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Work/Life English

E-02.09 Practice the Regular Rhythm of Speech with Pitch & Intonation

E-02.09 Practice the Regular Rhythm of Speech with Pitch & Intonation

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 Accent Activities: Pronunciation Supplement to Speaking. Part Two: Syllables Made Simple (Syllables & Syllable-Stress Patterns), pages 21-30 (+ pages 81-82 of Answer Key for Text Exercises)  

16 + 24 (40) pages  

Who It’s For: American-English (Self-)Teachers & Helpers of (High) Beginners & Beyond Approaching “Accent Credibility” by Polishing Their Rhythm, Pitch, & Intonation   

Why It’s Useful: Want to “simulate authenticity” in your / your students’ (acquired) American-English accents or characteristic ways of verbalizing?  Start by developing a Regular Rhythm based on numbers of and distances between emphasized Focal Points in word groupings.  If you / they learn to pronounce (alternating) stressed vs. unstressed syllables in stress-timed rhythm, adding Pitch & Intonation effectively, your / their talk will “sound native”—even if not all sounds are “perfect.”  This E-02.09 Download incorporates these concepts with the routine of Asking for & Giving Directions.  

What You’ll Do:             

[1] Read and incorporate (into speaking ability) coaching in “the Regular Rhythm of Speech,” labeled more precisely as “Stressed Vs. Unstressed Syllables in Regular, Stress-Timed Speech Rhythm.” Hear, repeat, compare, and pronounce phrase and sentence patterns common when “Getting & Giving Directions.” Add meaningful “Pitch & Intonation” to your speaking repertoire.  If it helps to visualize “speech music,” familiarize yourself with linear sentence diagramming that shows “jump-ups” and “step- or glide-downs.”  Then for Yes / No Questions, try Rising Intonation with step– or glide-ups.  For practice, follow these lines in conversational directions.

[2] If they’re helpful at your teaching/learning level(s), consider Challenge Activities that aim emphasis at Focus Points in sentences with both Rising (in series, choices, or  unfinished thoughts) & Falling (in statements) Intonation.  Make polished use of these in annotated Driving / Walking / Transport Directives illustrated by Manhattan + New York maps. End with Role-Play (with real directions).   

[3]  Offered on pages 32-37 of BegBeSp wPrPr Answers to Text Exercises is possible language that can serve as models in Self-Instruction (individualized skills building) and real-life cooperative learning.

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