Pronunciation Foundations
A study course designed to help students understand and practice pronunciation for better
communication
Dr. Paul R. Friesen
1
Pronunciation Foundations
Course Name:
Class Code:
Class Location:
Semester & Day(s):
PRONUNICATION
TBA
TBA
____________
Office & Office Hours: TBA
[email protected]
Textbook:
FOUNDATIONS ELECTIVE Teacher: TBD
Pronunciation in Use / Cambridge 2003 or Students book https://sites.google.com/site/pronunciationfoundations/home
Course Description: This course focuses on building a foundation of understanding relations to why intonation and stress will improve communication. Students will listen to videos, play games, have various exercisesplus homework. The objective will be realized in the final test drama.
The general objectives for this course are to: •
Develop a good understanding of how intonation and stress affects communication
•
Understand the physical places sounds are made.
•
Work in pairs/ groups to make conversation happen.
•
Prepare dramas for communication.
•
Demonstrate knowledge of syllable stress and intonation through practice / quizzes
•
Confidently communicate ideas using correct stress and intonation
At the end of this course you will have: •
Done several dramas.
•
Written quizzes and fill out charts related to sounds and stress.
•
Demonstrated a good understanding through a final drama.
Teaching Strategies: Video, group/pair work, role-plays, presentations, in-class preparation, and others.
Course Assessment:
Grade Curve:
Attendance = 20% Homework & Participation = 20%
A+ ~ A0: 30%
Midterm = 20%
B+ ~ B0: 40%
Final = 40%
C+ ~ D0: 30% F = at teacher’s discretion
2
Pronunciation Foundations
Week 1
Review of rubrics / tests/ homework / syllabus
Movie – Movie – learn learn a language in 6 months
2 Pronunciation: Changing Meaning through Word Stress
Worksheet (included)
Movie - word stress stress ~~~~~~~~~ Movie ~ Can and can’t can’t
~~~~~~ Intonation and Stress in English
~~~~~~~~~ Worksheet – Worksheet – fonetiks fonetiks American stress and tone
1 Introduction
3 How to Improve Your Pronunciation Week 2
~~~~~~
Rules list for test checking ~~~~~~ Mark up paragraphs in class
Sound Scripting
4 Word Syllable Stress Patterns in English
Game – Game – Hidden Hidden Names Pronunciation games # B1 page 34 Movie – Movie – Words that look the same but are Pronounced Differently! - English Pronunciation Lesson American Accent Training Videos ~~~~~~ Game – Game – find find the rule / pronunciation games B14 / page 69 Rebus rhymes Assorted tongue twisters (Supplemental section) Englishclub.com
Listen and repeat exercises. (with audio) Add worksheets for in-class work.
Quiz 1 FyF (FindyourFeet)
Englishzone.com maze game Movie – Movie – Stress Stress patterns Lesson 8a
word stress 1
Englishzone.com stress patterns
HOMEWORK DRAMA for next class
Week 3
5 Pronunciation Help Sentence Stress (worksheetabout.com) 6 Foundations 2
Week 4
Content and Function focus (worksheet about.com) Pronunciation Help – Help – Sentence Sentence Stress
Pronouncing the vowels in English
Make Pronunciation
•
Simple (book / Lesson 1)
Pronouncing front /back vowels (picture)
3
Homework drama 1 You want to give me money Rubric
Alliterations Spoonerisms Pronunciation_ ɪ, ɚ r, d, ð TH, f, æ, n, t, k & icebreaker ( video file)
Pronunciation Foundations
Video -
Week 4
7 Vowel Practice Diphthongs / Monophthongs (list)
Vowel Sounds Part 1: Monophthongs
Review the lists on page
Englishclub minimal pairs Worksheets American English worksheet – worksheet – fonetiks single vowels
8 Pronunciation Exercises The letter B
Sound Stress, intonation o Pronunciation o Introducing letter and sounds (bye / buy) (Pronunciation in use 2003) Unit 1 o
Movie – Diphthongs Vowels & Diphthongs English Pronunciation & Listening Practice (Part 2) American English stress and tone (fonetiks) Bridge activity Stuart Mills Fun with Photography Movie – Movie – The The Flap T! American English Pronunciation
Week 5
9 Pronouncing the verb TO BE (She was First) (Pronunciation in use 2003) Unit 35
Content and Function Review The – The – ed ed endings
Content and function (Bills English) Pronouncing the – the –ed ed worksheets x4 Englishforeveryone pdf – pdf –ed ed Englishzone worksheets Video ~~ Stressed vs. Unstressed syllables_ My New Bike!
10 Introducing Syllables (Pronunciation in use 2003) Unit 21
Stress patterns englishzone Homophone list review Long E es/efl
( Eye, my, mine)
4
Game phone – phone –pro pro games code B16 page 75 Homework 2 Video the Hamburger ~~ Create a drama to follow this pattern. Should be 1 page 3+ syllable word ~~ scored on pronunciation stress and intonation + plus action and emotion. (rubric)
Pronunciation Foundations
Week 6
11 Introducing WORD stress (Pronunciation in use 2003) Unit 22
th
Saturday September 13
Movie word stress plus 5 rules
use englishclub
EC_pronunciation-word-stress-5 3 syllable first and middle stress
Unforgettable Stress in longer words Pronunciation in use 2003) Unit 30 12 Stress in longer words 2 (Pronunciation in use 2003) Unit 31 Introducing SENTENCE Stress (r) (Pronunciation in use 2003) Unit 23
EC_pronunciation-word-stress-9 4 syllable with second and third stress
Public, publicity\ Sentence replies to questions Remember, he told he
Week 7
Clarity; Contrast between Stops and Continsuants. Clarity; Puffs of Air. ~~~~ paulnoll.com page 18 Stress patterns English Rhythm Word stress patterns Sentence stress patterns Limerick patterns
14 Vowels The color vowel has different teaching level ideas
Movie ~ Connected Speech: Consonants + Consonants | English Pronunciation Lesson Clear English Limerick review ~~~ paulnoll.com page 19 Learn a lyric Limericks homework Write three limericks to send to Woosong Review through their website. Reading next week day 1 (w8/15) The color vowel chart (empty chart as worksheet)
Words with Schwa The Schwa sound Pronunciation of the schwa (with answers)
The Schwa (BBC)
•
Sample lesson
•
15
Game used to / would Usingenglish.com Stress and tone fonetics.com
Syllable rhythm rules Limericks --- Rhythm Clarity, Voicing, and Length of Syllable
13 Rhythm (pollnoll.com)
Movie – Movie – word word stress sentence position
Limerick reading and test review
Week 8
5
Movie ~~ The SCHWA in ENGLISH (ə) The secret to improve your English Teaching the Schwa (teachers) Unstressed worksheet (stuart mills)
Pronunciation Foundations
16
Written TEST Single vowel sounds
Week 9
17 The Schwa The invisible vowel
18 Stress in two-syllable words (Pronunciation in use 2003) Unit 28 (Pronunciation in use 2003) Unit 37
Week 10
19 Consonants Consonant at the
•
start of syllables Consonant s at the end of syllables 20 Joining words Joining words 1
•
Joining words 2
•
•
Week 11
21 Joining words 3 Understanding conversation
The invisible vowel sounds (schwa) Vowel exercises
Homework ~ Team challenge challenge (1 A4 12 point conversation using the two columns of contrasting words. paulnoll.com Clear English Vowel Exercises page 9 Movie ~ Listening Comprehension: 2 Syllable words, American English Pronunciation (Rachael’s English)
Record, reCORD Pronouncing short words (a, of, or)
Oh, no snow! (Pronunciation in use 2003) Unit 24
EC_pronunciation-word-stress-3 2 and 3 syllable first stress EC-word-stress-game-PI9 second syllable Game ~ stress dice – dice – A6 A6 page 19-21 EC-word-stress-game-PI2 first syllable Listening quiz
(Go – (Go – goal goal – – gold) gold) (Pronunciation in use 2003) Unit 25
Pets enter, pet center (Pronunciation in use 2003) Unit 38
Movie – Movie – S Consonant Clusters -- American English Pronunciation Movie – Movie – How to Pronounce Stop Consonants_ American English
After eight, after rate (Pronunciation in use 2003) Unit 39
EC-word-stress-game-PI1 first syllable game
Greet guests, Greek guests (Pronunciation in use 2003) Unit 40
Movie – Movie –How How to Link K to a Voiced Consonant: American English Pronunciation
Could you say that again? Unit 41
Game – Game – Link Maze Maze C1 Pronunciation games 75,76
6
Pronunciation Foundations
22 Triple Consonant Blend Word Endings (NCH / TCH / RCH) Paulnoll.com
Strange spelling Pronunciation
Sentences with all the words stressed (Don’t look now) now) (Pronunciation in use 2003) Unit 32 ch cc wh qu ck rh gh amb imb omb umb
Clear English - Strange Spelling Pronunciation – Pronunciation – worksheet worksheet +maze Movie x2 – x2 – Intonation_ Expressing Surprise (Part 5) _ English Pronunciation Lesson Game: Don’t Tell me (96,97)
Conversation Week 12
23 Emphasizing contrasting alternatives Emphasizing added details 24 Emphasizing corrections Emphasizing important words
Week 13
25 Grouping words Understanding small talk
26 Showing that you want to continue
Week 14
Week 15
Chips or Salad (Pronunciation in use 2003) Unit 52
Movie – Movie – Lesson 7a - THOUGHT GROUPS English Pronunciation
Schwartz … Pedro Schwartz Salad (Pronunciation in use 2003) Unit 50 Fifty? No, fifteen! (Pronunciation in use 2003) Unit 53
Movie – Movie – Lesson 7b - THOUGHT GROUPS English Pronunciation
I think you’re in my seat (Pronunciation in use 2003) Unit 51 A shirt and a tie / a shirt and tie (Pronunciation in use 2003) Unit 43
Movie – Movie – Lesson 8a - STRESS PATTERNS English Pronunciation
I mean, it’s sort of like … Pronunciation in use 2003) Unit 46 Ehm ,,, (Pronunciation in use 2003) Unit 44
Movie – Movie – Pronunciation Study Exercise: Evening Plans – Plans – American American English
Reading aloud: ‘Was that the questions?’ he ‘pronouncing (Pronunciation in use 2003) punctuation’ ( Unit 42 27 Script review correction and practice 28 Discussion of final test rubric etc. 29 Script review and practice for final test Video - Problems with English pronunciation FUNNY FUNNY 30 Final Test ~~ Drama – Drama – 4 4 page script / A4 / 12 point / 3-4 players / intonation – intonation – stress stress – – emotion emotion – – special special focus from week 11 - 13
7
Pronunciation Foundations
A list of Homework /Participation /Participation tasks Week 2
Quiz 1
Copy ~ This is a short quiz. Points are not given, but will count toward the participation total. participation total.
Week 3
Homework 1 / DRAMA ~ You You want to give me money ~
10 points
For information look in http://www.eslcafe.com/idea/index. http://www. eslcafe.com/idea/index.cgi?display:990687901-7981.txt cgi?display:990687901-7981.txt This drama is outlined in the manual and manual and has a rubric. rubric.
Week 4
Bridge activity activity / Photo Photo fun Students will take photos of different age technology and discuss it in cl c lass using a prescribed script base. participation total. Points will be assessed as part of the participation total.
Week 5
Homework 2 / DRAMA
The Hamburger
10 points
Students will review a video file of the Pink Panther Hamburger episode. (A link will be sent the students for review.) The students will then choose another 3 or more syllable word and emulate the video. The key is to create different rubric score variations of sounds for each syllable. A sample is included and a rubric score required.
Week 7
Limericks
10 points
Students will be required to write and present three (3) limericks. Students will be strongly encouraged to send to the Woosong Review for publication. Rubric points Rubric points will be considered for the point value.
Week 9
Conversation Students will make a conversation comprised of 10 questions and answer sequences. Suggestions are included in the manual. Participation points will be given for this in-class task.
8
Pronunciation Foundations
Week 1
9
Pronunciation Foundations
Objective Students will understand the question, “Why intonation is important?” and use it effectively through practice.
Process •
•
•
•
Students will be required to read about pronunciation stress and intonation for test 1. Students will be required to do worksheets for participation/practice/ and testing. Students will view selected videos relevant to the daily topic. Students will be required to do selected homework tasks for points, scored by a rubric.
10
Pronunciation Foundations
Dear Students, They say that pronunciation is often missed when you learn English. There are so many ideas to learn and the rules of English hard to understand. In this class you will be challenged to say things right, have fun doing the homework, and be required to do ALL the work in the student book. You will see video and websites to bookmark so you can continue learning. You will look at only a few of the things you may struggle with. Your participation score will reflect what you do in class. Ask questions, write new words, work hard on the assignments, and be ready for every class. You will be asked to make a limerick lim erick and post to the Woosong Review website. This will give you a published article to put on your resume and show your parents and friends. Pronunciation can be boring, but we want to have a bit of fun. Over the last two semesters, the students learned many words that they didn’t know before. They learned them because they didn’t know that if they pronounce them wrong, wrong, people would think wrong. This made the learning more challenging and expanded their vocabulary understanding. In this class, you will hear the stress on intonation and rhythm rhythm often. This is because this is very important to communication. If you hear right you can respond with intelligence. If you hear wrong, you will sound silly. Pronunciation is the most important part of communication. Work to improve your stress and intonation which is different from you natural speaking style. Learn how you can continue improving even after the semester is over. You do not always have time to go to a class, but you can always keep improving by learning small practice ideas from class. Let’s have fun together, Professor Paul R. Friesen
11
Pronunciation Foundations
Week 1
Day 1 Introduction •
Syllabus
•
Rubrics
•
Homework
•
Reading
•
Tests
•
Meaning change Worksheet
•
Reading / speed /stress
•
Can / can’t
Day 2
•
Activity – phone call worksheet
•
Worksheet / Stress Stress and and Tone – fonetiks.com
•
Video x 2 - Lesson Lesson 11 a/b a/b - CAN_ CAN'T – English Pronunciation (American Accent training)
12
Pronunciation Foundations
Pronunciation: Changing Meaning through Word Stress Word Stress Explanation and Exercise
By Kenneth By Kenneth Beare English Beare English as 2nd Language Expert
http://esl.about.com/cs/pronunciation/a/a_wordstress.htm
When you are speaking English the words you stress can change the underlying meaning of a sentence. Let's take a look at the following sentence: I don't think he should get the job .
This simple sentence can have many levels of meaning based on the word you stress. Consider the meaning of the following sentences with the stressed word in bold. Read each sentence aloud and give a strong stress to the word in bold:
I don't think he should get the job. Meaning: Somebody else thinks he should get the job.
I don't think he should get the job. Meaning: Meaning: It's not true that I think he should get the job.
I don't think he should get that job. Meaning: Meaning: That's not really what I mean. OR I'm not sure he'll get that job.
I don't think he should get that job. Meaning: Meaning: Somebody else should get that job.
I don't think he should get that job. Meaning: Meaning: In my opinion it's wrong that he's going to get that job.
I don't think he should get that job. Meaning: Meaning: He should have to earn (be worthy of, work hard for) that job.
I don't think he should get that job. Meaning: Meaning: He should get another job.
I don't think he should get that job. Meaning: Meaning: Maybe he should get something else instead.
As you can see, ther e are many different ways this sentence can be understood. The important point to remember is that the true meaning of the sentence is also expressed through the stressed word or words.
13
Pronunciation Foundations
Worksheet Here is an exercise to help you develop the art of correct word stress. Take the following sentence: I said she might consider a new haircut. Say the sentence aloud using the stress word marked in bold. Once you have spoken the se ntence a few times, match the sentence version to the meaning below.
I said she might consider a new haircut. I said she might consider a new haircut. I said she might consider a new haircut. I said she might consider a new haircut. I said she might consider a new haircut. I said she might consider a new haircut. I said she might consider a new haircut.
Not just a haircut. It's a possibility. It was my idea. Not something else. Don't you understand me? Not another person. She should think about it. It’s a good idea.
Answers to the word stress exercise: I said she might consider a new haircut. / It was my idea. / Don't you understand me? Not another person. / It's a possibility. / She should think about it. it's a good idea. / Not just a haircut. / Not something else.
/
Exercise: Write out a number of sentences. Read each of them st ressing a different word each time you read them. Notice how the meaning m eaning changes depending on which word you stress. Don't be afraid to exaggerate the stress, in English we often use this device to add meaning to a sentence. It's very possible that when you think you are exagge rating, it will sound quite natural to native speakers. Sentence. __________________________________________________________-Meanings. ___________________ _____________________________ ____________________ ___________________ _____________________ ______________________ ___________-_- ___________________ _____________________________ ____________________ ___________________ __________________ _________________ ______________ ______ ___________________ _____________________________ ____________________ ___________________ __________________ _________________ ______________ ______ ___________________ _____________________________ ____________________ ___________________ __________________ _________________ ______________ ______ ____________________ _____________________________ __________________ __________________ __________________ __________________ _______________ ______
14
Pronunciation Foundations
Intonation and Stress in English Key to Understanding and Being Understood
By Kenneth By Kenneth Beare
http://esl.about.com/od/speakingadvanced/a/timestress.htm
Correct intonation and stress are the key to speaking English fluently with good pronunciation. Intonation and stress refers to the music of the English language. Words that are stressed are key to understanding and using the correct intonation brings out the meaning. After students have learned basic consonant and and vowel vowel sounds, they sounds, they should move on to learning to differentiate between individual sounds by using minimal pairs. Once pairs. Once they are comfortable with individual words, they should move on to intonation and stress exercises such as sentence markup. Finally, markup. Finally, students can take the next step by choosing by choosing a focus word to help further improve their pronunciation. The following exercise can be used by students and teachers to further help with pronunciation by focusing on the stressing content words rather than function words in the exercise below.
Intonation and Stress - Exercise Introduction
Say this sentence aloud and count how many seconds it takes. T h e b e a u t i f u l M o u n t a i n a p p e a re re d t r a n s f i x e d i n t h e d i s t a n c e . ( 5 seconds )
Now, try speaking this sentence aloud. H e c a n c o m e o n S u n d a y s a s l o n g a s h e d o e s n ' t h av av e t o d o a n y h o m e w o r k in the evening . ( 5 seconds )
The beautiful Mountain appeared transfixed in the distance. He can come on Sundays as long as he doesn't have to do any homework in the evening
This simple exercise makes a very important point about how we speak and use English. Namely, English is considered a stressed language while language while many other languages are considered syllabic syllabic..
What does that mean? It means that, in English, we give stress to certain words while other words are quickly spoken (some students say eaten!). In other languages, such as French or Italian, each syllable receives equal importance (there is stress, but each 15
Pronunciation Foundations
syllable has its own length). Many speakers of syllabic languages don't understand why we quickly speak, or swallow, a number of words in a sentence. In syllabic languages each syllable has equal importance, and therefore equal time is needed. English however, spends more time on specific stressed words while quickly gliding over the other, less important, words. Let's look at a simple example: the modal verb "can". When we use the p o s i t i v e form form of "can" we quickly glide over the can and it is hardly pronounced. pronounced . They can come on Friday. (stressed words underlined) On the other hand, when we use the negative negative form form "can't" we tend to stress the fact "can't" . that it is the negative form by also stressing "can't". They can't can't come come on Friday. As you can see from the above example the sentence, "They can't come on Friday" is longer than "They can come on Friday" because both the modal "can't" and the verb "come" are stressed. So, what does this mean for my speaking skills? Well, first of all, you need to understand which words we generally stress and which we do not stress. Basically, stress words are words are considered CONTENT WORDS such WORDS such as:
Nouns e.g. kitchen, Peter (most) principal verbs e.g. visit, construct Adjectives e.g. beautiful, interesting Adverbs e.g. often, carefully
N o n - s t r es es s e d w o r d s are considered FUNCTION WORDS such are WORDS such as:
Determiners e.g. the, a, some, a few
Auxiliary verbs e.g. don't, am, can, were Prepositions e.g. before, next to, opposite Conjunctions e.g. but, while, as
Pronouns e.g. they, she, us
16
Pronunciation Foundations
Let's return to the beginning example to demonstrate how this affects speech. The beautiful Mountain appeared transfixed in the distance. distance. (14 syllables) He can come on Sundays as long as he doesn't have to do any homework in the evening.. (22 syllables) evening
Even though the second sentence is approximately 30% longer than the first, the stressed words sentences take the same time to speak. This is because there are 5 stressed words in each sentence. From this example, you can see that you needn't worry about pronouncing every word clearly to be understood (we native speakers certainly don't). You should however, concentrate on pronouncing the stressed words clearly.
Now, do some listening comprehension or go speak to your native English speaking friends and listen to how we concentrate on the stressed words rather than giving importance to each syllable. You will soon find that you can understand and communicate more because you begin to listen for (and use in speaking) stressed words. All those words that you thought you didn't understand are really not crucial for understanding the sense or making yourself understood. Stressed words are the key to excellent pronunciation and understanding of English.
17
Pronunciation Foundations
American English....... English.......Stress & Tone
http://www.fonetiks.org/engsou7am.html
Tone
She's divorced.
Draw lines to show the intonation of each sentence or word.
She is married, isn't she?
Check the url to see how you did.
She isn't married, is she? Would you like some? Yes, please. No, thank you Yes please! No thanks! I'd love some! Excuse me. Sorry. Sorry? Cool. Cool! de sert, desser t esta blish blish esta blishment blishment establishment a rian rian unre al! 18
Pronunciation Foundations
19
Pronunciation Foundations
20
Pronunciation Foundations
Week 2
21
Pronunciation Foundations
Objective Students will understand the idea of content and function and which to stress for best communication.
Outcomes •
•
Students will have a better understanding of content and function and their relationship to the stress. Students will understand the rules of stress and intonation through sound scripting of paragraphs improving their reading skills.
Process •
•
•
•
Students will be required to learn l earn rules about pronunciation stress and intonation for test 1. Students will be required to do worksheets for participation/practice/ and testing. Students will view selected videos relevant to the daily topic. Students will be required to do selected homework tasks for points, scored by a rubric. (Drama: You want to give me money)
A short quiz
22
Pronunciation Foundations
Day 1 How to improve your pronunciation •
Rules
•
Content / Function
Sound Scripting
Game ~ Find the Rule
Day 2 Word Syllable Stress Stress Patterns in English English
Listen and repeat exercises. (with audio) Add worksheets for in-class work.
Englishclub.com
Englishzone.com
Stress patterns
Rebus Rhyme / Song
Game: Maze
Englishzone.com
Homework : Drama ~ You want to give me money (due next class) Quiz 1
23
Pronunciation Foundations
How to Improve Your Pronunciation By Kenneth By Kenneth Beare
http://esl.about.com/cs/pronunc http://esl.about. com/cs/pronunciation/ht/ht_prononc iation/ht/ht_prononce.htm e.htm
One of the most important aspects of learning English is pronunciation. Without clear pronunciation, it is difficult to make yourself understood. However, you might be surprised by the following statement: Pronouncing every word correctly leads to poor pronunciation! Good pronunciation comes pronunciation comes from stressing the right words - this is because English is a time-stressed language. In other words, some words - the content words receive more focus, whereas other words - function words - are less important. Learn more below.
Difficulty: Hard
Time Required: Varies
Here's How: 1. Learn the following rules concerning pronunciation. 2. English is considered a stressed language while many other languages are considered syllabic. 3. In other languages, such as French or Italian, each syllable receives equal importance (there is stress, but each syllable has its own length). 4. English pronunciation focuses on specific stressed words while quickly gliding over the other, non-stressed, words. 5. Stressed words are considered content words: Nouns e.g. kitchen, Peter - (most) principal verbs e.g. visit, construct - Adjectives e.g. beautiful, interesting - Adverbs e.g. often, carefully. 6. Non-stressed Non-stressed words are considered function words : Determiners e.g. the, a – Auxiliary verbs e.g. am, were - Prepositions e.g. before, of - Conjunctions e.g. but, and - Pronouns e.g. they, she 7. Read the following sentence aloud: The beautiful Mountain appeared transfixed in the distance. 8. Read the following sentence aloud: He can come on Sundays as long as he doesn't have to do any homework in the evening. 24
Pronunciation Foundations
9. Notice that the first sentence actually takes about the same time to speak well! 10. Even though the second sentence is approximately 30% longer than the first, the sentences take the same time to speak. This is because there are 5 stressed words in each sentence. 11. Write down a few sentences, or take a few example sentences from a book or exercise. 12. First underline the stressed words, then read aloud focusing on stressing the underlined words and gliding over the non-stressed words. 13. Be surprised at how quickly your pronunciation improves! By focusing on stressed words, non-stressed words and syllables take on their more muted nature. 14. When listening to native speakers, focus on how those speakers stress certain words and begin to copy this. Tips: 1. Remember that non-stressed words and syllables are often 'swallowed' in English. 2. Always focus on pronouncing stressed words well, non-stressed words can be glided over. 3. Don't focus on pronouncing each word. Focus on the stressed words in each
sentence.
25
Pronunciation Foundations
Sound Scripting – Word Stress and Intonation http://esl.about.com/od/speakingadvanced/a/s http://esl.about.c om/od/speakingadvanced/a/sscripting.htm scripting.htm
Word stress and intonation within sentences is i s very important to correct English pronunciation. Recently, while creating a course on presentation skills in English, I came across a wonderful book by Mark Powell entitled Presenting in English. English. In it, there are "sound scripting" exercises which help learners become more expressive by taking sentence intonation skills to the next level. bolding key content words and CAPITALIZING the CAPITALIZING the most These examples use a method of bolding key important words chosen for the best emotional impact. This starts off with a simple sentence paragraph that that an intermediate student might use to practice and ends with a more advanced selection that is typical of a presentation.
Paragraph to be Read Our school is the best in town. The teachers are friendly, and very knowledgeable about English. I've studied at the school for two years and my English is becoming very good. I hope you will visit our school and try an English class. Maybe we can become friends, too!
Paragraph with Sound Scripting Markup school is BEST in town.. The teachers teachers are friendly,, and VERY Our school is the BEST in town are friendly KNOWLEDGEABLE about KNOWLEDGEABLE English.. I've studied studied at school for about English at the school for two years and
try an English is GOOD. I hope hope you visit our an English my English is becoming VERY GOOD. you will visit our school and try class.. MAYBE class MAYBE we we can become FRIENDS! FRIENDS! - Listen to Example
scripting_1.mp3
Paragraph to be Read In this day and age, facts, statistics and other numbers are used to prove everything. Intuition, gut feelings and personal preferences are all out the door. Of course, there are some who are trying to battle this trend. Recently, Malcolm Gl adwell wrote Blink, a best-seller which explores the usefulness of making split-second decisions based on intuition rather than careful consideration of all the facts and figures.
26
Pronunciation Foundations
In this book, Gladwell argues that initial impressions - or gut-feelings - are quite rational. However, that this "split-second" thinking process moves faster than what we usually associate with thinking. If you are one of these people - and there are many of us - Blink provides "proof" that you're actually quite a rational human being.
Paragraph with Sound Scripting Markup age, facts facts,, statistics statistics and numbers are In this day and age, and other numbers are used to prove EVERYTHING.. Intuition EVERYTHING Intuition,, gut feelings and feelings and personal preferences are preferences are all OUT THE DOOR. DOOR . Of some who trying to battle this course, there ARE some who are trying to battle this trend trend..
Recently,, Malcolm Gladwell wrote Recently Gladwell wrote BLINK BLINK,, a best-seller which explores explores the the USEFULNESS of USEFULNESS of making SPLIT-SECOND DECISIONS based on INTUITION rather INTUITION rather than careful consideration of consideration of all the facts and facts and figures. figures. book, Gladwell argues that argues that INITIAL IMPRESSIONS IMPRESSIONS - or GUT-FEELINGS GUT-FEELINGS - are quite rational. rational. In his book, FASTER than what we usually However, that this "split-second "split-second"" thinking process moves FASTER than thinking. If YOU are YOU are one of these people people - and there are MANY of MANY of us - Blink associate associate with with thinking. BEING . provides "PROOF "PROOF"" that you're actually quite a RATIONAL HUMAN BEING. - Listen to Example
27
Pronunciation Foundations
Have students make a rule to follow. Make two groups and have students play one round for each rule.
28
Pronunciation Foundations
Day 2 REBUS RHYME Little Miss Muffet sat on a tuffet, Eating her curds and whey. There came a big spider, He sat down beside her. And frightened Miss Muffet away!
~~~~~~~~~~~~~~~~~~~~~~~~
Song Pop ! Goes the Weasel (Do the actions) ALTERNATE – create your own using the same rhythm. All around the mulberry bush, The monkey monkey chased the weasel. weasel. The monkey thought 'twas all in fun. Pop ! goes the weasel. A penny for a spool of thread, A penny penny for a needle. That's the way the money goes. Pop ! goes the weasel. Up and down the city road, In and out of the eagle, That's the way the money goes. Pop ! goes the weasel. Half a pound of tuppenney rice, Half 1/2 a pound of treacle, Mix it up and make it nice, 29
Pronunciation Foundations
Pop ! goes the weasel.
Word Syllable Stress Patterns in English A syllable is a unit of sound which includes a vowel sound. You can check how many syllables a word has by putting your hand under your chin. Each time your chin moves to make a vowel sound count a syllable. For example, the word 'difficult' moves your chin three times. Therefore, 'difficult' is three syllables. This guide will help you recognize the most common syllable stress patterns in English for words with more than one syllable. In multi-syllable words the stress falls on one of the syllables while the other syllables tend to be spoken over quickly. This leads to sounds that are not clear (muted) on unstressed syllables. In order to improve your pronunciation, f ocus on pronouncing the stressed syllable clearly. clearly . However, don't be afraid to " mute mute"" (not say clearly) the other unstressed vowels. Listen to the examples by clicking on "listen". For example: wordstress1.mp3
Listen to these specific examples:
PersonNEL
TOtally
InDUstrial
ToMAto
FanTAstic
Unstressed syllables keep syllables keep the correct sound, but sound muted. Sometimes, schwa sound unstressed vowels become a schwa sound - like a soft "uh" sound. For example:
Listen to these specific examples:
wordstress2.mp3
Little
Repeat
Tomato
At other times, the vowel is pronounced but not stressed. For example: wordstress3.mp3
Listen to these specific examples:
Industrial
Noisily
With this in mind, here are the eight common word stress patterns in English. One Syllable - Stressed
All o n e syllable syllable words have the stress on the one syllable. 30
Pronunciation Foundations
The intonation should go down. EAT
DRINK
SIGN
wordstress4.mp3
Listen to the general pattern.
WELL
Two Syllable - F i r s t S y l l a b l e Stressed Stressed
wordstress5.mp3
Listen to the general pattern and these specific examples:
Giant Giant
PICture PICture
HEAting HEAting
Two Syllable - Second Syllable Stressed
wordstress6secondsyllable.mp3
Listen to the general pattern and these specific examples:
toDAY to DAY
aHEAD
aLLOW
Three Syllable - First Syllable Stressed
wordstress73syllablefirst.mp3
Listen to the general pattern and these specific examples:
ENergy EN ergy
Operate
ORganize OR ganize
Three Syllable - Second Syllable Stressed wordstress83syllablesecond.mp3
Listen to the general pattern and these specific examples:
meMORial meMOR ial
SUMPtion asSUMP as tion
NAdian caNA ca dian
Three Syllable - Third Syllable Stressed
wordstress83syllablethird.mp3
Listen to the general pattern and these specific examples:
employEE employ EE japan japanESE ESE voluntEER voluntEER Four Syllable - Second Syllable Stressed
wordstress10foursyllablesecondstress.mp3
Listen to the general pattern and these specific examples:
psyCHOL psy CHOLogy ogy
eVAporate eVA porate
cer TIficate cerTI ficate
Four Syllable - Third Syllable Stressed
wordstress11four syallablethrid stress.mp3
Listen to the general pattern and these specific examples:
poliTIcian poliTI cian
VIdual indiVI indi dual
TAtion repuTA repu tion
31
Pronunciation Foundations
32
Pronunciation Foundations
33
Pronunciation Foundations
34
Pronunciation Foundations
35
Pronunciation Foundations
Homework drama Stress and communication http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt
Ok, I got the idea i dea from a book called Teaching Oral English K-8, but I've used it with my undergrad and adult learners, all to wonderful effect. 1) Explain that in English you have to give stress to certain words to deliver certain meanings: review examples like "Oh" and give emphasis to disappointment, anger, surprise, grasp idea etc... 2) Model a sentence like
You want me to give you money
Throwing emphasis first on MONEY? and then GIVE? and YOU? etc... 3 ) This simple dialog can be committed to memory: A: Hi, how are you? B: Fine, thank you. And you? A: Just great. What have you been doing lately? But I've been keeping busy. B: Oh, not much. But I've A: Well...it's been good to see you. B: Yes, it has...well, bye! A: Goodbye. Do group choral response till they seem to know it, then have them practice in pairs, still keeping an uninflected normal neutral tone. THEN: give each pair a situation, emphasizing that it's SECRET and they musn't show it to anyone else, that they will act it out and others will have to GUESS who they are by their inflection, gestures and body language. (I suggest writing the situations on index cards, very simply: "You are two people who have just met but don't really know each other, and feel obliged to make small talk on an elevator"....) Some situations (be creative!): 1) Two athletes (boxers?) who will compete in a match tomorrow 2) A sick person in hospital and friend who visits 36
Pronunciation Foundations
3) Two old people who are all but deaf 4) A robot and his designer 5) A divorced couple 6) A couple whose love is i s doomed by marriage promised to others 7) A teacher and a student suffering from infatuation 8) Two people who are angry at each other 9) A landlady and her overdue tenant 10) A teacher who has given a student a bad grade, they meet years later 11) Two people who have met before, but can't remember where 12) Two spies who are meeting late at night 13) Two old friends who run into each other on a railway platform 14) Confucius meets Lao Tze in heaven? 15) A detective and a criminal The idea is: they don't change the dialogue of A and B, just the inflection/intonation to suit the situation... 4) After each pair has practiced about 5 min or so, hopefully they'll have committed the simple dialogue to memory. Call each pair up and have them perform the dialogue. After each skit, the class tries to guess the situation. It's good to ask: "How does Shirley feel towards Joanna" in this skit? I f it's not clear what's happened in the skit. THen you give positive reinforcement to the actors by at least acknowledging the emotion they were trying to convey. I found the students got into it. It’s short enough time on stage that they get a little more comfortable airing their English in public, without directing it at just the teacher....
ADD more questions to ask after the skit.
37
Pronunciation Foundations
Week 3
38
Pronunciation Foundations
Week 3 Objective Students will understand how to form the mouth for different sounds.
Outcomes •
•
Students will have a better understanding of how to form the mouth for different sounds. Students will strengthen their understanding of content and function.
Process •
Students will be practice forming their mouth for different sounds.
•
Students will be view different videos related to different sounds.
•
Students will practice through alliterations / spoonerisms /
•
Students will present their drama: (You want to give me money)
•
Students will be challenged through the game of Dominoes.
39
Pronunciation Foundations
Day 1 Drama Presentation Pronunciation Help - Sentence Stress Day 2 Foundations II
Mouth Formation (Making Pronunciation Simple) Video - Pronunciati Pronunciation_ on_ ɪ, ɚ r, d, ð TH, f, æ, n, t, k & icebreaker Pronouncing the vowels in English Alliterations Alliterati ons
Spoonerisms
Game – four-sided dominoes (copy /laminate / cut ) o
One copy per pair of students
40
Pronunciation Foundations
Day 1 start with Drama Presentations with Rubric. Worksheet About.com Pronunciation Help - Sentence Stress Take a look at the following list of stressed and non-stressed word types. Basically, stress words are considered CONTENT WORDS Nouns e.g. kitchen, Peter (most) principle verbs e.g. visit, construct Adjectives e.g. beautiful, interesting Adverbs e.g. often, carefully Non-stressed
words are considered FUNCTION WORDS
Determiners e.g. the, a, some, a few Auxiliary verbs e.g. don't, am, can, were Prepositions e.g. before, next to, opposite Conjunctions e.g. but, while, as Pronouns e.g. they, she, us Mark the stressed words in the following sentences. After you have found the stressed words, practice reading the sentences aloud.
John is coming over tonight. We are going to work w ork on our homework together. Ecstasy is an extremely dangerous drug. We should have visited some more castles while we were traveling through the back roads of France.
Jack bought a new car last Friday.
They are looking forward to your visiting them next January.
Exciting discoveries lie in Tom's future. 41
Pronunciation Foundations
Would you like to come over and play a game of chess? They have been having to work hard these last few months on their challenging experiment. Shakespeare wrote passionate, moving poetry. As you might have expected, he has just thought of a new approach to the problem
Pronunciation Help - Sentence Stress Take a look at the following list of stressed and non-stressed word types. Basically, stress words are considered CONTENT WORDS such as ….
Nouns e.g. kitchen, Peter (most) principle verbs e.g. visit, construct Adjectives e.g. beautiful, interesting Adverbs e.g. often, carefully
Non-stressed words are considered FUNCTION WORDS such as…
Determiners e.g. the, a, some, a few Auxiliary verbs e.g. don't, am, can, were Prepositions e.g. before, next to, opposite Conjunctions e.g. but, while, as Pronouns e.g. they, she, us
Mark the stressed words in the following sentences. After you have found the stressed words, practice reading the sentences aloud .
John is coming over tonight. We are going to work on our homework together.
Ecstasy is an extremely dangerous drug.
We should should have visited some more castles while we were traveling through the back roads of France. Jack bought a new car last Friday.
They are looking forward to your visiting them next January.
Exciting discoveries lie in Tom's future.
Would you like to come over and play a game of chess?
They have been having to work hard these last few months on their challenging experiment. Shakespeare wrote passionate, moving poetry. As you might have expected, he 42
Pronunciation Foundations
has just thought of a new approach to the problem.
Foundations II
Make Pronunciation Simple
43
Pronunciation Foundations
44
Pronunciation Foundations
45
Pronunciation Foundations
46
Pronunciation Foundations
47
Pronunciation Foundations
48
Pronunciation Foundations
49
Pronunciation Foundations
Spoonerisms ~~ Give students the left side only only fighting a liar
lighting a fire
you hissed my mystery lecture
you missed my history lecture
cattle ships and bruisers
battle ships and cruisers
nosey little cook
cosy little nook
a blushing crow
a crushing blow
tons of soil
sons of toil
our queer old Dean
our dear old Queen
we'll have the hags flung out
we'll have the flags hung out
you've tasted two worms
you've wasted two terms
our shoving leopard
our loving shepherd
a half-warmed fish
a half-formed wish
is the bean dizzy?
is the Dean busy?
know your blows
blow your nose
go and shake a tower
go and take a shower
tease my ears
ease my tears
nicking your pose
picking your nose
you have very mad banners
you have very bad manners
lack of pies
pack of lies
it's roaring with pain
it's pouring with rain
sealing the hick
healing the sick
go help me sod
so help me God
pit nicking
nit picking
bowel feast
foul beast
I'm a damp stealer
I'm a stamp dealer
hypodemic nurdle
hypodermic needle
wave the sails
save the whales
chipping the flannel on TV
flipping the channel on TV
mad bunny
bad money
I'm shout of the hour
I'm out of the shower
lead of spite
speed of light
this is the pun fart
this is the fun part
I hit my bunny phone
I hit my funny bone
flutter by
butterfly
bedding wells
wedding bells 50
Pronunciation Foundations
51
Pronunciation Foundations
52
Pronunciation Foundations
Week 4
53
Pronunciation Foundations
Week 4 Objective Students will understand how to form the mouth for different phonetic sounds and increase vocabulary and vowel stress.
Outcomes •
•
Students will have a better understanding of monophtongs and dipthongs phonetic vowel sounds. Students will strengthen their understanding of syllables and phonetic vowel sounds.
Process •
Students will be practice diphthongs and monophthongs ,
•
Students will view videos relate to vowel sounds.
•
Students will practice with minimal pairs.
•
Students will increase their vocabulary of single s ingle syllable words.
•
Students will be introduced to intonation.
•
Students will be challenged through the game of phonetic corssword
54
Pronunciation Foundations
Day 1 Mono /Dipthong review Movie - Vowel Sounds Part 1: Monophthongs Monophthongs Minimal Pairs – introduction and practice Single syllable review Game - Phonetic Crossword Day 2 Pronunciation Exercises Introducing letters and sounds (Unit 1 Buy /bye) Video - Diphthongs Diphthongs Vowels Vowels & Diphthongs Diphthongs - English Pronunciation & Listening Practice (Part 2) American English – stress and tone Bridge activity – Fun with photography (conversation making using technology with the letter B)
55
Pronunciation Foundations
Practice
56
Pronunciation Foundations
Minimal pairs Intonation
Stress and intonation: One of the biggest bigg est problems that every ESL student faces is putting the right emphasis emphasis on the right part of the the word. This is something you you can learn by listening carefully and marking written words.
Consonant blends: If you are not accustomed to putting "t" and "h" together to form "th", this can be a very difficult sound to reproduce. There are many consonant blends that are difficult for ESL students. Again, this tends to depend on what their mother tongue was. Vowel blends: Sounds like "ou" and "ea" can be confusing to the ESL student, as well. Native English speakers usually usually speak so quickly that it can be very difficult to pick up the subtle blends of two or more vowels, making it even harder to repeat. Depending on the student`s original language the following ca n also be issues: Certain consonants: Japanese, Koreans and other Asian nationalities n ationalities often have difficulties pronouncing or distinguishing distinguishing "l" and "r". Arabic speakers speakers may confuse "z" with "j" and Spanish speakers frequently use "b" when they are trying to say "v". German speakers find it difficult to use the "d" sound, usually substituting "t" instead. Adding or removing sounds: For some students, new sounds slip into words. For example, French speaking students often add an "r", saying "hurt" instead of "hut". Both Russians and the French tend to drop d rop the "k" in blended endings, such as with "link". Instead, they might say "lin" or even "ling".
57
Pronunciation Foundations
58
Pronunciation Foundations
59
Pronunciation Foundations
60
Pronunciation Foundations
61
Pronunciation Foundations
Day 2
62
Pronunciation Foundations
63
Pronunciation Foundations
64
Pronunciation Foundations
65
Pronunciation Foundations
American English....... English.......Stress & Tone
http://www.fonetiks.org/engsou7am.html
Tone
She's divorced.
Draw lines to show the intonation of each sentence or word.
She is married, isn't she?
Check the url to see how you did.
She isn't married, is she? Would you like some? Yes, please. No, thank you Yes please! No thanks! I'd love some! Excuse me. Sorry. Sorry? Cool. Cool! de sert, desser t esta blish blish esta blishment blishment establishment a rian rian
66
Pronunciation Foundations
unre al!
Fun with Photography
--
How many B words can you use when you you ask/answer these questions. questions. Points will be given for each B word used. Collect them and WIN
Plan: Pre-Speaking (20 minutes) Write the word “Technology” on the board. Ask the class to give you some e xamples of different technologies. Write a few on the board. Now, have the students each make a list of ten different technologies. Next, have them share their lists with the students around them. Ask some of t he quieter and lower level students to share some of the things on their lists. Write those things on the board too. Now, ask the students to raise their hand if they have a camera on their cell phone. If everyone has a camera, then there is no need to create groups. However, if someone doesn’t have a camera, t hey’ll need to get into a group with someone who does. Create as many groups as are necessary (but no more). Finally, explain to the students that they should leave the classroom and take pictures of five different technologies with their cameras. Tell them they have ten minutes to return to the classroom.
Speaking (30 minutes) While the students are gone, write the following questions (and sample answers) on the board: Is your technology big or small? It is big. / It is small. It is medium-sized. Is your technology old or new? It’ s new. It’s old. When was your technology invented? It was invented about XX years ago. Do most people use your technology? Yes, most people use this. / No, most people don’t use it.
http://blog.stuartmillenglish.com/2010/07/14/fun-with-p http://blog.stuartmillenglish.com/2010/07/14/fun-with-photography/ hotography/ 2/5
When the students return, put them in pairs (or pair up the groups). Without showing the pictures, they should ask each other questions that will help them guess what the technology is. (Like twenty questions) After the item is guessed,
67
Pronunciation Foundations
they should show their partner/other group the picture and do the next item. (Before they start, model the activity with a couple students.) For example… A: Is your technology big or small? B: It is small. A: Is your technology old or new? B: It is pretty new. A: When was your technology invented? B: It was invented about 30 years ago. A: Is it a computer mouse? B: Yes! Here, look at the picture.
After the students finish, have them switch to a new person/pair and repeat the process. While the students work on this, write the following on the board: Look at your pictures. With a partner discuss these questions: Which technology is your favorite? Why? Which technology is the most important? Why? How often do you use each technology? Some technologies, like typewriters, aren’t used very much anymore. Which of these technologies is the most likely to disappear in the future? Who uses these technologies more: younger or older people? After the students finish, have them switch to a new person/pair and discuss the questions again.
68
Pronunciation Foundations
Week 5
69
Pronunciation Foundations
Week 5 Objective Students will understand the different pronunciations of the “ed” ending, and the stress of the verb “To Be”
Outcomes •
•
Students will have practice practiced d and become better in the use of the “ed” changes in words. Students will strengthen their understanding of syllables and words ednign in “ed’ and the use of the long E.
Process •
Students will review the video about “ed” sounds.
•
Students will view videos
•
Students will practice with Pronouncing the verb TO BE - Unit 35 and 21 – 21 – introduction introduction to
syllables. •
Students will increase understanding of the -ed pronunciation with worksheets.
•
Students will be challenged through the game Phonetic Code.
•
Students will review the video clip – Hamburger to write their presentation script for homework. homework. (sample incuded)
70
Pronunciation Foundations
Day 1 Review video Pronouncing the Flap T Review Unit 35 – She was first Worksheets 3 ways to pronounce T/D w/ answers Fill in the blank English club Option video (Content and Function – Bills Eng) Day 2 Video review – My Bike Review Unit 21 – Introducing Syllables Game – phonetic code B16 (copy) Worksheets – Stress patterns Long E sound Video for homework homework – Hamburger 71
Pronunciation Foundations
(send to students for review) Sample script included – due next class.
72
Pronunciation Foundations
73
Pronunciation Foundations
74
Pronunciation Foundations
75
Pronunciation Foundations
76
Pronunciation Foundations
77
Pronunciation Foundations
78
Pronunciation Foundations
79
Pronunciation Foundations
Day 2
80
Pronunciation Foundations
81
Pronunciation Foundations
82
Pronunciation Foundations
83
Pronunciation Foundations
Hamburger homework sample (2 person) (View the video for reference) Instructions – choose a 3+ syllable word. – create a script for presentation presentation that reflects reflects different sounds from each syllable. – present with your partner in class. I would like to buy an elephant I would like to buy an elmeggform I would like to buy an elephant I would like to buy an aliphone Nonono let’ let ’s break it down I I I I Would odd Would wood Would weird Would would like lake like like to to to to to to buy bay buy boy buy bebe a a elephant ollehvent elephant elendfront elephant eliefont el el e e phant front I would like to buy an elephant I would like to buy an illehfant It’ It’s not illehfant, elephant I’m not saying illefant I said I would like to buy a illehfant I would like to buy an elephant I would like to buy an elendfin elephant I would like to buy a eilendfont maybe we should stop we don’ don ’t quit we do not quit again again I would like to buy an elephant I would like to buy an elenphone I would like to buy an elephant I would like to buy an aleggfrongt I would like to buy an elephant I would like to buy an eliendfan I would like to buy an elephant eldoehvant
84
Pronunciation Foundations
Week 6
85
Pronunciation Foundations
Week 6 Objective Students will understand how to use stress in words and sentences correctly enabling rhythm to become more natural.
Outcomes •
•
Students will have a better understanding of syllable stress in longer words. Students will strengthen their understanding of syllables and stress in different positions of words.
Process •
Students will view videos related tot stress. s tress.
•
Students will practice with worksheets.
•
•
Students will increase understanding through review of select units focused on word and word position stress. stress. Students will be challenged through the game used to and would.
86
Pronunciation Foundations
Day 1 Video - English English Pronunciation Vowel Length Affected by Ending Consonant American Accent Review Unit 22 Word stress Worksheet – Word Stress 5 Review Unit 30 Worksheet – Word Stress 9 Day 2 Video – Word stress sentence position Review Unit 31 Game – Used to / Would Review Unit 23 Worksheet – Stress and tone
87
Pronunciation Foundations
Day 1
88
Pronunciation Foundations
89
Pronunciation Foundations
90
Pronunciation Foundations
91
Pronunciation Foundations
92
Pronunciation Foundations
93
Pronunciation Foundations
Day 2
94
Pronunciation Foundations
95
Pronunciation Foundations
96
Pronunciation Foundations
97
Pronunciation Foundations
98
Pronunciation Foundations
99
Pronunciation Foundations
Week 7
100
Pronunciation Foundations
Week 7 Objective Students will understand the shwa and how important it is to English pronunciation.
Outcomes
•
Students will understand the places where the voice produces vowels Students will strengthen their understanding of syllables and stress in relation to their pronunciation rhythm.
Process •
Students will view videos related to connected speech.
•
Students will practice with worksheets.
•
Students will increase understanding through writing limericks.
•
Students will be will be challenged to use their rhythm through homework.
•
Students will fill out a chart for vowel sounds.
•
Students will do in-class worksheets related to the schwa.
•
Review for test. (Written)
101
Pronunciation Foundations
Day 1 Video Worksheet – Limerick writing homework review
Day 2 Introduction to Vowels (schwa) Worksheet _ Vowel Vowel chart Video – The Schwa Review for test
102
Pronunciation Foundations
Day 1 Rhythm
pollnoll.com
A. Each language has its own rules for rhythm. Clear English speech depends on the way varying lengths of syllables produce a characteristic rhythm. You will be much easier to understand if you use a proper English rhythm. Syllable rhythm rules: 1. Clear vowels vowels are full (long). full (long). Unclear vowels vowels are reduced (short). reduced (short). ._____ along
_____ above
_____ around
2. Vowels in succession are usually of different length. a. ____ mama
_______ banana
b. ___ _______ a basket
____ Alaska
_______ Nebraska
___ ______ the record
c. _______ _____ _____ absolute Have some
_____ fruit.
__________ impossible
___ _______ It's possible.
. 3 When two or more full vowels are spoken in succession, length is added to each vowel. This makes the speech sound emphatic (strong). a. _____ _____ ____ ____ ____ ____ ____ ____ passport mailbox airport maintain B. Listen to the following limerick to practice rhythm. A STUdent was SENT to TACOma InTENding to EARN a diploma He SAID, "With the RAIN, I don't WANT to reMAIN, I THINK I'd preFER OklaHOma."
103
Pronunciation Foundations
Clear English Rhythm -- Page 17
C. In the following sentences, the last three words are dramatically slowed down because there are three vowels in succession. Practice saying them. 1. Give me your permission to go right now. 2. We're all very proud of that fine young man. 3. The government intends to stop all drugs.
D. Practice the rhythm of the following words. 3 syllables
reduction
suggestion
correction
obligation
registration
intention
frustration
4 syllables
opposition
dedication
interaction
5 syllables
administration
examination
simplification
clarification
justification
6 syllables
identification
reinterpretation reunification
8 syllables
internationalization ~~~~~~~~~~~
104
reexamination
rejustification
Pronunciation Foundations
Limericks Clear English Review -- Page 18
A. English Rhythm Listen to this limerick and practice the rhythm. Notice that "young maid" and "most" are lengthened because they have full vowels in succession. This makes them more emphatic. There was a young maid from Madras Who had a most magnificent ass; Not rounded and pink, As you probably probably think--think--It was grey, had long ears, and ate grass.
B. Clarity; Voicing and Length of Syllable Practice the following words. Lengthen the vowel before the final voice sound.
1. have – half
2. save – safe
3. use (verb) -- use (noun)
4. prove – proof
5. rode – wrote
6. bed – bet
7. rag – rack
8. bug – buck
9. cab – cap
10. close (verb) – close (adjective)
C. Clarity; Contrast between Stops and Continsuants Practice saying these sentences. 1. What color is rust? Usually orange. 2. What color is dust? Usually gray. 3. Tammy thinks they teach that theory too much.
D. Clarity; Puffs of Air Practice saying these word pairs.
1. pan – ban
2. pole – bowl
6. tense – dense
3. pace – base
7. came – game
4. tie – die
8. could – good
105
5. toe – doe 9. cash – dash
Pronunciation Foundations
Clear English Review -- Page 19
E. Stress Patterns Practice saying these words.
relative
photograph
photography
discipline
arrangement
automatic
indication
agency
participate
anyhow alternate
argumentative
agreement economic
absolutely
F. English Rhythm A word said by itself is like a small sentence. sentence. It must have all the rhythm and emphasis of a sentence. Word Stress
1. atTRACtive 2. absoLUTE 3. reSPONsible 4. ElectrifiCAtion Sentence Stress
5. It is ACtive. 6. Have some FRUIT. 7. It's POSSible. 8. She went to the STAtion.
G. Limericks Practice the following limericks. Tap the emphasis to be sure of the rhythm. I KNEW a MAN from ArkanSAS Who ATE a ROCK that BROKE his JAW. "WHAT do you THINK" He SAID with a WINK, "PerHAPS it's BAD to EAT them RAW." 106
Pronunciation Foundations
There was a young lady one fall Who wore a newspaper dress to a ball. The dress caught fire And burned her entire Front page, sporting section and all. Once in the rain I saw a man, Strolling with an umbrella in hand. When I said it was insane To walk in the rain, He said "Well then, I'll just stand.”
Homework Write 3 limericks or 1 three verse limerick for publication in the Woosong Review (optional in classes outside of Woosong) Present one or whole to the class for scoring. Scoring will focus on the use of rhythms and word stress combined with the story and rhyme. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
107
Pronunciation Foundations
Day 2 The Schwa
108
Pronunciation Foundations
109
Pronunciation Foundations
110
Pronunciation Foundations
111
Pronunciation Foundations
112
Pronunciation Foundations
113
Pronunciation Foundations
114
Pronunciation Foundations
115
Pronunciation Foundations
116
Pronunciation Foundations
American English Pronunciation: Pronunciation: Vowel Vowel Sounds
http://www.fonetiks.org/eng http://www.fonetiks.org/engsou2am.html sou2am.html 1/2 1/2
Schwa – The Invisible Vowel Sound The schwa /ə/ is the most important sound in English for three simple reasons:
It is always weak
It is the most common vowel sound (1 in every 3 vowels we say is a schwa)
It is neutral – neutral – the the tongue lips and jaw are relaxed.
The key problem for learners of English pronunciation, is that the schwa is also invisible! It can be spelt with any of the vowels of English:
117
Pronunciation Foundations
‘a’ as in amazing /əˈmeɪzɪŋ/ ‘e’ as in father /ˈfɑ:ðə/ ‘i’ as in lentil /ˈlentəl/ ‘o’ as in computer /kəmˈpju:tə/ ‘u’ as in supply /səˈplaɪ/
How can a student of English master the schwa sound? Firstly, learn to pronounce it. Relax the jaw, lips and tongue a nd say /ə/. ‘The Sound Sound of English’ English’ to to hear it). (Download the free sample of ‘The
Secondly, look for the stress in a word – the schwa is never stressed, it will only appear on weak syllables. Thirdly, make friends with your dictionary. The IPA transcriptions will show you exactly where to pronounce the schwa eg. /fɑ:ðə/
Fourthly, listen carefully. Remember that one in three vowels in English speech is a schwa, so try and train your ear to hear it. EXERCISE
In the following words there is one schwa sound – can you spot where it is? If you cannot, use a dictionary to help: alert cupboard
corrupt
submit
perhaps
ankle fossil
London
water
persist
compile
collide
Schwa is covered extensively in ‘The ‘The Sound Sound of English’ of English’ – – as as a sound and a structure of speech.
Review for test.
118
Pronunciation Foundations
Week 8
119
Pronunciation Foundations
Week 9
120
Pronunciation Foundations
Week 9 Objective Students will understand the “schwa” and how syllable stress can change meanings.
Outcomes
•
Students will understand the schwa schwa through exercises exercises.. Students will strengthen their understanding of syllables and stress in relation to their pronunciation rhythm.
Process •
Students will view video related to listening. l istening.
•
Students will practice with worksheets.
•
Students will increase understanding through a game.
•
Students will be will be challenged to use their rhythm through writing a conversation.
121
Pronunciation Foundations
Day 1 Review the test points Worksheet – Vowel exercises Team challenge conversation Day 2 Stress in two-syllable words Unit 28 and 37 Review the worksheet on syllable stress Play a game – copy two-sided and have students fill out their own game with words from the week.
122
Pronunciation Foundations
Schwa – The Invisible Vowel Sound. The schwa /ə/ is the most important sound in English for three simple reasons:
It is always weak
It is the most common vowel sound (1 in every 3 vowels we say sa y is a schwa)
It is neutral – neutral – the the tongue lips and jaw are relaxed.
The key problem for learners of English pronunciation, is that the schwa is also invisible! It can be spelt with any of the vowels of English: ‘a’ as in amazing /əˈmeɪzɪŋ/ ‘e’ as in father /ˈfɑ:ðə/ ‘i’ as in lentil /ˈlentəl/ ‘o’ as in computer /kəmˈpju:tə/ ‘u’ as in supply /səˈplaɪ/
How can a student of English master the schwa sound? Firstly, learn to pronounce it. Relax the jaw, lips and tongue and say /ə/.
(Download the free sample of ‘The ‘The Sound Sound of English’ English’ to to hear it). Secondly, look for the stress in a word – the schwa is never stressed, it will only appear on weak syllables. Thirdly, make friends with your dictionary. The IPA transcriptions will show you exactly where to pron ounce the schwa eg. /fɑ:ðə/ Fourthly, listen carefully. Remember that one in three vowels in English speech is a schwa, so try and train your ear to hear it. EXERCISE
In the following words there is one schwa sound – can you spot where it is? If you cannot, use a dictionary to help:
123
Pronunciation Foundations
alert cupboard
corrupt
submit
perhaps
ankle fossil
London
water
persist
compile
collide
Schwa is covered extensively in ‘The ‘The Sound Sound of English’ of English’ – – as as a sound and a structure of speech.
Clear English /
Vowel Exercises - Page 9
B: Practice saying the following questions and giving the answers. 1. Is it a big cat? No, it's a dog. 2. Is it a big cut? No, it's not too deep. 3. What's a buck? It's one dollar. 4. What's a book? The thing you read. 5. Was it cut? No, it was broken. 6. Was it caught? No, it's still free. 7. What's a skull? It's the protection for your brain. 8. What's a school? It's a place for learning. 9. Do you need many? No, I only need a few. 10. Do you need money? Yes, I need ten dollars. 11. What's a goal? It's an aim or purpose. (Not porpoise) 12. What's a gull? It's a seabird. 124
Pronunciation Foundations
A. Hey! I see something crossing the street. Did you see it? B. Yeah! Is it a cat? 1 A. No, it is a dog. A small dog. Was it caught? 2 B. No, it's still free. ________________? C: Practice contrasting the columns of words. (The pronunciation of the E / i) He
Him
1. read 2. teach 3. reach 4. bean 5. speak 6. needle 7. seem 8. keep 9. thief 10. cream 11. theme 12. spleen
gift picnic nickel little Britain symbol syllable myth pickle simple list hiss
D. Practice saying the following questions and their answers. 1. Why did you sleep? I was tired. 2. Why did you slip? The floor was wet.
125
Pronunciation Foundations
Challenge: Team of 2 persons Write a 10 Question / Answer conversation using some of these combinations. The focus is on using the E and the i sounds in the words. Use the vocabulary in the columns above. Students must add things t hings to the conversation to make it fit the idea to follow. Underline the Underline the words as you use them. This should be about 1-2 A4 pages 12 point font and sent to your professor. (Choice of an in-class activity or homework video.) A: Why did you sleep? sleep? B: I was tired. I slipped slipped on some cream. cream. A: _________________________________________________________________________________ B: _________________________________________________________________________________ A: _________________________________________________________________________________ B: _________________________________________________________________________________ A: _________________________________________________________________________________ B: _________________________________________________________________________________ A: _____________________________________________________________________________ B: _____________________________________________________________________________ A: _________________________________________________________________________________ B: _________________________________________________________________________________ A: _________________________________________________________________________________ B: _________________________________________________________________________________ A: _________________________________________________________________________________ B: _________________________________________________________________________________
126
Pronunciation Foundations
A: _________________________________________________________________________________ B: _________________________________________________________________________________ A: _________________________________________________________________________________ B: _________________________________________________________________________________
American English..Single Vowel Sounds http://www.fonetiks.org/engsou2am.html
the, a, seven, letter, letter, calendar, an, and, but, madam, normal, ocean, Arab, comedy, courageous, nation, woman, around, controversy, circuitous, to, at, from, for*
bird, heard, herd, work, world, were, curl, urge, girl, early, firm, circuit
beat, seat, sheet, receive, brief, pier, fear, seizure, obscene, here, hear, beer, serene, prenatal, breathe, the (before vowels), leisure, we, he, she
bit, kit, mint, hill, hymn, women, it, which, av(e)rage, cyclical, bicycle, pretty, forage, pigeon, lettuce, busy, business, build, Jesus's, mountain, waited, beloved bet, let, set, weather, whether, when, pleasure, measure, friend, breath, ahead, instead, feather, realm air, where, wear, there, their, they're, various, pear, welfare, fair, aware, hair, care, scare, scarce, square bat, cat, hat, add, madam, and (strong form), back, have, can, can't, ask
bad, mad, sad, glad, man, ma'am, land, fast, last, rather, class, half, halve
father, palm, balm, calm
cart, heart, arm, radar, hard, charm, guard but (strong form), putt, cup, some, mother, come, other, above, shovel, love, enough, tough ('gh' = 'f')
127
Pronunciation Foundations
should, put, good, would, could, wood, wool, woman, wolf
shoe, to ('strong' form), two, too, true, food, wooe d, lieutenant, chew, cruise, new, knew, flu, you, who, whose, sue, through, poor, moor, tour, sure, dour cot, hot, dog, got, God, on, from (final), what, walk, controversy, caught, bought, taught, ought** more, mourn, tore, door, four, sore, roar, pou r, pore
* This is the commonest sound in the English language, called the Schwa. "To", "the", "at", "from" and "for" are pronounced like this except at the end of a phrase, in which case the 'strong' form (Eg 'to' rhyming with 'shoe') may be used. The strong forms of "the" (rhyming with "tea") and "to" "to" may also be used before a vowel. vowel. The strong forms of "and" and "but" are used for emphasis. See Other See Other Sounds to hear Schwas in a sentence.
128
Pronunciation Foundations
Day 2
129
Pronunciation Foundations
130
Pronunciation Foundations
131
Pronunciation Foundations
132
Pronunciation Foundations
133
Pronunciation Foundations
134
Pronunciation Foundations
135
Pronunciation Foundations
136
Pronunciation Foundations
137
Pronunciation Foundations
Week 10
138
Pronunciation Foundations
Week 10 Objective Students will understand the stress and rhythm to use when a consonant is in the joined to other words.
Outcomes
•
Students will understand the consonant stress both in the front and end of words. Students will strengthen their understanding of syllables and stress in relation to their pronunciation rhythm.
Process •
Students will view video related to pronunciation of consonants.
•
Students will practice with worksheets.
•
Students will increase understanding through a game.
•
Students will be challenged to use their rhythm when joining words.
139
Pronunciation Foundations
Day 1 Review the team challenge conversation Oh, no snow!
Unit 24
Listening quiz handout – one sheet for students to be copied
Review the video – Consonant Clusters Go – goal – gold Unit 25 Day 2 Pets enter, pet center
Unit 38
Video --How to Pronounce Pronounce Stop Consonants Consonants After eight, after rate
Unit 39
140
Pronunciation Foundations
141
Pronunciation Foundations
142
Pronunciation Foundations
143
Pronunciation Foundations
This is a 4-part section to test the students ability ability to determine the sounds. sounds. Copy ONLY section 4 for the student to read out loud. Option is to have one student say part 1 for the class. Have students write what they hear. See how correct they are. DO NOT GIVE THEM THE WORDS. Wait and Gate
Part 1: Recognition:
Number Number 1 to 6. I’ll say 3 words, 3 words, which is different (1,2, or 3)
Example: wait – wait – gate gate – – wait wait 1. won – won – won won – – gun
2. wood – wood – good good – – wood wood
3. ways – ways – gaze gaze – – gaze
4. gill – gill – will will – – will will
5. wane – wane – gain gain – – wane
6. row – row – rogue rogue – – rogue rogue
Part 2: Recognition: Which do you hear? I’ll say a word. a word. Is it W or
G sound?
Example: wait 1. gird
2. Way
3. Wail
4. wizard
5. girth
6. Doughy
7. Ogre
8. gobble
Part 3: Which do you hear? 1. a. Did you see the gizzard?
b. Did you see the wizard?
2. a. What’s its worth?
b. What’s its girth?
3. a. She got a nice wig.
b. She got a nice gig.
4. a. They wave to everyone.
b. They gave to everyone.
5. a. What is this wage for?
b. What is this gage for? 144
Pronunciation Foundations
QUIZ
Photocopy for students
Section 1 Spell what you hear 1______ 2______ 3______ 4______ 5_____ 6_____ Section 2 W or G 1______ 2______ 3______ 4______ 5_____ 6_____ Section 3 What do you hear ___ gird ___ girth
___ way ___ wail ___ wizard ___ doughy ___ ogre
___ gobble
Part 4: Sentences to practice 1. They met their guests at the door and invited them in. 2. How many ways can we say we love you? 3. They were thoroughly geared up for the marathon. 4. The cookies they made were rather gooey. 5. Some people like to eat chicken gizzards. 6. He saw a large cougar in the mountains. 7. She only knows a few words in that language.
145
Pronunciation Foundations
146
Pronunciation Foundations
147
Pronunciation Foundations
148
Pronunciation Foundations
Week 11
149
Pronunciation Foundations
Week 11 Objective Students will understand the stress and rhythm to use when a consonant is in the joined to other words.
Outcomes
•
Students will understand the consonant stress both in the front and end of words. Students will strengthen their understanding of syllables and stress in relation to their pronunciation rhythm.
Process •
•
•
•
•
Students will view video related to intonation when expressing surprise. Students will view video related to intonation when linking the K to a voiced consonant. Students will practice with worksheets on pronunciation with triple consonants, ch cc wh qu ck rh gh amb imb omb umb Students will increase understanding through a game – Link Maze and Don’t tell me? me? Students will be challenged to use their rhythm when joining words.
150
Pronunciation Foundations
Day 1 View the movie: How to Link K to a Voiced Consonant Review Units 40 and 41 Game Link Maze (Photoco (Photocopy py game board) Day 2
View the movie: Intonation_ Expressing Surprise (Part 5) Review Unit 32 - Don’t look now Triple Consonant words w/ word maze Game: Don’t tell me (copy the two sheets)
Movie emphasis is review for the final test intonation and stress.
Any extra time should should be used to work on on the final project. 151
Pronunciation Foundations
Day 1
152
Pronunciation Foundations
153
Pronunciation Foundations
154
Pronunciation Foundations
155
Pronunciation Foundations
156
Pronunciation Foundations
Day 2 Triple Consonant Blend Word Endings -NCH, -TCH, -RCH Let’s get technical! There are 26 letters in the alphabet. A E I O U are the vowels (and sometimes Y). The rest are consonants. consonants. • The most usual sound of CH by itself in words words is chuh: Examples: Charlie had a chop and the children had chicken and chips. • CH - can sound like kuh in words that have come into English from Greek Examples: ache, chorus, character • CH - can sound like shuh in words that have come into English from French Examples: machine chauffeur champagne • Combined with a third consonant in -tch, -nch and -rch, the same thing applies. Most commonly, the chuh sound is blended with the, t, n, or r but occasionally the other pronunciation is possible: Example: architect ( ar keh tect) Another point is that words ending with -tch, -nch, -rch add -es to make plurals ditches, branches, marches. See Worksheet “The ‘CH’ Sound” for the three sounds of CH.
Exercise 1 : Words with -nch lunch French drenched munching hunch quench lynch inches crunch wrench henchmen branch
157
Pronunciation Foundations
Fill the gaps with with a suitable word word from the box box above: 1. It made me feel hungry to watch him - - - - - - - - on a big sandwich and I decided I had to have some - - - - - quickly. 2. In the storm, a heavy - - - - - - fell off the tree, just - - - - - - from where she was standing. 3. I had a - - - - - he would turn up as soon as food was mentioned. 4. His German is excellent and he speaks quite fluent - - - - - -. 5. The order was given to - - - - - - all lights in case the enemy would discover them. 6. They came in out of the rain, totally - - - - - - - - and in a foul humour. 7. I like an apple with plenty of - - - - - -. 8. Every time I go to do a job, I find he had had pinched my tools and I’m short a screwdriver or a - - - - - -. 9. The police were waiting and arrested him and his - - - - - - - - as soon as they appeared. 10. 10. The crowd was so angry that the police were afraid they would - - - - them if they could not get them away in time.
158
Pronunciation Foundations
Exercise 2 Word Find -Words with -tch Find the words in the grid.
The words can be horizontal, vertical or diagonal, and forwards or backwards.* 1. butcher 2. kitchen 3. stretch 4. fetch 9. botch 10. watch 11. Crutch
B U T N E H B S O H G W
A U F E T C H T F C A M
O C T H A T C R H T V R
D R B C F O A E C O T C
5. hitch 6. scratch 7. catch 8. Scotch 12. Dutch 13. itch 14. Clutches
H C O T H F S H R B C H
F I F I C E T C U R H A
A B T K T O R T T E J Q
E C G B O B E A C D K P
H S I N C I T C H U I O
T R C E S S C R A T C H
S T R E T C H T C C R N
P C A B C L U T C H E S
View the movie movie – listen and note the stress in the sentences.
159
Pronunciation Foundations
160
Pronunciation Foundations
Week 12
161
Pronunciation Foundations
Week 12 Objective Students will understand the stress and rhythm to use when emphasizing details.
Outcomes
•
Students will understand the consonant stress both in the front and end of words. Students will strengthen their understanding of syllables and stress in relation to their pronunciation rhythm.
Process •
Students will view videos related to thought groups.
•
Students will begin their script writing for the final using related materials.
162
Pronunciation Foundations
Day 1 View the movie: Lesson 7a - THOUGHT GROUPS - English Review Units 50 and 52 Final test script writing.
Students should plan and write their script to include thought groups and contrasting alternatives.
Day 2
View the movie: Lesson 7b - THOUGHT GROUPS Review Units 51 and 53
Students should plan and write their script to include corrections and important words.
163
Pronunciation Foundations
Day 1
164
Pronunciation Foundations
165
Pronunciation Foundations
166
Pronunciation Foundations
167
Pronunciation Foundations
Day 2
168
Pronunciation Foundations
169
Pronunciation Foundations
170
Pronunciation Foundations
171
Pronunciation Foundations
Week 13
172
Pronunciation Foundations
Week 13 Objective Students will understand what is required in the final test in terms of script and speaking.
Outcomes
Students will write will write more on their script to include ideas ideas found in the chapters studied. Students will practice their intonation and stress of their script.
Process •
Students will view video related to stress patterns and conversation.
All free time will require students to continue working on their script for review and counseling related to stress and intonation.
173
Pronunciation Foundations
Day 1 View the movie: Lesson 8a - STRESS PATTERNS Review Units 43 and 46 Students will add elements of this chapter to their script. Day 2
View the movie: ESL PRONUNCIATION EXERCISE_ EXERCISE_ Free Time American English Review Units 44 and 42 Students will add elements of this chapter to their script.
174
Pronunciation Foundations
Day 1
175
Pronunciation Foundations
176
Pronunciation Foundations
177
Pronunciation Foundations
178
Pronunciation Foundations
Day 2
179
Pronunciation Foundations
180
Pronunciation Foundations
181
Pronunciation Foundations
182
Pronunciation Foundations
Week 14
183
Pronunciation Foundations
Week 14 Objective Students will focus on the writing and speaking of their script.
Outcomes
•
Students will understand the rubric and the problems they have in intonation and communication. Students will strengthen their understanding though practicing for the final test.
Process •
•
Students will view a video. Students will practice reading their script to correct intonation and stress.
*Rubrics can be found on the pronunciation Foundations website https://sites.google.com/site/pronunc https://sites.google.com/site/pronunciationfoundations/. iationfoundations/. They are free to download and each has the topic listed at the top so choose the correct one. Rubrics will help you include all the elements in your preparation and practice.
184
Pronunciation Foundations
Day 1 View the movie: Problems with English pronunciation FUNNY Review their script and practice intonation and stress for the final. Day 2 Review their script and practice intonation and stress for the final. The final day before the test.
185
Pronunciation Foundations
Week 15
186
Pronunciation Foundations
Week 15 The Final test
Script - email to professor Reading of Script – recorded – recorded by professor. Rubric – Rubric – scored scored by professor
Points – Points – 40 40
Script – Script – 10 10 / 40 Inclusion of all elements Length Drama – Drama – 30 30 / 40 o Balanced roles o Balanced questions and responses o Correct stress and rhythm o Correct syllabication o Adequate emotion and action
187