Word group: Improving prosody (e.g. Cor...
Improving prosody (e.g. Correct stress on 2-syllable words, 3-syllable words, 4-syllable words)
| Language: | Target level: | Added by: |
|---|---|---|
| English | Sentence | Ian Quillen |
Definitions
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improving
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prosody
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correct
- Phrases
- Sentences
- Picture Ordering: Learners are given a set of pictures and have to put them in the correct order to form a coherent story.
- Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
- Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
- Error Correction: Learners identify and correct errors in sentences or texts.
- Once she figured out the correct answer, she felt proud of her accomplishment.
- Spectacles are commonly used to correct vision.
- stress
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words
- Phrases
- A picture is worth a thousand words
- Target words from story:
- interjections (filler words)
- With target words:
- Multiple-Meaning Words:
- expressing much in few words
- Here are some examples of single-syllable words that have a "k" or "g" sound where you can substitute the "k" or "g" for a "t" or "d" and still form a real word:
- filler words
- To be at a loss for words
- Sentences
- Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
- Gap-filling Exercises: Learners complete sentences or texts by filling in the missing words or phrases.
- Mind Maps: Learners create visual representations of vocabulary or concepts, connecting related words and ideas.
- Pick two items and make a sentence using both words.
- Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
- Sentence Completion: Learners are given incomplete sentences and have to fill in the missing words or phrases to make complete sentences.
- Touch the words ‘merry’ and ‘believe.’ Tell me what they mean.
- The sturdy man wrote a rhyme, with red words on a grime.
- Expanding language (e.g. combining 2 words, combining 3 words, using 'ing' endings)
- Paragraphs
- Step 2: Pitch Glides Up. The patient glides up on open vowel words such as “knoll” to stretch the vocal folds. Step 3: Pitch Glides Down. The patient glides down on the same word (knoll) to contract the vocal folds.
- b. Review vocabulary words
- Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
- I had trouble saying those few words just now. I'm really bad at talking.
- Say 3 words that rhyme with each of the words in the list. Words can be real or made up as long as they have the same sound.
- b. Use vocabulary words
- Phrases
-
words
- Phrases
- A picture is worth a thousand words
- Target words from story:
- interjections (filler words)
- With target words:
- Multiple-Meaning Words:
- expressing much in few words
- Here are some examples of single-syllable words that have a "k" or "g" sound where you can substitute the "k" or "g" for a "t" or "d" and still form a real word:
- filler words
- To be at a loss for words
- Sentences
- Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
- Gap-filling Exercises: Learners complete sentences or texts by filling in the missing words or phrases.
- Mind Maps: Learners create visual representations of vocabulary or concepts, connecting related words and ideas.
- Pick two items and make a sentence using both words.
- Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
- Sentence Completion: Learners are given incomplete sentences and have to fill in the missing words or phrases to make complete sentences.
- Touch the words ‘merry’ and ‘believe.’ Tell me what they mean.
- The sturdy man wrote a rhyme, with red words on a grime.
- Expanding language (e.g. combining 2 words, combining 3 words, using 'ing' endings)
- Paragraphs
- Step 2: Pitch Glides Up. The patient glides up on open vowel words such as “knoll” to stretch the vocal folds. Step 3: Pitch Glides Down. The patient glides down on the same word (knoll) to contract the vocal folds.
- b. Review vocabulary words
- Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
- I had trouble saying those few words just now. I'm really bad at talking.
- Say 3 words that rhyme with each of the words in the list. Words can be real or made up as long as they have the same sound.
- b. Use vocabulary words
- Phrases
-
words
- Phrases
- A picture is worth a thousand words
- Target words from story:
- interjections (filler words)
- With target words:
- Multiple-Meaning Words:
- expressing much in few words
- Here are some examples of single-syllable words that have a "k" or "g" sound where you can substitute the "k" or "g" for a "t" or "d" and still form a real word:
- filler words
- To be at a loss for words
- Sentences
- Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
- Gap-filling Exercises: Learners complete sentences or texts by filling in the missing words or phrases.
- Mind Maps: Learners create visual representations of vocabulary or concepts, connecting related words and ideas.
- Pick two items and make a sentence using both words.
- Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
- Sentence Completion: Learners are given incomplete sentences and have to fill in the missing words or phrases to make complete sentences.
- Touch the words ‘merry’ and ‘believe.’ Tell me what they mean.
- The sturdy man wrote a rhyme, with red words on a grime.
- Expanding language (e.g. combining 2 words, combining 3 words, using 'ing' endings)
- Paragraphs
- Step 2: Pitch Glides Up. The patient glides up on open vowel words such as “knoll” to stretch the vocal folds. Step 3: Pitch Glides Down. The patient glides down on the same word (knoll) to contract the vocal folds.
- b. Review vocabulary words
- Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
- I had trouble saying those few words just now. I'm really bad at talking.
- Say 3 words that rhyme with each of the words in the list. Words can be real or made up as long as they have the same sound.
- b. Use vocabulary words
- Phrases