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ESL forum >
Teaching material > English Intonation 2...Reposting.
English Intonation 2...Reposting.
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Lana.
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English Intonation 2...Reposting.
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Sorry for reposting, but I just thought it may have more popularity in the daytime, I posted it very late at night and perhaps not too many of you got to look at it.
Been browsing for tomorrow class and look what I �ve dug out:
2. Very good article:
3. Good interesting article:
And this is my personal little gift to all:
HAPPY READING! ENJOY AND COMMENT. |
9 Sep 2009
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libertybelle
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Really good Lana- Thanks!
Love the article about being polite!
Dash it, that was rather a blow.� Too funny!!!
L
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9 Sep 2009
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Lana.
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Yeeah - I laughed at exactly same place!... Sooo English... |
9 Sep 2009
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Denisa
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Interesting, enlightening articles! especially for us, non-native English speakers!
And the one about being polite I think I am going to use it in my classes..it �s great!
Thank u for sharing!
Denisa
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9 Sep 2009
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flo84
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Thank you for reposting. I would have missed your post if you hadn �t done it.
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9 Sep 2009
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mookie
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With my university students in China I made a brief mention of intonation prior to their speeches. I reminded them that when speaking your voice should naturally rise at the most important parts of a sentence. I would use this example:
I did not say you stole my red bike.
I would put that sentence on the board and read it 7 times stressing a different word:
I did not say you stole my red bike.
Then I would ask the students the meaning of the sentence. They would reply, "Maybe you did not say it. Maybe someone else did."
I did not say you stole my red bike.
They would reply, "Maybe you did not say it. Maybe you wrote it."
I did not say you stole my red bike.
"Maybe you said someone else stole the bike."
I did not say you stole my red bike.
"Maybe you said someone borrowed the bike"
Etc. The students catch on very fast as to how the meaning can change based on which word is stressed. This drives home the importance of intonation.
Then I would pull 4 boys out of the class and give them a slip of paper with the following sentence. Each slip would have a different word underlined and each boy would read their sentence stressing the underlined word. The class would give the meaning:
I did not kiss that girl.
"Maybe someone else kissed the girl."
I did not kiss that girl.
"Maybe you shook the girls hand"
Usually the better students start laughing at this point.
I did not kiss that girl.
"Maybe you kissed another girl."
"I did not kiss that girl."
Now the entire class is laughing and the point is made. I would slide in next to the final boy and rescue him with, "Maybe he kissed the puppy!"
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11 Sep 2009
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