Tell me which are the content words in each example

tell me which are the content words in each example. After that I will reemphasize the
contents need to stress and read out louder and longer vowel. I will then read out the
first and stress those content words (glass and table) provided by students. “The glass
is on the table .”, and request students repeat after me. I will call each student to read all
sentences given with the stress. Before students start reading in front of the class, I will
request them to record their speaking. Student can compare the different between
teacher and their own self.
Finally I will combine sentence stress and pattern of the intonation.
 The glass is on the table .
o Glass-high intonation, table –low intonation
 I want an Iphone .
o Want – high intonation, Iphone – low intonation
 How about we go for a coffee this afternoon ?
o Go – low intonation, coffee this afternoon –high low intonation.
 The trees along the river are beginning to blossom .

o Trees – high intonation, river-high intonation, beginning – low high
intonation, blossom-low intonation
 He is going to fly to Japan next week .
o Fly – high intonation, Japan – low high intonation.
 I heard that the weather is going to be bad tomorrow .
o Heard- high intonation, weather –low intonation, bad tomorrow- high low
intonation.
After that, I will show a short English film clip regarding person are having conversation
in a coffee shop. I will then pass the class the scripts of the film and request students to
observe and listen on how the English speak and highlight the stress of each sentence
and underline it in your script. Then I will use the script and request students to practice
it with their partner, and remind them to record their conversation and then compare and
discussion 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 and
also TED talk which students can view in the YouTube.