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GAMES FOR TEACHING WORD STRESS AND INTONATION. Presenter : VUONG TRUC TY. 1. WHERE IS MY WORD ?. GAME 1. Teacher delivers the students some pieces of paper in which he/she writes the words and the stress patterns.( 20 words and 20 patterns)
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GAMES FOR TEACHING WORD STRESS AND INTONATION Presenter : VUONG TRUC TY
1 WHERE IS MY WORD ? GAME 1 • Teacher delivers the students some pieces of paper in which he/she writes the words and the stress patterns.( 20 words and 20 patterns) Teacher asks the students to match the words and their stress patterns. Teacher gives one example first. Example : one piece with the word “competition“ one piece with the stress pattern “oooo“ Students can go around to find their words or their stress patterns , then they will stick their words and the stress patterns on the blackboard and read the words aloud .
2 Word stress pellmanism GAME 2 Pellmanism (= pairs/ memory game) can be played with the word cards . Teacher can divide the students into 4 or 5 groups Teacher prepares some word cards ( about 20 or 30 cards for each group ) All the cards are spread face down on the table and students take turns trying to find matching pairs of cards by which syllable is stressed. Then they have to read the words aloud. The student with most cards at the end of the game will be the winner . This is easier if all of the words have the same number of syllables. ( Three -syllable words or four -syllable words ) This game can also be played with students matching by vowel sounds or number of syllables
3 PRONUNCIATION PYGRAMIDS GAME 3 Words stressed on the 1st syllable Words stressed on the 2nd syllable Words stressed on the 3rd syllable
3 PRONUNCIATION PYRAMIDS GAME 3 Option 1 Divides the students into 5 or 6 groups . • Deliver each group a list of words ( about 20 words ) and a pyramid , ask them to put the words with the same stressed syllable (words stressed on the first , the second , the third , the fourth syllable , etc ) in the correct part of the pyramid . • The fastest group is the winners . • Teacher asks the students to stick their pyramids on the black board . • After that , the teacher asks the students to read all of the words correctly .
3 PRONUNCIATION PYRAMIDS Option 2 • To the good students , the teacher can use option 2 . • Divide the students into 2 or 3 groups . • Have students compete to build pronunciation pyramids. The teacher gives a topic (clothing, objects in the classroom, animals, food, etc.) and students race to build a pyramid. (The words stressed on the 1st syllable at the top, then the words stressed on the 2nd syllable, the words stressed on the 3rd syllable, etc.) • The group with the most correct words will be the winner .
4 PRONUNCIATION BINGO GAME 4 • THIS BINGO IS FOR NOUN-VERB STRESS • Teachers can make a bingo game contrasting the pronunciation of nouns and verbs with the same spelling. (Use a stress mark (´)to show the students that nouns are stressed on the first syllable and verbs on the second). Examples : prógress- progréss présent- presént prótest- protést cóntract- contráct désert- desért rébel- rebél súspect- suspéct cónsole- consóle cónflict- conflíct récord- recórd cónvict- convíct ínsert- insért pérmit- permít
5 STEPPING OUT GAME 5 • This game is used to practise rhythm and intonation . • Stepping out is a useful fun activity that can be used with any utterance (something that you say ) to give learners a physical sense of rhythm in English. Take any utterance, or get the students to choose one (the longer the utterance, the more challenging the activity). In small groups of three to five, get them to work out where the major stresses would be, for example: • I’d love to come to the party but I’m working on Sunday • • • • •• •• • • • • • • • • • Students then hold hands in their groups and ‘step out’ the utterance – that is, they walk forward as they say it. However, they are only allowed to take a • step on a stressed syllable – that is, as they say ‘love’, ‘part’, ‘work’ and ‘Sun’ in the above example .
6 HUMMING GAME 6 This game is used to practise rhythm and intonation ( you can also use this to practise word stress ) • Put students in pairs. Give student A a list of questions or statements. • Give student B a list of replies. Student A should hum the intonation patterns of his utterances. • Student B should reply with the correct response. • We like to make sure that all of the sentences have the same number of syllables so that Student B really has to listen to the intonation to get the sentence.
Student A : I like pizza, pickles, and chips.(list intonation) Would you prefer coffee or tea?(choice intonation) Would you like some ice cream and cake?(double-rising intonation) Next week we are flying to Rome.(falling intonation) Is he going to the dentist?(rising intonation) Student B: Not all together, I hope. Tea, please. No, thank you. I'm not hungry. Really? How long will you be there? Yes. He has a toothache. EXAMPLE :
