Recognizing Pauses and Stops in Utterances That Signal Meaning
This resource will help your students recognize pauses and stops in utterances that signal meaning
A. Preparatory Activities
Have the pupils say the following sentences. Ask them to pay in an upward attention to the intonation at the end of each sentence. If it goes tone up, ask the pupils to stand up. If the tone stays down, ask the pupils to remain seated.
1. She’s coming?
2. He always tells the truth.
He always tells the truth?
3. It is going to rain?
4. She needs some clothes?
5. I would do it.
Read the following selection to the class without making the necessary pauses. Then read it again with the correct phrasing.
One Saturday morning, Mrs. Tolentino asked her daughters, Anna and Ruby to buy some items from the supermarket. To make it easier for Anna to buy the items, Mrs. Tolentino asked her to make a grocery list.
Ask: How did I read the selection in the first reading?
How did I read the selection the second time?
Which way do you like the selection read?
How do pauses affect the meaning of a sentence?
3. Unlocking of Difficulties
Arrange the jumbled letters in column A to form a word that matches the meaning in column B.
(You may use cut-out letters to make this a contest between boys and girls)
D I I S N E _________ the internal or inner part
Y A B I L R R _________ a place in which literary, musical, artistic or reference materials are kept for use but not for sale.
N B L R A I R I A ___________a person in charge of the library
S E B E D I ________ at or by the side of