Pronunciation Foundations 1 Generic Student

Pronunciation Foundations

A study course designed to help students understand and practice pronunciation for better

communication

Dr. Paul R. Friesen

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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

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Understand the physical places sounds are made.

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Work in pairs/ groups to make conversation happen.

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Prepare dramas for communication.

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Demonstrate knowledge of syllable stress and intonation through practice / quizzes

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Confidently communicate ideas using correct stress and intonation

At the end of this course you will have: •

Done several dramas.

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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

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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

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Rules list for test checking ~~~~~~ Mark up paragraphs in class

Sound Scripting

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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

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HOMEWORK DRAMA for next class

Week 3

5 Pronunciation Help Sentence Stress (worksheetabout.com) 6 Foundations 2

Week 4

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Content and Function focus (worksheet about.com) Pronunciation Help – Help – Sentence Sentence Stress



Pronouncing the vowels in English

Make Pronunciation

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Simple (book / Lesson 1)

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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)


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)


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)

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Sample lesson

•

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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

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Movie ~~ The SCHWA in ENGLISH (ə) The secret to improve your English Teaching the Schwa (teachers) Unstressed worksheet (stuart mills)


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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

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start of syllables Consonant s at the end of syllables 20 Joining words Joining words 1

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Joining words 2

•

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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

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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

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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.

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Week 1

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Objective Students will understand the question, “Why intonation is important?” and use it effectively through practice.

Process •

•

•

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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.

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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

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Week 1

Day 1 Introduction •

Syllabus

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Rubrics

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Homework

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Reading

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Tests

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Meaning change Worksheet

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Reading / speed /stress

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Can / can’t

Day 2

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Activity – phone call worksheet

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Worksheet / Stress Stress and and Tone – fonetiks.com

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Video x 2 - Lesson Lesson 11 a/b a/b - CAN_ CAN'T – English Pronunciation (American Accent training)

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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.

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I don't think he should get the job. Meaning: Meaning: It's not true that I think he should get the job.

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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.

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I don't think he should get that job. Meaning: Meaning: Somebody else should get that job.

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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.

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I don't think he should get that job. Meaning: Meaning: He should have to earn (be worthy of, work hard for) that job.

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I don't think he should get that job. Meaning: Meaning: He should get another job.

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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.

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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. ___________________ _____________________________ ____________________ ___________________ _____________________ ______________________ ___________-_- ___________________ _____________________________ ____________________ ___________________ __________________ _________________ ______________ ______ ___________________ _____________________________ ____________________ ___________________ __________________ _________________ ______________ ______ ___________________ _____________________________ ____________________ ___________________ __________________ _________________ ______________ ______ ____________________ _____________________________ __________________ __________________ __________________ __________________ _______________ ______

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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


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: 

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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

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Auxiliary verbs e.g. don't, am, can, were Prepositions e.g. before, next to, opposite Conjunctions e.g. but, while, as

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Pronouns e.g. they, she, us

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

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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.

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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


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Week 2

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Objective Students will understand the idea of content and function and which to stress for best communication.

Outcomes •

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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

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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

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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


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.

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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.

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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

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Have students make a rule to follow. Make two groups and have students play one round for each rule.

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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!

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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


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:


wordstress2.mp3

Little

Repeat

Tomato

At other times, the vowel is pronounced but not stressed. For example: wordstress3.mp3


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


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


toDAY to DAY

aHEAD

aLLOW

Three Syllable - First Syllable Stressed

wordstress73syllablefirst.mp3


ENergy EN ergy

Operate

ORganize OR ganize

Three Syllable - Second Syllable Stressed wordstress83syllablesecond.mp3


meMORial meMOR ial

SUMPtion asSUMP as tion

NAdian caNA ca dian

Three Syllable - Third Syllable Stressed

wordstress83syllablethird.mp3


employEE employ EE japan japanESE ESE voluntEER voluntEER Four Syllable - Second Syllable Stressed

wordstress10foursyllablesecondstress.mp3


psyCHOL psy CHOLogy ogy

eVAporate eVA porate

cer TIficate cerTI ficate

Four Syllable - Third Syllable Stressed

wordstress11four syallablethrid stress.mp3


poliTIcian poliTI cian

VIdual indiVI indi dual

TAtion repuTA repu tion

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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


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.

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Week 3

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Week 3 Objective Students will understand how to form the mouth for different sounds.

Outcomes •

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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.

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Students will be view different videos related to different sounds.

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Students will practice through alliterations / spoonerisms /

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Students will present their drama: (You want to give me money)

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Students will be challenged through the game of Dominoes.

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Day 1 Drama Presentation Pronunciation Help - Sentence Stress Day 2 Foundations II 

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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

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Game – four-sided dominoes (copy /laminate / cut ) o

One copy per pair of students

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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. 

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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.

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Jack bought a new car last Friday.

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They are looking forward to your visiting them next January.

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Exciting discoveries lie in Tom's future. 41








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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


has just thought of a new approach to the problem.

Foundations II

Make Pronunciation Simple

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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


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Week 4

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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.

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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

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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)

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Practice

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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".

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Day 2

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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

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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,

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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.

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Week 5

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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)

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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


(send to students for review) Sample script included – due next class.

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Day 2

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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

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Week 6

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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.

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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

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Day 1

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Day 2

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Week 7

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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 increase understanding through writing limericks.

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Students will be will be challenged to use their rhythm through homework.

•

Students will fill out a chart for vowel sounds.

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Students will do in-class worksheets related to the schwa.

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Review for test. (Written)

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Day 1 Video Worksheet – Limerick writing homework review

Day 2 Introduction to Vowels (schwa) Worksheet _ Vowel Vowel chart Video – The Schwa Review for test

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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."

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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 ~~~~~~~~~~~

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reexamination

rejustification


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

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5. toe – doe 9. cash – dash


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


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. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

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Day 2 The Schwa

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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:

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‘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.

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Week 8

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Week 9

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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 increase understanding through a game.

•

Students will be will be challenged to use their rhythm through writing a conversation.

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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.

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Schwa – The Invisible Vowel Sound. The schwa /ə/ is the most important sound in English for three simple reasons: 

It is always weak

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It is the most common vowel sound (1 in every 3 vowels we say sa y is a schwa)

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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:

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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


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.

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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: _________________________________________________________________________________

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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')

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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.

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Day 2

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Week 10

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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 increase understanding through a game.

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Students will be challenged to use their rhythm when joining words.

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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

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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


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.

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Week 11

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Week 11 Objective Students will understand the stress and rhythm to use when a consonant is in the joined to other words.

Outcomes 

•


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.

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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)

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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


Day 1

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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

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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.

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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.

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Week 12

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Week 12 Objective Students will understand the stress and rhythm to use when emphasizing details.

Outcomes 

•


Process •

Students will view videos related to thought groups.

•

Students will begin their script writing for the final using related materials.

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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.

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Week 13

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Week 13 Objective Students will understand what is required in the final test in terms of script and speaking.

Outcomes 

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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.

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All free time will require students to continue working on their script for review and counseling related to stress and intonation.

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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.

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Week 14

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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.

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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.

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Week 15

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Week 15 The Final test  

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Script - email to professor Reading of Script – recorded – recorded by professor. Rubric – Rubric – scored scored by professor

Points – Points – 40 40 

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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

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Pronunciation Foundations 1 Generic Student

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