Focus

objectives

• recognize and use focus words in speech in order to:
• emphasize specific information
• show contrast

Thought Groups

• speakers organize speech into chunks.
• this makes information easier for the listener to understand.

Focus Words

• Every thought group has a focus word with more EMPHASIS than the other words.

Focus Words

• The focus word is normally THE LAST CONTENT WORD of a thought group.

You don't have to be a standup COMEDIAN / OR / a Sydney BUS DRIVER / to know that TIMING / IS / CRITICAL

Focus Words

• The focus word (or the stressed syllable of the focus word) has a long, clear vowel.

You don't have to be a standup comedian

comedian

co-ME-dian

you don't have to be a standup co-ME-dian

special focus words

• sometimes, focus shifts to a different word.
• depending on the context or the intent of the speaker.
• changing the focus word can change the meaning of a sentence.

focus changes depending on context

• "You look tan."
• "I just got back from vaCAtion."

Focus changes depending on context

• "You look stressed. Maybe you need a vacation."
• "I just got BACK from vacation."

"I've never been to Rome, Italy, but I've been to Rome, Georgia."

1. Focus highlights words that contrast

• "I've never been to Rome, ITaly, but I've been to Rome, GEORgia."

1. Focus highlights words that contrast

• "I'M not going to the Katy Perry concert, but my MOM is."

1. Focus highlights words that contrast

• "Roscoe, I told you to get IN the car, not ON the car!"

Practice!

• With a partner, divide the sentences into thought groups using a /
• Put a * over the stressed syllable of the focus word.
• Take turns reading the sentences.

Add movement to your practice!

Practice!

• Student A: ask question a. or b. Monitor your partner's response.
• Respond using the correct focus word, based on your partner's question.
• Switch roles questions 4-8.

speaking practice

• In groups of three, you will respond to questions that require you to express a preference.
• Use focus words to show contrast and emphasize important information when you give explanations.

speaking practice

• Student A: keeps time.
• Student B: reads the question.
• Student C: take 15 seconds to prepare your response. Then take 45 seconds to respond.
• You may use the outline on handout C to organize your thoughts.
• Then switch roles.

an example question

• Some students prefer a FORmal classroom where the teacher lectures and students take notes. Others prefer an INformal classroom where students participate and work in groups. Which do you prefer and why?

an example question

• Your choice or opinion: ______________ One advantage of the other choice: _______________ Two or three reasons for your choice: _______________ _______________ _______________

an example answer

• "Some students think it's better to learn from a proFESsor / than from other STUdents / they think that learning from a professor is more efFICient / well that might be true for THEM / but it's not true for ME / Most of the time / I prefer an INformal classroom / to a FORmal classroom..."

speaking practice

• Student A: keeps time.
• Student B: reads the question.
• Student C: take 15 seconds to prepare your response. Then take 45 seconds to respond.
• You may use the outline on handout C to organize your thoughts.
• Then switch roles.

review

• speakers speak in thought groups.
• Each thought group has a focus word.
• Sometimes we use focus words to show contrast or to emphasize certain information based on the context.
• Emphasizing stressed syllables of focus words can help others understand us.

homework

• Watch the 3 min. thesis video and mark focus words.
• Practice reading it and emphasizing focus words.
• Are there examples of focus words used to show contrast or emphasize new information?
• How does the speaker use movement to reinforce the focus words?