Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

Comprehension questions: 
1.
 
What is difference between word stress and sentence stress? 
2.
 
How do you find the stressed word in a sentence? 
3.
 
What is sentence stress and examples? 
4.
 
How do you use stress in a sentence in English? 
5.
 
What are examples of word stress? 
6.
 
What is stressed words in English? 
7.
 
What are the two types of stress in English? 
8.
 
How do you teach word stress? 
9.
 
What is stress in simple words? 
10.
 
What is first syllable stress? 

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67 
THEME 17. TEACHING INTONATION. 
ATTITUDINAL AND GRAMMATICAL FUNCTIONS 
OF INTONATION. 
Plan: 
1.
 
What is intonation? 
2.
 
How to teach intonation? 
3.
 
Intonation and attitude 
4.
 
Intonation and grammar 
In language learning students should learn not only perfect 
grammar or rich vocabulary but also they have to do intonation 
practice to avoid miscommunication. The altering of tone in a person's 
voice when hearing out specific words is known as intonation.
It often 
reflects emotion, emphasis and attitudes when speaking. To 
demonstrate intonation, arrows are used to represent each fall or 
rise [
↘︎
] [
↗︎
].
In English, there are five tones that can be used to express 
various emotions and functions: 
Fall 
↘︎
Rise 
↗︎
Rise fall 
↗︎↘︎
Fall Rise 
↘︎↗︎
Flat → 
Let’s look at the following examples and consider how 
intonation can change the meaning of each one: 
a) ‘aah!’ = surprise (sharp fall) / realisation (rise-fall) / ‘cuteness’ (fall, 
slow) / fear (flat, long) 
b) ‘what?’ = surprise (sharp rise) / confusion (long, flat) / irritation 
(sharp fall) 
c) ‘a handbag’ = affirmative statement (fall) / An item on a list (flat) / 
interest or curiosity (rise) / an old lady’s outrage (sharp, extreme fall-
rise) 
Intonation doesn't exist in isolation. As a result, approaching it 
in conjunction with other aspects makes sense. Even if it's impossible 
to set guidelines here, it's critical that students understand the 
significant link between intonation and attitude.
The first step is for 
students to recognize how intonation variations affect them. I say the 
word 'bananas' in two ways: first, with a 'interested' intonation 
(varying tone); subsequently, with a 'uninterested' intonation (same 
tone) (flat). Students distinguish between the two and explain how 
they differ. Then we come up with adjectives like 'enthused,' 

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68 
'bored,"surprised,' and'relieved.' For these, I say 'bananas.' After that, 
students work in pairs to guess each other's attitude. 
This can be established by asking a series of questions. 
Students can practice this by asking them to 'welcome' everyone with 
a specific attitude. Finally, the class determines each person's attitude. 
I utilize 'Mr Men' characters for younger students (Miss Graham, Mr 
Brown, Miss Lola, etc.) Each student is assigned a character, and they 
greet the class in that character's voice, as described above. 
When intonation and grammar patterns are predictable, I point them 
out to my students. These, rather than being regulations, serve as 
beginning points for me.