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Week 3 Seminar discussion
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Week 3 Seminar discussion

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  • 1. Week 3: Language Description & Analysis
  • 2. How important is it to teach intonation, rhythm and stress? (What problems do learners typically encounter?)
  • 3.  Intonation is considered the ‘music’ of speech.  Incorrect intonation can result in misunderstandings.  Raising awareness of intonation can aid understanding. It’s not what you know | it’s who you know. It’s not ↑ WHAT you know, it’s ↑ WHO you know. or
  • 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!”
  • 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.
  • 6. 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.” 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.
  • 9. interview innocent suitable universe computer completely example opposite revision important recorder
  • 10.  Cuisenaire rods or Lego bricks  Integrating within lessons  Tongue twisters  Songs, poems, etc  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