Prosody comprises both sound and meaning. Speakers who convey the intention behind a statement are communicating not just the facts of the utterance but the speaker’s feelings about the information and their relationship with the other person.
- Do they believe what they are saying, or are their uncertain?
- Do they have power over the person they are talking to, or are they trying to appease?
- Are they teasing, telling a joke, giving a warning?
A key component of putting that meaning into speech is working with thought groups and the focus words within each thought group. That’s where we get into the rhythm and stress of language.
So why not create a pronunciation drill with rhymes? And while we are at it, why not make it a performance with a task for the listener. If the speakers communicate successfully, the listener will be able to answer a question.
In the following activity, pairs practice a rhyming dialog between two people by reading alternating couplets. For example, the back and forth might be between a parent and a child. When they are ready to perform, the audience (the class or another pair) is given a task, such as “Which is the parent? Which is the child?”
The pair then performs for the class or another group, and they get the immediate feedback from the listeners.
What is nice about this expansion of a traditional pronunciation drill is that it has meaning, it’s fun, and it puts pronunciation in a larger context. There are also other little benefits such as a rhyme scheme that illustrates vowel sounds such as the following which teaches wind that blows as distinct from wind a clock.
So it’s likely she grinned
At the sound of the wind.
So have fun with it. Write your own if you are inspired. Let A.I. help you find the rhymes or not. Maybe the students could try out their rhyming skills with a little technology help. Let us know how it goes, and feel free to share.
PRONUNCIATION POEM –Parent and Child
- Which is the parent? Which is the child?
- Mark the stressed focus words.
- Practice taking turns, one row at a time.
| PARTNER A | PARTNER B |
| I love you more than words can say, But all your stuff is in my way. | I wake up late, my hair’s a mess, You say, “Hurry!”—I feel the stress. |
| You smile so big, my heart feels light, Then scream at shoes that feel too tight. | Stacks of homework on the table I really don’t think I am able |
| I cook your food, you shout “No peas!” Then eat my cake and say “More, please!” | Friends all text, “Come hang tonight!” But chores at home? That’s a fight. |
| I want to talk but you are busy Texting with a girl named lizzie | Teachers talk. The clock goes slow, I really, really want to go! |
| You make me laugh, you make me sad, But you’re my son — and I’m your dad. | I’m not a kid, but not grown yet, Big dreams, strict rules—oh, what a set! |
Audience: Who is the parent? Who is the child?
PRONUNCIATION POEM – Brothers
- Which prefers the real world? Which prefers the virtual world?
- Mark the stressed focus words.
- Practice taking turns, one row at a time.
| PARTNER A | PARTNER B |
| When I grow up, I’ll go outside And see the world both far and wide | When I get big, I’ll stay indoors And on my laptop fight in wars. |
| I’ll cross wide rivers, leap and splash, See icebergs drift and glaciers crash! | My screen and keyboard’s all I need To start a quest or do a deed |
| I’ll ride a ship to distant lands And pitch my tent on desert sands | I’ll build a city strong and tall Invite you to an online mall |
| I’m sorry bro, I can’t agree The Internet is not for me. | But real life is full of danger You might just meet a scary stranger |
| I have no fear. I‘ll that chance Perhaps the stranger likes to dance. | I’ll see you when you come back home You’ll have to travel all alone |
Audience: Which is the adventurous child? Which prefers to be online?
Categories: ELT
English Endeavors 