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Ask students to create a dialogue with a partner where one person needs help.

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by Claudia Pesce 275,603 views

No, your student is not hesitating about what he/she did. They are making an intonation mistake. Just like when they ask a question that sounds like a statement: " Did you correct our exams." How about students who say hotel instead of hotel?

Intonation and stress mistakes are common, particularly when we have students who come from countries whose language is not stressed like English. But there's no need to dwell on the differences between English and your students' native language. Simply go over the common rules and characteristics of English pronunciation and give them plenty of exercises to practice stress and intonation. Here are some to get you started!

Try These 7 Excellent Exercises to Improve ESL Intonation and Stress

1. Word Stress

Placing stress on the wrong syllable is a pretty common pronunciation mistake among ESL students. Try giving them this exercise. Prepare a chart as a hand out or make one on the board depending on whether you want to work with your students individually or as a group. The chart should have three columns if you're working with three-syllable words. At the top of each, write the numbers 1, 2, and 3 to represent each syllable, but in each column one of the numbers should be underlined to show the syllable that is stressed.

Give your class a list of three-syllable words ( telephone, magazine, religion, etc...) and ask them to place each in the corresponding column.

2. Word Stress - Cuisenaire Rods

This is probably the ideal way to teach children about word stress. Cuisenaire Rods come in different lengths; each rod can be used to represent a syllable. Use the longer rods to represent the stressed syllable. Hand out several rods to each group of students and call out words they must represent, one rod for each syllable. To reinforce what they've learned, ask them to write down each word and underline the stressed syllable.

3. Sentence Stress

Try this matching exercise to practice sentence stress. On one side of the worksheet write several sentences of varying length. On the other side, the sentences represented by a series of numbers; underline the number for the word that is stressed. For example:

Mix up the order in which the sentences appear on the left side. Say each sentence out loud, emphasizing the stressed word. Students must then match each sentence with its representation in numbers.

4. Sentence Stress - Cuisenaire Rods

Just as you use Cuisenaire Rods to practice word stress, you can use them to teach sentence stress. This time each rod represents a word. Divide your class into groups and hand out several rods to each. Make sure the rods are of equal length except for one which should be longer. Say a sentence out loud and show them which word is stressed by representing it with the longer rod. Next, say another sentence and have students show which word is stressed: I didn't buy a car. Say the same sentence but shift the stress to another word: I didn't buy a car. Discuss with your class how the stress affects the meaning of the sentence. Have them copy each sentence and underline the stressed word.

5. Sentence Stress - Focusing on Context

Give your students a series of sentences to read. This time you will not be saying them out loud. They must figure out which word is stressed based purely on the context. For instance:
I was so angry at John. He forgot to call me on my birthday. He said he had remembered, but that it was too late to call.
There may be more than one correct answer; differences in which words students choose to stress may be a good lead in for a discussion.

6. Rising or Falling?

Give your students a series of questions they must evaluate. Tell them that they must indicate whether each has a rising or falling intonation.

Did you remember to buy the milk? (rising)
Where did you buy that? (falling)

See if students can see a pattern (yes/no questions have rising intonation; wh- questions have falling intonation).

7. Intonation and Feelings

For students to convey the right intonation, they must first understand it. Try an exercise in which students can see that the intonation, not the words, is what conveys real meaning. Make this a multiple choice exercise. For each question, write a short sentence or phrase. Below it write several options students may choose from.

I have something to tell you.
How does the speaker feel?

1. happy and excited

2. sad and worried

3. nervous and worried

Now, read each sentence/phrase out loud. Make sure you convey the right feeling. For instance, say, " I have something to tell you" in a way that conveys that it is a serious matter that worries you, and you're nervous talking about it. Students listen to each one and circle the right feelings.

Practicing intonation will help students not only communicate more effectively, it will also help them understand situations better.

Practice intonation with your class, and there won't be any misunderstandings about what they really mean.
How do you practice stress and intonation in class? Share below!
P.S. If you enjoyed this article, please help spread it by clicking one of those sharing buttons below. And if you are interested in more, you should follow our Facebook page where we share more about creative, non-boring ways to teach English.

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7 Excellent Exercises to Improve ESL Intonation and Stress

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by Claudia Pesce 275,603 views No, your student is not hesitating about what he/she did. They are making an intonation mistake. Just like when they ask a question that sounds like a statement: " Did you correct our exams." How about students who say hotel instead of hotel ?

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Syllables and Word Stress - English Pronunciation Lesson

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Trevor Breaks Down Reparations & White Privilege - Between the Scenes | The Daily Show

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Conditional Sentences

Conditional Sentence Type 0

Conditional type zero is used to talk about general truths, scientific facts or things which always happen under certain conditions.

Form:

Use:

The zero conditional is used to talk about things which are always true, scientific facts, general truths:

Examples:

If you cross an international date line, the time changes.
Phosphorus burns if you expose it to air.
If I wake up early, I go jogging.
NOTE: you can use "when" instead of "if".

Conditional Sentence Type 1

Often called the "real" conditional because it is used for real or possible situations. These situations take place if a certain condition is met. It is possible and also very likely that the condition will be fulfilled.

Form:

Use

Conditional Sentences Type 1 refer to the future. An action in the future will only happen if a certain condition is fulfilled by that time. We don't know for sure whether the condition actually will be fulfilled or not, but the conditions seems rather realistic - so we think it is likely to happen.
Example:
If I have enough time, I'll watch the football match.
I may have time to watch the match but I'm not sure about it.

Conditional Sentence Type 2

Often called the "unreal" conditional because it is used for unreal impossible or improbable situations. This conditional provides an imaginary result for a given situation. It is very unlikely that the condition will be fulfilled.

Form:

Were / Was

In conditional type 2, we usually use were" instead of " was" in the if clause " even if the pronoun is I, he, she or it. " were" here is a subjunctive form.

NOTE " was" is also a possible form.

Example:

If I were a millionaire, I would buy a castle.

Use

Conditional Sentences Type 2 refer to an action in the present that could happen if the present situation were different. I don't really expect the situation to change because it is very unlikely.
Example:
If I had a lot of money, I would travel around the world.

Conditional Sentence Type 3

It is impossible that the condition will be met because it refers to the past.

Form:

Use

Conditional Sentences Type 3 refer to situations in the past. They express hypothetical results to past given situations.
Example:
If he had been careful, he wouldn't have had that terrible accident.
Sometimes in the past, he was careless. He drove so fast. So he had a terrible accident

Things to remember

1. The main clause can also be at the beginning of the sentence. In this case, don't use a comma.
Examples:

"Phosphorus burns if you expose it to air."
" I will send her an invitation if I find her address."
" I would travel around the world if I had a million dollars."
"He wouldn't have had that terrible accident if he had been careful."

2. Main clause and/or if clause might be negative.

Example:

If I don't see him this afternoon, I will phone him in the evening.
If he had been careful, he wouldn't have had an accident.

Related materials:

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Grammar Lessons - Real and Unreal Conditional Sentences (If Clauses)

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Conditional type zero is used to talk about general truths, scientific facts or things which always happen under certain conditions. Form: Use: The zero conditional is used to talk about things which are always true, scientific facts, general truths: Examples: If you cross an international date line, the time changes.

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A school bus | Getty Images

When 17-year-old Lovely first arrived in New York City from Haiti in September 2017, she said she had no idea how she would finish her high school education.

On top of having to work to support her mother and siblings, she was unfamiliar with the maze of New York City schools and how she would transfer the education she'd already received in Haiti to the city's public school system.

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She ended up at Manhattan Comprehensive Night and Day High School - a transfer school designed to meet the needs of older immigrant students coming to the city for the first time. But she told POLITICO in an interview that she only found out about the school through her cousin.

There are roughly 4,200 city students in the same position: between the ages 14 and 21, not fluent in English and who often have to work to support themselves. Advocates say many are unaware they even have an option to attend public school in New York.

The New York Immigration Coalition Education Collaborative, which includes the groups Advocates for Children of New York and the Flanbwayan Haitian Literacy Project, is pushing the Department of Education to develop a $6 million pilot program that would create classrooms citywide to cater to the needs of older, newcomer immigrant students.

"We're really trying to target that group of students - the ones that ultimately never made it inside of the school where they actually enrolled," Rita Rodriguez-Engberg, director of AFC's Immigrant Students' Rights Project, told POLITICO. "They may have made it past the enrollment point and were told, 'Sorry, you're too old'... those youth who came from their home country thinking they can enroll in school but ultimately didn't is really what we're trying to target with this effort."

The pilot would serve approximately 600 students, to start.

Lovely, who asked to use only her first name, said she receives instruction in English but is often paired up with someone who speaks her language, Haitian Creole, and classes are taught "in a way that you understand." The school also helps with job hunting, immigration services and health insurance.

"It would be great if they were to put schools like Manhattan Comprehensive in other boroughs for the kids that are coming after ... so they wouldn't have to go through the hassle that [I] went through in order to be able to go to school," she said.

There are five English Language Learner (ELL) transfer schools in New York City - four in Manhattan and one in the Bronx - that provide support for students to learn English either before they can access a curriculum or while they are learning in class. They also partner with community-based organizations and legal clinics to help students locate housing and public benefits. Some schools offer an evening program to accommodate working students.

But advocates say the programs are small and don't have the same types of support for older and newcomer immigrants. And since most are in Manhattan, it poses a challenge for immigrant students in outer boroughs. ELLIS Preparatory Academy in the Bronx tends to fill up by late fall and has been over-capacity for many years.

And youth are often incorrectly told, prior to even trying to enroll, they cannot enter school because of their age, advocates said. When they try to enroll at Family Welcome Centers, they are sometimes directed to a GED program or aren't informed about transfer schools.

Their needs center on language acquisition, interrupted education, responsibilities outside of class like a job and wraparound services such as tutoring, counseling and help accessing social services like housing.

"We see them as a really good avenue for us to put our pilot programs in those schools ... they do have some of the structural pieces that are gonna be important for us to make it the most successful," Andrea Ortiz, the coalition's education policy manager, said.

The groups said that if money is allocated toward the pilot, it could start this September, and they have worked with the DOE to identify some schools.

The education department said it is reviewing the pilot.

"We're working to increase access to quality programs for our older and newly arrived English Language Learners, and we thank these organizations for their partnership on this important issue," Danielle Filson, a DOE spokesperson, said in a statement. "We are currently reviewing the pilot program and will continue to focus on how we can expand ELL programs to more transfer students."

During the first year, the pilot would start in four transfer schools - two in Brooklyn and two in Queens. The number of classrooms will depend on space in the school and principals' individual decisions. In the second year, an additional two would be added in the Bronx and in the third year, each of the schools that started would get an additional year.

About $1.6 million would be allocated for the first year and then $2.2 million for each additional year. The advocates said they will conduct outreach during the summer.

The Migration Policy Institute's National Center on Immigrant Integration Policy looked into the number of newly arrived immigrants, ages 14 to 21, who could potentially benefit from high school programs in the five boroughs.

Out of 21,500 young people who met the criteria, 17,300 were enrolled in school and 4,200 were not - 400 were 14 or 15 years old, with another 3,800 between ages of 16 to 21. The largest group of newly arrived, non-enrolled students lived in the Bronx, followed closely by Queens and Brooklyn.

"It's very difficult to capture the number of students who could have enrolled in school and didn't because it's hard to capture who gets turned away," Rodriguez-Engberg said. "Census data doesn't always take into account who's here, especially students who are undocumented and unaccompanied minors."

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Immigrant advocates press city schools to fund program for newly arrived students

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When 17-year-old Lovely first arrived in New York City from Haiti in September 2017, she said she had no idea how she would finish her high school education. On top of having to work to support her mother and siblings, she was unfamiliar with the maze of New York City schools and how she would transfer the education she'd already received in Haiti to the city's public school system.