Amir is a Civil Engineer

Hello, students of the seniors' class!

We have a new student whom you all have not yet met. His name is Amir and he is a recently retired civil engineer.

He enjoys participating in the Facebook groups for Y students. He is not on WeChat. The other day he told me about civil engineering. I took notes and created a text from his story.

Here is his story AFTER I marked it up with areas for focus of revision.

I read the story to Amir, he listened to the recording and practiced it, then we met again for him to read it to me. After he read it to me and we talked about phrasing and some difficult words, I made the following video lesson for him. I hope it's helpful to everyone. Please notice the focus on remembering to pronounce final -S and -ES on the ends of plural nouns and also perhaps on third person singular verbs. Enjoy!

Sentence Stress

Hello!

As I said in class today, we have to take a brief break from vowels to talk about word stress. We talked about words that carry meaning and words that are only necessary for grammar. Words that carry the meaning are called content words. They include nouns, verbs, adjectives, adverbs, negatives, wh- question words, numbers, etc.

Then we have the other words, the little words that are not as crucial to meaning. These we call structure words or function words. They are words like a, the, for, but, I, him, etc. These are the prepositions, articles, conjunctions, pronouns and so on.

To illustrate this, we looked at a telegram or text that you are sending to your friend in Detroit to ask that person to meet your aunt at the airport and interpret for her. We pretended that to send the telegram or text will cost us $5 per word. We really need to save money, so what can we take out?

After we edited the text message, we put the words we kept and the words we took out into two columns. These were our content words and structure words.

Next we talked about the rhythm and timing of English. Unlike French, Spanish, Romanian and Japanese, English is a stress-timed language. What on earth does that mean?

To answer that, we looked at the sentence "Wolves eat sheep." Each content word gets stress. each stressed word is like a beat in music. How many beats are there in that sentence? Yes, three. We clapped it out to get the rhythm.

Then I put in a function word: The wolves eat sheep. Now how many stressed words? Still three. You said it with me and we clapped. What happened? We still only clapped three times. Why? Because "the" does not get any stress. It is very short and soft.

What about when I added another "the?" The wolves eat the sheep. How many stressed beats? Still three. And it takes a native speaker the same amount of time to say this sentence as it does to say the first one. Wow, eh?

Then I changed the sentence to: "The wolves are eating the sheep." Now how long does it take me to say it? How many stressed syllables? It's the same. Three.

This is the key to the rhythm of English!

So now we looked at our new dialogue (still using the /ey/ sound) and practiced saying it with the correct sentence stress. Everyone did a very good job. You are starting to sound more natural every day. Knowing the music of English really helps others to understand you.

Introduction to Intonation

Hello!

Today we learned about pitch and intonation. Bashar told us that pitch is the way the voice goes up and down, high and low. It's like the notes in music, isn't it?

I asked you if you thought intonation was important for learners of English, and you said yes. You are right! If you don't learn the natural intonation of English, people might think you are rude or bored when you are not. I told you about my own story of learning Spanish. I had to learn to control my intonation because if I speak Spanish with American intonation, I sound sarcastic or condescending.

We took some words and tried to say them as many ways as we could think of. We started with the word "hello." How many ways can you say "hello?"

Say "hello" to:

• someone you haven't seen in a year
• someone you are angry with
• your boss
• your teacher
• a little baby

We talked about how intonation can change some words. Take, for example, the word "hey." How would you say it if someone cut in front of you in line? Use it to greet your friend. Use it to show disappointment in what your child just did.

We practiced saying some words three ways: with rising, falling and level intonation. For example, if you are answering a question, "fifty" has falling pitch. If you are asking a question, use rising pitch to say "fifty?" And if you are counting "forty, fifty, sixty...," then "fifty" will have level pitch.

Next we practiced falling pitch in declarative statements and commands. It was all about our field trip to Thiessen's Apple Orchard this week. And we practiced rising pitch in statements that express doubt. "I THINK we turn left here."

The next part was kind of fun, although some of you found it a bit confusing. We had three dialogues and for each dialogue we had three situations to read about so we would know which kind of intonation to use when performing the dialogues. Isn't it amazing what a difference intonation can make?

See you tomorrow!