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Week 3 Seminar discussion

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  • 1. Seminar Discussion: Intonation, Rhythm & Stress
    Week 3: Language Description & Analysis
  • 2. How important is it to teach intonation, rhythm and stress? (What problems do learners typically encounter?)
    Seminar Discussion
  • 3. Intonation is considered the ‘music’ of speech.
    Incorrect intonation can result in misunderstandings.
    Raising awareness of intonation can aid understanding.
    Intonation
    or
    It’s not what you know | it’s who you know.
    It’s not ↑ WHAT you know, it’s ↑ WHO you know.
  • 4. Intonation, like other paralinguistic features of language, is best acquired through exposure rather than taught in the classroom. (Thornbury, 2006)
    Awareness-raising activities:
    “It’s raining!”
    … the tone of your voice!
  • 5. Rhythm “is the way that some words are emphasized so as to give the effect of regular beats” (Thornbury, 2006) or fluidity in spoken language.
    How would you say the following?
    If I’d known you were coming, I’d have prepared a meal.
    If I’d known you were coming, I’d have prepared a meal.
    Introduce rhythm by humming, clapping, singing or using tongue twisters.
    Rhythm
  • 6. Tongue Twister
    If two witches were watching two watches, which witch would watch which watch?
  • 7. “Word stress refers to prominence at the word level, while sentence stress refers to the patterns and unstressed syllables over a whole sentence.” (Thornbury, 2006)
    Vowel sounds are typically weak and unstressed. (Scrivener, 2005)
    Word stress is a common cause of misunderstanding in English:
    “They will desert the desert by tomorrow morning.”
    Stress Levels
    desert
    desert
  • 8. Effects of stress in sentences:
    David wanted the to buy the red shirt. (not the red tie)
    David wanted the to buy the red shirt. (not …)
    David wanted the to buy the red shirt. (not …)
    David wanted the to buy the red shirt. (not …)
    David wanted the to buy the red shirt. (not …)
    Students could complete the explanation as in the first example.
    Effects of Stress
  • 9. Sorting Stress Patterns
    completely
    interview
    innocent
    example
    suitable
    opposite
    universe
    revision
    computer
    important
    recorder
  • 10. Cuisenaire rods or Lego bricks
    Integrating within lessons
    Tongue twisters
    Songs, poems, etc
    Further Ideas
    Further Reading
    Sound Foundations by Adrian Underhill
    Teaching English Pronunciation by Joanne Kenworthy
    An A-Z of ELT by Scott Thornbury
    Learning Teaching by Jim Scrivener
  • 11. Word Stress:
    http://www.teachingenglish.org.uk/think/articles/word-stress
    Intonation:
    http://www.teachingenglish.org.uk/think/articles/intonation
    Rhythm:
    http://www.teachingenglish.org.uk/think/articles/rhythm
    Tongue Twisters:
    www.learnenglishkids.britishcouncil.org/en/tongue-twisters
    Wordle: www.wordle.net
    Websites