This document discusses principles of prosody in reading aloud. It defines prosody as using pace, stress, volume, and pitch to create meaning and expression. The document provides examples and activities to help readers understand and apply prosodic techniques like varying speed, emphasizing key words, projecting appropriate volume, and changing pitch. Applying prosody makes reading more engaging for listeners by conveying emotion and focus beyond what is on the page.

1. Speaking 101
Principles of Prosody II

2. Learning Objectives

To understand the nuances of reading aloud
with expressiveness.

To apply principles of prosody to create greater
expressiveness when reading.

3. Introduction

Listen to these two audio samples from two
students reading a simple text.

Student A

Student B

One reads better than the other. Can you
recognise which one is it? What makes her
reading stand out from the other?

4. Introduction

In reading aloud, we need to take care of our
prosody.

Prosody is the meaning created in our speech
by changing our Pace, Stress, Volume,
Escalation of Pitch.

In mnemonic form, it means – Please Speak
Very Expressively.

We will discuss each of these in detail.

5. A fully-imagined story

To help facilitate your use of prosody in your
reading, you must use your imagination.

Establish these to aid your imagination - the
reason, recipient and language used.
1) Why is it written?
2) Who is it written for?
3) How is it written?

6. Learning Activity
These are different texts. Before reading it aloud,
use your imagination first.
1) For courtesy, a thank-you is needed when
someone gives you a favour.
2) Alex was surprised at the gift. “Thank you!”
3) Enders didn't like the gift at all. “Thank you.”

Q: Why, who and how are these 'thank-you'
written?

7. Pace

Pace or speed shows a quickening or slowing
down of the reading, to highlight a rising of
tension in the story or to show action.
1) Faster and faster, he ran. But it was too late.
2) I turned. What a sight!
3) The storm sewer ventured and vanished under
the running tracks.

Use your imagination as aid for pace.

Use alliteration and punctuation as clue.

8. Learning Activity - Pace

Rank these underlined phrases in terms of their
speed from slowest to fastest.
1) When the bell rang, Alex immediately
signalled to his friends, “Let's go!”
2) “Can we go now?” pleaded Mr Tan after an
hour of shopping with his wife.
3) It was all go for Singapore to host the F1 race
for another five years.
Q: How did you arrive at your answers?

9. Stresses

A strong or weak emphasis on key words
shows the key idea in a sentence.
1) So you are saying we should do this?
Rather than someone else
2) So you are saying we should do this?
It's a good idea, not a bad idea.
3) So you are saying we should do this?
Not something else.

To stress, know which key word represents the
key idea.

10. Learning Activity - Stress
Say which key word you must stress for the key
ideas you want.
So you think we should do this project?
1) It's only your opinion
2) The project is seriously being considered
3) This project is not likely to succeed at all.
Q: How did you arrive at your answer?

11. Volume

A loud or soft volume is used to express
emotion.
1)“Parents are the sky and children the earth.
Even if you've slept under my bed only once,
you're still my child. What parents do with their
lives is not for the child to judge! Have I let you
go hungry, without clothes or education? Ha!”

Punctuation is used to demonstrate the need
for a louder voice for expressiveness.

12. Learning Activity
A small brother is bothering his elder brother and
the latter is starting to get impatient. Use your
imagination again as aid.
1) Can you stop bothering me?
2) Can't you see I am working?
3) Why is it that you are such a nuisance?
4) I give up. What do you want?
5) It is only this small thing!?

13. Escalation of Pitch

An escalation of pitch – from low to high-
pitched voice – expresses emotions.
1)Are you ready?
I am ready.

What effect does pitch in 'ready' has on the
listener when spoken in a:
a) high-pitched voice and,
b) low-pitched voice?

14. Learning Activity

The difference in pitch shows emotions. A
rising pitch – high emotion – and a lowering
pitch – emotional low. Practice this dialogue
with a partner.
A: Hello there! How are you?
B: On my way to jail.
A: My goodness! What are you planning to do?
B: It's done.

15. Learning Activity

Refer to your Learning Guide.

Combine your knowledge of Prosody - PSVE -
to read the 3 different dialogues.

While others are reading, listen and give the
Banding as follows:

Band 1 – Most of the PSVE expressed

Band 2 – Some of the PSVE expressed

Band 3 – Few of the PSVE expressed

Band 4 – Little or none of the PSVE expressed.

16. Discussion

What is Prosody?

When prosody is applied, what effect does it
have on the listener?

17. In Summary

Prosody is the meaning created in our speech
by changing our Pace, Stress, Volume,
Escalation of Pitch when speaking.

By applying prosody in our speech, we express
our emotions better and creates a focus. The
listener will capture the full meaning of what
we want to say that grammar and vocabulary
alone do not provide.