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Students in groups are assigned jobs to mime to each other. Students make notes about what they think each person's job is. They then have to check they've understood the jobs: At the end, students confirm their jobs. Intonation and attitude It's important that students are aware of the strong link between intonation and attitude, even if it's difficult to provide rules here.
The first thing is for learners to recognise the effect of intonation changes. I say the word 'bananas' - firstly with an 'interested' intonation varied tone ; then 'uninterested' flat. Students identify the two and describe the difference. We then brainstorm attitudes, such as 'enthusiastic', 'bored', 'surprised', 'relieved'.
I say 'bananas' for these. Students then do the same in pairs, guessing each other's attitude. This can be developed by asking students to 'greet' everybody with a particular attitude. At the end, the class identify each person's attitude. Each student is allocated a character and, as above, they greet the class with that character's voice.
Intonation and discourse Learners' also need awareness of intonation in longer stretches of language. Here, we can give our learners clearer guidelines: A simple shopping dialogue demonstrates this: Can I help you? I'd like a chocolate fall ice-cream.
One chocolate fall-rise ice-cream. One strawberry fall ice-cream. One chocolate fall-riseone strawberry fall-rise. One chocolate fall-riseone strawberry fall-riseand one vanilla fall.
With lower level students, we memorise the dialogue together. Students then prepare their own dialogues. I've found my learners pick up these patterns very quickly.
Conclusion When working on intonation in the classroom I: Remember that students don't always have to 'know' we're focusing on intonation: Provide realistic and clear contexts. Avoid going into theory. Use a consistent system for marking intonation on the board for example: Keep it positive and don't expect perfection.
The last thing I'd want is to make my students so anxious about their intonation that they stop speaking!
Sabbadini, British Council, Cameroon Tags. Ihsan Ibaddurrahman (G) Term paper for Phonetics and Phonology (ENGL ) Discourse Intonation in ELT In order to attain total mastery of English language, ESL students should undoubtedly be taught the intonation of English.
Without learning this suprasegmental feature, English learners, regardless of their level of English . English is a West Germanic language that was first spoken in early medieval England and eventually became a global lingua franca. Named after the Angles, one of the Germanic tribes that migrated to the area of Britain that would later take their name, England, both names ultimately deriving from the Anglia peninsula in the Baltic alphabetnyc.com is closely related to the Frisian languages, but its.
Intonation, long thought to be a key to effectiveness in spoken language, is more and more commonly addressed in English language teaching through the use of speech visualization technology.
While the use of visualization technology is a crucial advance in the teaching of intonation, such teaching can be further enhanced by connecting.
Discourse Intonation was developed at The University of Birmingham (UK) in the late s and early s.
The originator of this approach was David Brazil (), working with Professors John Sinclair and Malcolm Coulthard. Companion Sites > Discourse Intonation. Discourse Intonation. Lucy Pickering. To listen to the short sound files that demonstrate some of the discourse intonation examples in the book (identified by the ear icon), click on the sound file number.
Intonation rules in ELT textbooks Even within the more contrived context of a language drill, the explanation for rising tone on non-final items given by the discourse.