Teaching English Rhythm: The Importance of Rhythm and Strategies to Effectively Incorporate Rhythm Practice within Content Lessons
Yüklə 1,68 Mb. Pdf görüntüsü
|
participa nts to share out observati ons. Ask follow up questions . Elicit response s. Observe video. Discuss observati ons with partner. 2 volunteer s share obs. . 11 Analysis And finally, we will watch it a second time. This time you 79 are listening for words that sound looonger and LOUDER. 12 Analysis Alright, we will watch it and you will discuss your observations with a partner when it is finished. Could I please have 2 volunteers to share what you discussed? Great! Ok, so they hear longer and louder vowels on the words ______. Another pair? Good. They heard it on the words _____. Play video. Ask participa nts to share out observati ons. Ask follow up questions . Elicit response s. Observe video. Discuss observati ons with partner. 2 volunteer s share obs. . 13 Analysis Now I want you to compare Oprah’s speech to that of the Somali woman’s speech. You have 1 minute to discuss this with your partner. What comparisons did you come up with? Would a few of you share? Great! They found _____. And another? Good! They found ____. Ask participa nts to share out observati ons. Ask follow up questions . Elicit response s. Discuss observati ons with partner. 2 volunteer s share obs. 14 Stress vs. syllable timing When we observed Oprah, we noticed she used many gestures and that they were often on the words that were also louder and longer. Each time she was doing this, she was stressing those words. Likewise, we can notice she was NOT adding stress to all words. Many words were quiet and quick by comparison. This, my friends, is what a stress-timed language looks like. English is a stress-timed language, as is Arabic, Russian, Swedish, and German. What this means is that the important words receive more stress, while the unimportant words receive less stress. You may hear me refer to this as unstress, or reduced vowel sounds. As we observed in the video, the Somali woman did not have a lot of gestures along with her speech. Also, she did not seem to say many vowels very loud or long. That showed us she was not adding extra stress to any syllables in particular, and likewise she did not show unstress by comparison. Take notes, if desired. 80 This is what a syllable-timed language looks like. Most languages are syllable-timed. This means each syllable receives a similar amount of stress. Examples of languages that are syllable-timed are Somali, Italian, Japanese, Spanish, and French. 15 Descripti on & Analysis / Timing This picture taken from Teaching American English Pronunciation, by Avery and Ehrlich (1992b) is a great image of the difference in timing of world languages. The top picture shows the steady beat of a syllable-timed language. Each syllable receives an equal amount of time; equal stress. It’s kind of staccato. This is true for many East African languages. The bottom row depicts a stress-timed language, such as English or German. As you can see, the bigger people represent the stressed elements and the smaller figures, which represent lightly stressed and unstressed syllables, are squeezed in between. 16 Timing/ Rhythm drill strategy Descripti on & Analysis / Controll ed Practice Let’s do an activity; this is called a rhythm drill. The red circles indicate the beat. Let’s clap on those as we read through this chorally. How many syllables does the first line have? Yes, 3. How many in the last? Correct, it has 9 syllables. As you can tell, the number of syllables makes little difference in a stress-timed language. The same words were stressed in each sentence and all the other words were crammed in between! You’ll notice each sentence followed the beat and took nearly the same amount of time to say. Begin clapping. Lead choral reading of text on slide. Clap to beat. Read aloud. 17 Listenin g Discrimi nation We have another exercise. This is a strategy from your toolbox, the focus is on listening discrimination. You will need To write on the handout for this. I will read a passage. As I am reading, you should write down as much of it as you can. I will read it only one time. Any questions? Listen carefully: What Flight Attendants Want You to Know It is strictly forbidden to do any of the following things while on board the airplane: no smoking inside the cabin or restrooms, no use of electronic devices during takeoff or landing, and no blocking the aisles during meal services. Figure 5. “Teacher script for stressed-words exercise” by Celce-Murcia et al., 2010, Teaching Pronunciation: A Referenc e Handout A. Elicit questions . Read passage. Get ready to use handout. Ask questions . Write as they hear passage. Underline words. Work 81 Course Book and Reference Guide, pg. 374, Copyright 2010 by Cambridge University Press. Now, I want you to underline the words you wrote as I was speaking These are the only words you will underline. Ok, the next part will require a partner. Find one person to work with. Working together, I want you to recreate the passage. You will share your work with each other to try to get the whole passage written out. You will have 2 minutes. with Yüklə 1,68 Mb. Dostları ilə paylaş:
|