{"id":1719,"date":"2021-04-18T00:00:00","date_gmt":"2021-04-18T00:00:00","guid":{"rendered":"https:\/\/tutor.engoo.com\/blog\/?p=1719"},"modified":"2021-10-25T14:54:46","modified_gmt":"2021-10-25T14:54:46","slug":"robotic-sounding-student-teach-them-some-rhythm","status":"publish","type":"post","link":"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/","title":{"rendered":"Robotic-Sounding Student? Teach Them Some Rhythm!"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 counter-hierarchy ez-toc-counter ez-toc-grey ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">Table of Contents<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 eztoc-toggle-hide-by-default' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#How_to_Teach_Rhythm\" >How to Teach Rhythm<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#1_Use_Audiovisual_Cues\" >1. Use Audiovisual Cues<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#2_Use_Backchaining\" >2. Use Backchaining<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#Applications_in_Our_Lessons\" >Applications in Our Lessons<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#1_Vocabulary_Exercises\" >1. Vocabulary Exercises<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#2_Reading_Exercises\" >2. Reading Exercises<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#3_Conversations_or_Discussions\" >3. Conversations or Discussions<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#4_Other_Suggestions\" >4. Other Suggestions<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/#%F0%9F%91%8B_Thats_it_for_now\" >\ud83d\udc4b That\u2019s it for now!<\/a><\/li><\/ul><\/nav><\/div>\n\n<p>Students often think \u201cword stress\u201d is the same as emphasis, force, or volume. However, when we stress a syllable, we don\u2019t just make it louder.&nbsp;<\/p>\n\n\n\n<p>We also make it longer and actually shorten the non-stressed syllables around it. This \u201cgive and take\u201d or \u201cpush and pull\u201d is what creates the rhythm of the English language, and it can be <a href=\"https:\/\/tutor.engoo.com\/blog\/2019\/12\/12\/how-japanese-korean-and-taiwanese-brains-perceive-word-stress\/\">difficult for our students<\/a> to produce, especially if their mother tongue doesn\u2019t do this.<\/p>\n\n\n\n<p>For example, listen to these recordings of the word, \u201crecording\u201d:<\/p>\n\n\n\n<figure class=\"wp-block-audio\"><audio controls src=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070435\/01-recording-no-rhythm.wav\"><\/audio><figcaption>Recording 1<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-audio\"><audio controls src=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070443\/02-recording-with-rhythm.wav\"><\/audio><figcaption>Recording 2<\/figcaption><\/figure>\n\n\n\n<p>The first \u201crecording\u201d sounds a bit robotic, because there\u2019s no variation in length of each syllable. The second \u201crecording\u201d sounds a lot more natural.<\/p>\n\n\n\n<p>So how can we teach our students to add rhythm to their English?<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"How_to_Teach_Rhythm\"><\/span>How to Teach Rhythm<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"1_Use_Audiovisual_Cues\"><\/span>1. Use Audiovisual Cues<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>First, we\u2019ll want to use some audiovisual cues like text formatting and clapping to help them see and hear word stress. Let\u2019s say your student is reading Nathan\u2019s line in the following dialogue:<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"658\" src=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070144\/image7-1-1024x658.png\" alt=\"\" class=\"wp-image-1727\" srcset=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070144\/image7-1-1024x658.png 1024w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070144\/image7-1-300x193.png 300w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070144\/image7-1-768x494.png 768w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070144\/image7-1.png 1030w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure><\/div>\n\n\n\n<p>To highlight rhythm, you could reformat Nathan\u2019s line by putting the stressed words (or syllables) in all-caps and the remaining ones in parentheses.&nbsp;<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065953\/image4.png\" alt=\"(I found a) BAND (that plays) FOLK (and) COUNTRY (music)\" class=\"wp-image-1724\" width=\"624\" height=\"321\" srcset=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065953\/image4.png 624w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065953\/image4-300x154.png 300w\" sizes=\"auto, (max-width: 624px) 100vw, 624px\" \/><\/figure><\/div>\n\n\n\n<p>This formatting helps students see that the lowercase words in parentheses can be read more quickly and quietly, while the uppercase words can be read more slowly and loudly.<\/p>\n\n\n\n<p>Next, just as we clap to the rhythm of music, it helps to clap (or tap something) to the rhythm of the language. <\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>First, show your student how they sound by clapping according to their rhythm. (For many students, this means clapping at even intervals.) <\/li><li>Then, say the sentence yourself and clap along.<\/li><li>Now, clap the rhythm of the sentence <em>without<\/em> saying it. You should get an uneven rhythm like this:<\/li><\/ol>\n\n\n\n<figure class=\"wp-block-audio\"><audio controls src=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070556\/04-folk-country-beat-with-rhythm.wav\"><\/audio><figcaption>Tapping along to the rhythm of \"I found a band that plays folk and country music.\"<\/figcaption><\/figure>\n\n\n\n<p>Students usually find it eye-opening that English rhythm actually sounds like this in isolation! (If you need help understanding how tapping helps students understand rhythm, <a href=\"https:\/\/youtu.be\/XfF0B--zBKI?t=175\">watch this video of an English teacher<\/a> who taps out the rhythms to the words, \u201cChinese\u201d and \u201cbeginning.\u201d)<\/p>\n\n\n\n<p>Now that they can see and hear the rhythm, it will be much easier for your student to try it themselves. <\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"2_Use_Backchaining\"><\/span>2. Use Backchaining<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Now that students have a basic understanding of rhythm, we can have them practice with backchaining. Backchaining is reading out a word, phrase or sentence, starting from the end.<\/p>\n\n\n\n<p>In the case of Nathan\u2019s line, that would be reading \u201ccountry music\u201d first, then adding on the rest of the sentence <a href=\"https:\/\/tutor.engoo.com\/blog\/2019\/10\/07\/are-you-correcting-these-pronunciation-mistakes-%F0%9F%97%A3%ef%b8%8f-part-ii-chunking\/\">chunk by chunk<\/a>.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"624\" height=\"199\" src=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070006\/image6.png\" alt=\"Country music. Folk and country music. Band that plays folk and country music. I found a band that plays folk and country music.\" class=\"wp-image-1725\" srcset=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070006\/image6.png 624w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31070006\/image6-300x96.png 300w\" sizes=\"auto, (max-width: 624px) 100vw, 624px\" \/><\/figure><\/div>\n\n\n\n<p>Keep in mind that students easily get lost in the \u201csea\u201d of foreign sounds, so you might want to exaggerate the stressed syllables or tap out the rhythm as you do this. For more information, see <a href=\"https:\/\/tutor.engoo.com\/blog\/2019\/07\/29\/backchaining\/\">our backchaining post<\/a>.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Applications_in_Our_Lessons\"><\/span>Applications in Our Lessons<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>It\u2019s unlikely we\u2019ll have the luxury to dedicate an entire lesson to rhythm. So when\u2019s the best time to bring it up?&nbsp;<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"1_Vocabulary_Exercises\"><\/span>1. Vocabulary Exercises<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Vocabulary exercises are always a good time to share some pronunciation tips. The next time you go through vocabulary with your student, exaggerate the rhythm. For example, let\u2019s say these are the words:<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"644\" height=\"377\" src=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065938\/image2.png\" alt=\"vocabulary entries for &quot;delete&quot; and &quot;prefer&quot;\" class=\"wp-image-1722\" srcset=\"https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065938\/image2.png 644w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065938\/image2-300x176.png 300w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065938\/image2-403x236.png 403w, https:\/\/assets.blog.engoo.com\/wp-content\/uploads\/sites\/7\/2021\/03\/31065938\/image2-293x171.png 293w\" sizes=\"auto, (max-width: 644px) 100vw, 644px\" \/><\/figure><\/div>\n\n\n\n<p>Say \u201cde-LEEEETE\u201d \u201cpre-FERRR.\u201d If you notice the student doesn\u2019t catch on to the syllable lengths, tap out the rhythm and if necessary do some backchaining: \u201cFERRR. pre-FERRR.\u201d This will help them understand that length is an important feature of the word.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"2_Reading_Exercises\"><\/span>2. Reading Exercises<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>Another time you can introduce rhythm is when the student is reading aloud some text, such as a dialogue or a news article, although this is better with shorter sentences.<\/p>\n\n\n\n<p>Keep in mind that lesson titles and news article headlines (e.g. ) are not great for teaching rhythm. This is because they omit a lot of grammatical words, such as \u201ca\u201d or \u201cthe.\u201d&nbsp;<\/p>\n\n\n\n<p>For example, the headline, \u201cPlane Turns Around After Pilot Spills Coffee,\u201d would probably be \u201cA plane turned around after the pilot spilled coffee\u201d in a conversation.&nbsp;<\/p>\n\n\n\n<p>When the little words are omitted, only the important, stressed words remain, which defeats the purpose of practicing rhythm.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"3_Conversations_or_Discussions\"><\/span>3. Conversations or Discussions<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>It\u2019s harder to bring up rhythm in the middle of a conversation, but you could bring it up at the end of a lesson by pointing out things they said that could use some rhythm.&nbsp;<\/p>\n\n\n\n<p>For example, let\u2019s say your student said, \u201cI think it makes sense,\u201d robotically. You could point out that the statement would sound more natural as, \u201c(I) THINK (it makes) SENSE.\u201d<\/p>\n\n\n\n<p>If they\u2019re interested in getting more practice, you could suggest they book another lesson with you using our <a href=\"https:\/\/engoo.com\/app\/materials\/conversation\/4g-usmSuEeirTddASFJXxg\"><em>Conversation<\/em> materials<\/a>.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"4_Other_Suggestions\"><\/span>4. Other Suggestions<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p>At the end of the day, students need to be able to hear rhythm to produce it. To this end, you can advise them to listen to English songs and poems (especially limericks), as these most clearly reflect the rhythm of the language, and will quickly attune students to its sound.<\/p>\n\n\n\n<p>And don\u2019t forget students interested in improving their pronunciation can always record themselves and then go over the recordings with you to figure out ways to improve.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"%F0%9F%91%8B_Thats_it_for_now\"><\/span>\ud83d\udc4b That\u2019s it for now!<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p>Many students can tell that they sound unnatural, but don\u2019t know that rhythm is the source of their troubles. So next time a student asks to have their pronunciation corrected, you can teach them a thing or two about rhythm. They\u2019ll be amazed at how easy it is to sound more natural.&nbsp;<\/p>\n\n\n\n<p>For more information on teaching stress, check out \u201c<a href=\"https:\/\/tutor.engoo.com\/blog\/2019\/10\/28\/are-you-correcting-these-pronunciation-mistakes-%f0%9f%97%a3%ef%b8%8f-part-iii-nuclear-stress\/\">Are You Correcting These Pronunciation Mistakes? Part III: Nuclear Stress<\/a>\u201d and \u201c<a href=\"https:\/\/tutor.engoo.com\/blog\/2019\/12\/16\/forget-the-word-stress-rules-for-now-and-prioritize-these-two-principles\/\">Forget Word Stress Rules (For Now) and Prioritize These Two Principles.<\/a>\u201d Happy tutoring!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Students often think \u201cword stress\u201d is the same as emphasis, force, or volume. However, when we stress a syllable, we don\u2019t just make it louder.&nbsp; We also make it longer and actually shorten the non-stressed...<\/p>\n","protected":false},"author":137,"featured_media":1720,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"inline_featured_image":false,"ep_exclude_from_search":false,"unified_meta_tagline_field":"","footnotes":""},"categories":[11],"tags":[],"class_list":["post-1719","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pronunciation"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Robotic-Sounding Student? Teach Them Some Rhythm! | Engoo Tutor&#039;s Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/tutor.engoo.com\/blog\/pronunciation\/robotic-sounding-student-teach-them-some-rhythm\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Robotic-Sounding Student? Teach Them Some Rhythm! | Engoo Tutor&#039;s Blog\" \/>\n<meta property=\"og:description\" content=\"Students often think \u201cword stress\u201d is the same as emphasis, force, or volume. 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