Módulo 2. Destrezas comunicativas del profesor en el aula bilingüe

BLOCK 2: THE STRESS, RHTYHM AND INTONATION OF ENGLISH

Section 0. Self-reflection

Fill in the following questionnaire and upload it on your blog. Please use these labels: Module 2, block 2.

I. Pronunciation knowledge (suprasegmentals)

1. I can identify word stress patterns (number of syllables and unstressed and unstressed syllables in a word).

X

2. I can identify and interpret intonation patterns in English (falling, rising, falling-rising, rising-falling).

X

3. I can identify and interpret attitudinal aspects encoded through intonation.

X

4. I can identify prominent words in English utterances and interpret the speakers’ choices.

X

5. I can accurately produce (especially, long) words in English with a correct stress pattern both in isolation and when communicating.

X

6. I can accurately use intonation patterns in English in accordance with grammatical, discursive and attitudinal features, especially in the EFL and CLIL classroom.

X

7. I can accurately and naturally produce utterances giving prominence to specific words to convey specific meanings.

X

8 I can use rhythm and intonation (prominence) as a resource to promote understanding in class.

X

9. I can use rhythm and intonation as a resource to draw students’ attention to particular language/information components in the EFL or CLIL classroom (oral input enhancement).

X

What do I want to know in this block:

I would like to consolidate my knowledge about how to accurately produce words with the correct stress pattern. In other words, where the primary stress goes and where the secondary stress goes as it may make changes in meaning.

Posgrado en CLIL e innovación en el aula de inglés de Educación Primaria