Teaching English Rhythm: The Importance of Rhythm and Strategies to Effectively Incorporate Rhythm Practice within Content Lessons
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partner to recreate passage. 18 Listenin g Discrimi nation Look at the words you heard the first time, the underlined ones. How do your underlined words differ from the words in your passage that are not underlined? Share your observations with your partner. Could I have a few volunteers share your observations. YES! You have noticed something very important! (PAUSE) Elicit response s from volunteer s. Make obs about underline d words vs. others. Share with partner. Share out. 19 Descripti on & Analysis / The words you heard first are the words that carry the most meaning! Most of the words you heard the first time are called content words. The words you may have missed the first time carry less meaning and are called function words. Explain slide. 20 Descripti on & Analysis /Content vs. Function words Ok, get ready to take some notes. You may use the handout to write notes. We will use the rubber bands shortly. In the next section, we will explore which words are considered content words and what they sound like when pronounced in an utterance. We will do the same for function words; which words are functions words and how do they sound different from content words? Pass out rubber bands. Prepare to take notes on handout. 21 Descripti on & Analysis / Content Content words are often STRESSED. That means they sound loooonger, LOUDER, and HIGHER in pitch. Consider the sentence: THANK you for LENDing me MONey for SCHOOL. You can hear the capitalized words Gesture with arms: Looooon ger LOUDER Take notes on green handout. 82 Words are are longer, louder, and higher in pitch. Let’s try it. I speak, you repeat: Thank you for lending me money for school. I want to remind you that we are talking about basic sentence stress, or basic rhythm, here. This is the foundation from which both you and your ELs need to begin. There are, of course, exceptions to the rules. There are definitely times when even these words will be unstressed, and likewise, the words we learn as function words, will undoubtedly be stressed at times, like for emphasis. But you need to know, we are talking about a baseline here, the basic rules. You and your classes can always go on to learn about times when it is grammatically correct to do exceptions to the rule. That is a training for another time. HIGHER in pitch 22 Descripti on & Analysis / Content Words As we saw in the last task, content words carry the most meaning. This is a list of the parts of speech that are content words. They are MOST OFTEN stressed. Take a minute to read over the list silently. For some of you, many of these parts of speech and subsets of parts of speech may be familiar. For some, they might be a little foggy, however, so let’s write a few examples of each on your notes. I’m an example person. Any questions on this? Read list silently. Take notes on examples . 23 Controll ed Practice using kinesthe tics/ Content Words Now it’s your turn to practice! Using your rubber band, practice stressing content words. Another strategy from our toolbox. We will do the first one together. She’s happy about opening a checking account. You have 1 minute to practice the others. Ok, great job! As you can see this is great practice for our ELs! Let’s practice them all together. She’s happy about opening a checking account. I’m tired of making payments on my car. We’re thinking about buying a house. Why do you think a strategy like this helps learners with stressed elements? Talk to your partner for 30 seconds. What are some kinesthetic movements you currently use or have seen used? Talk to your partner for 30 seconds. Rubber bands are a great tool for practicing stress. You Demonst rate stress and unstress w/ rubber band. Choral read using rubber bands. Demonst rate other Take notes on handout. Practice speaking 3 sentence s with rubber bands. Choral read using rubber bands. Discuss with Yüklə 1,68 Mb. Dostları ilə paylaş:
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