

Desert First syllable Noun The DEsert is hot and dry.

DeSERT Second syllable Verb Don’t deSERT your post.

Activity 1.1 Discussing Stress and Its Importance

1. In groups of three, discuss what stress means.

2. Why do we use stress when we talk? Can you think of times when stress changes the meaning of what someone says?"

3. In your groups, discuss why stress is important in Oral Communication.

Activity 1.2 Marking Stress on Disyllabic

4. Invite a friend and write down five disyllabic words that change word class with stress. Take turns with your partner to mark stress on each of the words.

If you find difficulty in thinking of such words, explore online for examples.

Your teacher will be willing to help you.

5. Looking at where the stress is placed, identify the word class of each word.

6. Ask your partner to list five polysyllabic words.

7. Mark stress appropriately on each word using a stress mark and ask for feedback.

Activity 1.3 Reading Sentences with Correct Stress

In groups of four, practise reading the following sentences with disyllabic words using the correct stress.

a. The teacher placed the object on the table.

b. Some students object to the new rules.

c. The prefect was praised for her good conduct.

d. The science teacher will conduct an experiment.

Welcome to section 4. This unit will help you to speak better English and understand what you read more clearly. First, you will learn about intonation in conversation, which is how your voice rises and falls when you speak. Intonation helps you sound more natural and polite, especially when asking questions, giving commands or making statements. You will also learn about summary writing techniques, which will teach you how to pick out the most important ideas in a passage and write them in a clear and short form. These skills are important for speaking and writing well in English.

The activities in this unit will guide you to practise and improve both your speaking and writing abilities.

KEY IDEAS

• Falling Intonation: A pattern of speech where the voice drops in pitch at the end of a sentence, usually used in statements, commands and Wh- questions to show completeness or certainty.

• Intonation: The natural rise and fall of the voice in speaking, used to express meaning, emotion or intention beyond the actual words spoken. Humour is often conveyed in this way.

• Rising Intonation: A speech pattern in which the voice rises in pitch, especially at the end of a sentence, often used in Yes/No questions or to show uncertainty or incompleteness.

• Summary Writing: The skill of briefly presenting the main points or ideas of a longer text in a clear, concise and objective way, using one’s own words.

Intonation is the rise and fall of your voice when you speak. It plays an important role in how you express emotions, ask questions, show interest, give commands or indicate whether you have finished speaking or not. In conversation, intonation helps your listeners understand your intentions and to know whether you are asking questions, making a statement, expressing surprise or doubt.

Learning how to use intonation correctly makes your spoken English sound more natural and helps you become a better communicator.

Two Main Types of Intonation Patterns in English

₁. Rising intonation (↗️)

2. Falling intonation (↘️) Understanding when and how to use rising and falling intonation can help you sound more natural and confident in conversation.

Rising Intonation (↗️)

Rising intonation is when your voice goes up during conversations.

When Do We Use Rising Intonation?

1. Yes/No Questions

Rising intonation is used when asking questions that can be answered with a “yes” or a “no”.

Examples

a. Are you coming? ↗️

b. Is this your bag? ↗️

c. Do you like football? ↗️

2. Uncertainty or Incompleteness

Rising intonation is also used when speakers are unsure or have not finished stating their points in a sentence.

Examples

a. I thought you were... ↗️

b. Maybe we could… ↗️

c. He’s a teacher, I think…? ↗️ Effect of Rising Intonation

1. It shows interest

2. It signals hesitation

3. It seeks to ask questions.

4. It invites your listeners to respond.

Falling Intonation (↘️)

Falling intonation is when your voice goes down in conversation, especially at the end of a sentence or phrase.

When Do We Use Falling Intonation?

1. Statements: Falling intonation is used in statements to show certainty or completion.

Examples

a. I am going to school. ↘️

b. She loves reading. ↘️

c. We had lunch at home. ↘️

2. Wh-Questions: Falling intonation is used in questions that begin with what, where, when, who, why, and how.

Examples

a. What is your name? ↘️

b. Where are you going? ↘️

c. How do you know that? ↘️

3. Commands and Instructions: Falling intonation is used to show confidence, authority or finality.

Examples

a. Sit down. ↘️

b. Open your books. ↘️

c. Please be quiet. ↘️

4. Final Item in a List: As mentioned earlier, the last item in a list typically ends with a falling tone.

Example: I saw a lion, ↗️ a tiger, ↗️ and a leopard. ↘️ How Falling Intonation Affects Our Conversation

1. It shows the completeness of your statement in conversation.

2. It signals confidence during conversation.

3. It shows the certainty of your statement in conversation.

4. It tells the listener that the speaker has finished a thought.

Table 4.1: Comparison table on Rising (↗️) and Falling intonation (↘️) Function Rising Intonation (↗️) Falling Intonation (↘️) Type of question Yes/No questions Wh- questions Tone effect Uncertain, questioning, polite, incomplete Certain, final, confident Use in lists All items except the last Final item in the list Sentence type Incomplete ideas, doubts Statements, commands, definite questions Tips for Practising Intonation ₁. Listen to how native speakers raise and lower their voices in conversation

2. Read dialogues aloud and exaggerate the rising and falling tones.

3. Mark arrows (↗️ / ↘️) above words to guide your pitch.

4. Record yourself and compare it to authentic recordings.

Mastering rising and falling intonation will help you to sound more natural, polite and expressive. Learning when to raise or lower your voice (pitch), you can better control how your message is understood in conversations.

Activity 4.1 Reciting Poems Using Rising and Falling Intonation

1. Take turns to read the poem below in your groups, varying your voice to indicate the appropriate intonation

a. The sun was shining bright and high ↗

b. We laughed and danced beneath the sky↘

c. Then suddenly, a cloud rolled in↘

d. Did you hear that thunder begin? ↗

e. The wind grew wild, the trees bent low↘

f. But soon the rain began to slow↘

g. And look! A rainbow starts to show↘

2. Pay attention to your facilitator as he/she recites the poem above for the appropriate voicing to indicate the appropriate intonation patterns.

Activity 4.2 Differentiating Intonation Patterns in Sentences

Read each sentence with two friends and identify differences in intonation.

1. Where is your bag?

2. Please, take a seat.

3. Do you like oranges?

4. You said you met him yesterday?

5. I bought bread, eggs and milk.

Activity 4.3 Marking Intonation Patterns in Dialogues

1. Use ↗ for rising intonation and ↘ for falling intonation to mark the intonation pattern in the dialogue below.

Ewoenam: Is this the bus to Accra?

Kofi: Yes, it is.

Ewoenam: What time does it leave?

Kofi: It leaves at half past ten.

Ewoenam: Oh, that’s soon!

Kofi: Are you in a hurry?

Ewoenam: Not really. I just don’t want to miss it.

Kofi: Don’t worry. It’s usually late.

Ewoenam: Thanks a lot.

Kofi: You’re welcome.

2. Practise reading the dialogue aloud in your small groups, focusing on voice pitch to express meaning clearly and naturally.

In this section, you will revise how stress works in English, both in individual words (word stress) and in full sentences (sentence stress). Stress helps speakers sound clear, natural and easily understood. You will explore how changing stress can affect the meaning of a word, especially when the same word can be used as a noun or a verb. You will also practise stressing the correct syllables in polysyllabic words and identifying important words in a sentence.

You will also build on what you learned in Section 13 (Year 2), where you listened to spoken texts to understand the speaker’s intended meaning. You learnt to pay attention to tone, emphasis and word choice. Now, you will apply similar listening and speaking skills to practise pronunciation, stress patterns and summarising. The lesson ends with a passage on youth unemployment in Ghana, where you’ll apply summary writing skills to identify key ideas and express them briefly and clearly.

KEY IDEAS

• Polysyllabic: A word that has more than one syllable.

• Stress: The extra force used when saying a syllable or word more clearly and strongly.

• Syllable: A single sound or beat in a word. For example, the word “teacher” has two syllables (teach-er)

As a way of revision, we said in section one that not all parts of a word or sentence are said with the same force. Some parts are spoken more strongly or clearly than others.

This stronger pronunciation is called stress.

We also discuss that stress helps speakers to;

a. Speak clearly

b. Be easily understood

c. Show the right meaning of words and sentences Stress in Polysyllabic Words A polysyllabic word is a word that has more than one syllable. In these words, one syllable is stressed (spoken louder and longer than the rest).

Tip: You can clap to count the syllables in a word.

Table 10.1: Examples of Polysyllabic Words and Their Stress Word Syllables Stressed syllables comfortable COM-fort-a-ble 1st syllable electricity e-lec-TRI-ci-ty 3rd syllable education ed-u-CA-tion 3rd syllable intelligent in-TEL-li-gent 2nd syllable development de-VE-lop-ment 2nd syllable Remember, the stressed syllable is the one that is said more clearly and with greater force.

Word Stress and Meaning

In English, stress can change the meaning of a word, especially between a noun and a verb. Let Look at these pairs:

Noun Verb

'record (noun) re‘cord (verb) 'import (noun) Im‘port (verb) 'present (noun) pre ‘sent (verb)

Example Sentences

1. He bought a record (noun – a disc with music)

2. Please record the programme. (verb – to save or write down) Sentence Stress In a sentence, not all words are spoken with equal strength. Important words, also known as content words, are stressed, while less important words are said more quickly or lightly.

Examples of Content Words that are usually stressed

1. Nouns (car, teacher)

2. Main verbs (go, buy)

3. Adjectives (happy, new)

4. Adverbs (quickly, always) Function Words usually not stressed

1. Articles (a, an, the)

2. Prepositions (in, at, on)

3. Conjunctions (and, but)

4. Helping verbs (is, has, will)

Example Sentence

Quite surprisingly, she has just bought a new car.

Stressed words: bought, new, car Unstressed words: quite, surprisingly, she, has, just, a Key Points To Remember

1. Word stress is about which syllable is stronger in a word.

2. Sentence stress is about which words are more important in a sentence.

3. Stress helps us sound more natural and understandable when we speak English.

Activity 10.1 Differentiating Word Classes by Stress Placement

1. In your study group, use the following pairs of words in sentences as a noun or a verb Increase (noun) / increase (verb) Object (noun) / object (verb) Permit (noun) / permit (verb) Export (noun) / export (verb) Insult (noun) / insult (verb)

2. Discuss with your group members which syllable of each word is stressed in each of the sentences.

3. Discuss how this change in stress helps signal meaning.

Activity 10.2 Marking Stress on Given Polysyllabic Words for Emphasis Do this activity with your friend using these words: photography, economic, responsibility, education, engineer, information, and deliver.

Take turns to do the following.

a. Say each word aloud

b. Underline the stressed syllable in each word

c. Explain to your group members how emphasis is created using stress.

Activity 10.3 Identifying Stress on Polysyllabic Words in Model Text In pairs, read the paragraph below aloud, clearly stressing the appropriate syllables.

The engineer explained the procedure in a calm and confident manner. Her suggestion helped improve the performance of the entire organisation. Everyone admired her commitment and efficiency.

a. Let your partner listen and mark whether the correct syllables were stressed.

b. Then, switch roles.

c. Repeat the reading for accuracy and fluency.

In this section, we will revise what we learned earlier about intonation, how the rise and fall of our voice affects the meaning of what we say. Intonation helps us express emotions, ask questions, make statements, and show how we feel about what we are saying. Even when the words stay the same, our tone can completely change the message. By the end of this section, you should be able to recognise different intonation patterns and use them effectively in your own speech. You will take part in activities that involve matching, listening, speaking, and interpreting meaning through voice movement. These tasks will help you speak more clearly, naturally, and confidently in different situations.

KEY IDEAS

• Intonation: The rise and fall of the voice when speaking, used to express meaning, emotion, and sentence type.

• Rising Intonation (↗): A voice pitch that goes up at the end of a sentence. Often used for yes/no questions and uncertainty.

• Falling Intonation (↘): A voice pitch that goes down at the end of a sentence. Common in statements, commands, and wh-questions.

• Rising-Falling Intonation (↗↘): The voice goes up and then down. Used to show interest, emphasis, or list items.

• Falling-Rising Intonation (↘↗): The voice drops and then rises. It usually expresses doubt, hesitation, or contrast.

We explored the topic Intonation (Forms, Patterns and Meaning) in detail in section 4.

We learned how the rise and fall of our voice can change the meaning of what we say, show our emotions, and help listeners understand us better.

We are going to revise what we learned. The aim is to refresh your memory, reinforce your understanding, and help you use intonation correctly in your everyday speech and classroom activities.

Pay close attention, practise saying the examples aloud, and get ready for some short

activities to check your understanding.

Intonation is the rise and fall of the voice when we speak. It adds meaning, emotion, and clarity to our spoken words. Even when we use the same words, the way our voice moves can change what we mean.

Types of Intonation Patterns

1. Rising Intonation (↗): The voice goes up at the end. Common in yes/no questions, and when we are unsure.

Example: Are you coming? ↗

2. Falling Intonation (↘): The voice goes down at the end. Used in statements, commands, and wh-questions.

Example: I’m going home. ↘ ₃. Rising-Falling Intonation (↗↘): The voice rises and then falls. Used in lists, conditional sentences, and to show interest or strong feelings.

Example: I bought apples, oranges, and bananas. ↗↘ ₄. Falling-Rising Intonation (↘↗): The voice falls then rises. Shows doubt, uncertainty, or contrast.

Example: Well... maybe. ↘↗ Functions of Intonation

1. Helps us tell if a sentence is a statement, a question, or a command.

Example:

You’re ready. ↘ (statement) You’re ready? ↗ (yes/no question)

2. Shows how a speaker feels (happy, surprised, doubtful).

Example:

Really? ↗ (surprised or unsure) Really! ↘ (certain)

Table 18.1: Types of intonation in sample sentences Sentence Intonation Type Meaning / Use He’s a doctor Falling (↘) Statement Is he a doctor?

Rising (↗) Yes/No Question

I think so...

Fall-rise (↘↗) Doubt or uncertainty Absolutely not!

Rise-fall (↗↘) Strong emotion or emphasis Intonation is not about what you say, but how you say it. It can change meaning, show emotion, and make your speech clearer and more natural.

Scan the QR code or click on the link below to practise more on intonation https://www.youtube.com/watch?v=jIPb2nVbvlc

Activity 18.1 Matching Intonation Pattern to Correct Intonation Pattern Match each sentence with the correct intonation pattern. Then say them aloud with the correct voice movement with a friend.

1. Can you help me?

2. Take your books.

3. Well, I don’t know…

4. I love mangoes, pineapples, and pawpaw.

5. He said she cheated the teacher.

Activity 18.2 Identifying Intonation Pattern from Audio/Conversation Drill

1. In your group, read or listen to the conversation below and identify the different intonation patterns used.

2. Discuss with your group members the effects the intonation pattern had on the sentence's meaning.

3. In pairs, write at least five sentences for each intonation pattern and mark them with arrows

4. Read your sentences aloud while other group members guess the pattern and their purpose.

Conversation Ama: Is this the bus to Cape Coast?

Kofi: Yes, it is.

Ama: Oh, great! Do you know when it will arrive?

Kofi: Not exactly… but it should be here soon.

Ama: Hmm… I hope so. It’s getting late.

Kofi: Well… you could take a taxi instead?

Ama: A taxi? That would cost too much!

Kofi: True. But it's faster.

Ama: I guess I’ll wait for the bus then.

Click to listen.mp3

Activity 18.3 Using Intonation to Interpret Varied Sentence Structures

1. In pairs, read each sentence below aloud using different intonation patterns to change the meaning.

2. Discuss with your pair how each intonation affects the interpretation of the sentence.

Sample Sentences

a. You’re going.

b. Really.

c. I didn’t say he stole the money.

d. That’s fine.

e. You can go now.

Sentence 1 is done for you as an example You’re going.

Rising (↗): You’re going↗? (Surprised question) Falling (↘): You’re going↘. (Statement of fact)