4A What do you mean? (Reify_ Parwork Students practise saying sentences to ently how lord stres changes the meaning ofa statement. [5-20 minutes [Cony a worksheet Tor every student nthe Gas. Procedure ~ Write on the board the sentence ike listening to rock music’ ‘ell the cass to listen carefully to your intonation. Say ‘Tlie listening to rock music! with exaggerated stress onthe I Ask students what they think you mean. Say ‘he /she.." and try toelict tioesnt: Now say ike listening to rock music’ Elicit that youre correcting someone who thought you didnt like it Finally, say lit listening to rock music’ Elicit an example statement, eg, dont like listening to jazz" Do the same exercise once more withthe class this time ask them to listen and repeat. Encourage them to have fun exaggerating their intonation. ~ Divide the students into pairs. Give each student a copy of the worksheet. Ask them to work together to say the phrases and determine how the meaning changes according to the stress. The object is to fist determine the correct option (the ‘rue meaning of the sentence inthe centre circle of each spidergram) Students must then decide which word should be stressed to match the other meanings. Encourage them to epeat each phrase several times and to exaggerate when they speak ~ While the students are doing the activity, monitor and assist winere necessary. At the end of the activity ask students to challenge each other across the classroom. Review any stress patterns thatthe students are having difficulty with by doing some practice drills. ‘The west beach is the most relaxing place. = a (not the noth beach}; b = stress most; c= stress relaxing {really love backpacking. = b(t’ really important to me} ‘a= stress I; c= stress backpacking You should visit kyoto. = c but not stay there overnight) a= stress Kyoto; b= stress You ‘My son likes surfing. = a (yours doesnt): = stress son; c= stress surfing ‘You should see the Egyptian Art exhibition at the ‘museum. = b (it’s better than the Western Art exhibition); a= stress exhibition; c= stress You ‘That Turkish restaurant is fantastic! =b (the one over. there, not this one wee standing in front of}; a= stress Turkish; c= stress isWhat do you mean? 1 Say the sentences with stress on the bold word and choose the correct meaning, a, b, or c. 2 Which word should be stressed to match the other meanings? a not the b but they're all north beach pretty relaxing “The west beach is the most relaxing place.” ¢ youre mistaken, it's not busy! b even if your family a not Osaka don't want to “You should visit Kyoto.” ¢ but not stay there overnight a not at the b it’s better than the art gallery “You should see the Egyptian Art exhibition at the museum.” ¢ youd find it really interesting, but your family might not ‘Western Art exhibition a but my partner would i aly rather lie on a beach tant all day important tome “| really love backpacking.” ¢ not beach holidays a yours b but my daughter doesn't doesn't “My son likes surfing.” ¢ Tsaid surfing, not skating! b the one over there, a not the Thai not this one we're restaurant standing in front of “That Turkish restaurant is fantastic!” ¢ who told you ‘it wasn't?2A Which stress pattern? You will need: one set of stress pattern cards and one set ‘of vocabulary cards for each pair of students. + Students ork in pairs. Give each paira set of stress pattern cards and ask them to spread them out face up. + Give each saira set of vocabulary cards face down in a pile, Student A turns over a card and places it under the correct sess pattem card, saying the word correctly at the same time. Do an example with the whole class. +f studen: 8 thinks his/her partner is correct, then student & gets one point. If student & thinks the card is In the wrerg place, hehe can challenge student A, ‘Student B can then place the word under another stress pattern card and, If correct, wins a bonus point. + ifthe stucents cannot agree, the teacher adjudicates (see Resource bonk key). I neither student was correct, the vocabulary cards returned to the bottom ofthe ple. + Students continue to take turns. The student with the ‘most points at the end is the winner.A Oo on e (| psychology i depress | science || support ( posto) depression ) scientific I supportive | anxiety | depressing J scientist I supporter i Xu | anxious | depressed | suffering | involvement suffer involve envy | awareness } involved aware | envious | sufferer JDescription students categorize personality adjectives according to their tress patterns Lesson link Use this activity after 3c, page 9 Time 10 minutes Extra material Print out and photocopy the Word stress patterns worksheet for each student Draw the table from the worksheet on the board, or use an overhead transparency or PowerPoint slide. Ask the class How many syllables does ‘creative’ have? Elicit three. Ask students which stress category creative fits into. Ask SS to repeat the word with the correct stress. b Remind SS that word stress is vital - incorrect word stress can make a word very difficult to understand. © Give each student a copy of the worksheet. Tell them to work individually to categorize the words. Encourage them to say the words out loud. d Divide Ss into pairs and ask them to compare their answers. Check the answers with the class. Ask SS to repeat any words that they are having difficulty with. Explain that writing down words and phrases with their stress patterns can assist memory as well as helping to improve pronunciatic Answers ve se assertive considerate unambitious creative unsociable conscientious impatient reliable ‘open-minded possessive easy-going ambitious pessimistic eccentric impulsiveWord stress patterns creative considerate easy-going assertive impatient unambitious possessive pessimistic unsociable ambitious conscientious eccentric impulsive reliable open-minded ve Tere ae Word stress patterns creative considerate easy-going assertive impatient unambitious possessive pessimistic unsociable ambitious conscientious eccentric impulsive reliable open-minded