Tell me which are the content words in each example

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tell me which are the content words in each example. After that I will reemphasize thecontents need to stress and read out louder and longer vowel. I will then read out thefirst and stress those content words (glass and table) provided by students. “Theglassis on thetable.”, and request students repeat after me. I will call each student to read allsentences given with the stress. Before students start reading in front of the class, I willrequest them to record their speaking. Student can compare the different betweenteacher and their own self.Finally I will combine sentence stress and pattern of the intonation.Theglassis on thetable.oGlass-high intonation, table –low intonationIwantanIphone.oWant – high intonation, Iphone – low intonationHow about wegofor acoffee this afternoon?oGo – low intonation, coffee this afternoon –high low intonation.Thetreesalong theriverarebeginningtoblossom.
oTrees – high intonation, river-high intonation, beginning – low highintonation, blossom-low intonationHe is going toflytoJapan next week.oFly – high intonation, Japan – low high intonation.Iheardthat theweatheris going to bebad tomorrow.oHeard- high intonation, weather –low intonation, bad tomorrow- high lowintonation.After that, I will show a short English film clip regarding person are having conversationin a coffee shop. I will then pass the class the scripts of the film and request students toobserve and listen on how the English speak and highlight the stress of each sentenceand underline it in your script. Then I will use the script and request students to practiceit with their partner, and remind them to record their conversation and then compare anddiscussion where and what the stress and pattern of intonation applied in the film clip.The end of the class I will suggest students to listen to some good English drama andalso TED talk which students can view in the YouTube.
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Term
Fall
Professor
Terry McClean
Tags
International Phonetic Alphabet

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