This study refers to some of the theoretical trends concerning classroom discourse, with emphasis on the postulates of discourse analysis. Prosodic strategies, such as intonation, variation of intensity, discourse pauses and changes in speech rate, are analyzed when used expressly by the teacher in order to awake the students? interests and to lead them interactively into the construction of the contents and intentions of enunciation. This research was led with two groups of 25 students each using the same syllabus. One of the classes was carried out with the classical teaching techniques and the other using the prosodic strategies mentioned above. At the end of the classes, a comprehension test was applied to both groups and it could be shown that the class including prosodic strategies showed a higher percentage of comprehension that the one where those strategies were absent.