pronunciation foundations 2015-1 rev 3 student
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Pronunciation FoundationsStudent Edition
Elective Class WSU 2015
2015
Woosong University
Paul R. Friesen
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Contents Pronunciation Foundations Elective
Contents
Foundations 1Pronunciation: Changing Meaning through Word Stress
(Worksheet)
Intonation and Stress in English
Different length same time
o Negative and positive
Stressed and Non-stressedo Content and Function
Worksheetso Fonetics.com American stress and tone
How to Improve Your Pronunciation Rules for Pronunciation
Sound Scripting Word Stress and Intonation (with audio)
Mark-up paragraphAdd paragraphs for students to mark-up as
homework.
Word Syllable Stress Patterns in English
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Contents Pronunciation Foundations Elective
o Content and Function focus (worksheet about.com)
o Pronunciation Help Sentence Stress
Foundations 2 Make Pronunciation Simple (book / Lesson 1)
o Pronouncing the vowels in English
Pronouncing front /back vowels (picture)
Vowel Practice
o Diphthongs / Monophthongs (list)
Pronunciation Exercises
o Sound Stress, intonation
o Pronunciation
o Introducing letter and sounds (bye / buy) (Pronunciation in use 2003)
Unit 1
o
Pronouncing the verb TO BE (She was First) (Pronunciation in use 2003)Unit 35
o Introducing Syllables ( Eye, my, mine) (Pronunciation in use 2003)
Unit 21
o Introducing WORD stress (Saturday September 13th) (Pronunciation in
use 2003) Unit 22
o Stress in longer words (Unforgettable) (Pronunciation in use 2003)
Unit 30o Stress in longer words 2 (Public, publicity) (Pronunciation in use 2003)
Unit 31
o Introducing SENTENCE Stress (Remember he told her) (Pronunciation
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Contents Pronunciation Foundations Elective
The Schwa (BBC)
o Words with Schwa
o The Schwas soundo Pronunciation of the schwa (with answers)
The color vowel chart (empty chart as worksheet)
o Sample lesson
American English ( fonetiks.org)
o Single vowel sounds
o The invisible vowel sounds (schwa)
o Vowel exercises
o Team challenge ( 1 A4 12 point conversation using the two columns of
contrasting words.
Stress in two-syllable words (Record, reCORD (Pronunciation in use 2003)
Unit 28
Pronouncing short words (a, of, or) (Pronunciation in use 2003)
Unit 37
Consonants Consonant at the start of syllables (Oh, no snow!) (Pronunciation in use 2003)
Unit 24
Consonant sat the end of syllables (Go goal gold) (Pronunciation in use 2003)
Unit 25
Joining words Joining words 1 (Pets enter pet center) (Pronunciation in use 2003)
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Contents Pronunciation Foundations Elective
Conversation
Sentences with all the words stressed (Dont look now) (Pronunciation in use
2003) Unit 32
Emphasizing contrasting alternatives (Chips or Salad (Pronunciation in use
2003) Unit 52
Emphasizing added details (Schwartz PedroSchwartz Salad (Pronunciation in
use 2003) Unit 50
Emphasizing corrections (Fifty? No, fifteen!) (Pronunciation in use 2003)Unit 53
Emphasizing important words (I think youre in my seat)(Pronunciation in use
2003) Unit 51
Grouping Words Grouping words (A shirt and a tie / a shirt and tie) (Pronunciation in use 2003)
Unit 43
Understanding small talk ( I mean, its sort of like ) (Pronunciation in use 2003)
Unit 46
Showing that you want to continue ( Ehm ,,, ) (Pronunciation in use 2003)
Unit 44
Reading aloud: pronouncing punctuation ( Was that the questions? he(Pronunciation in use 2003) Unit 42
The FINAL test
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Homework Schedule for WSU 2015-1 Pronunciation Elective
Professor Paul R. Friesen
A list of Homework /Participation tasks
Week 2 Quiz 1
Copy ~ This is a short quiz. Points are not given, but will count toward the participationtotal.
Week 3 Homework 1 / DRAMA ~ You want to give me money ~ 10 pointsFor information look in
http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt
This drama is outlined in the manualand has a rubric.
Week 4 Bridge activity / Photo fun
Students will take photos of different age technology and discuss it in classusing a prescribed script base.
Points will be assessed as part of the participationtotal.
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
variations of sounds for each syllable. A sample is included and a rubricscore
http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txthttp://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txthttp://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt -
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PretestAlso a goodgle form
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12/22/2014 Pronunciation Pre-questionnaire
https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/viewform 1/4
Pronunciation Pre-questionnaireYour username ([email protected]) will be recorded when you submit
this form. Not paulfriesen? Sign out* Required
I am a *
what year are you in school. 1st 2nd 3rd 4th
frehsman
sophomore
junior
senior
I have lived more than ______ ________ in a different country. *
months or years
My goal is to study in a foreign country where English is important. *
yes
no
Edit this form
https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/edithttps://docs.google.com/logout -
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12/22/2014 Pronunciation Pre-questionnaire
https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/viewform 2/4
How many languages have you studied? What are they? *
What problems do you have in pronunciation? *
I want to ONLY have fun in this class. *
yes
no
I think this class will be hard.
yes
no
i am confident it will be a challenge.
I like studying in __________
teams
as an individual
pairs
I think my English level is
low
high
intermediate
confident
I listen to English TV everyday for ______ than 1 hour.
more
less
never
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12/22/2014 Pronunciation Pre-questionnaire
https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/viewform 3/4
What different ideas have you studied in Englishdebate, presentation etc
This class is ________ important to me.
very
not verysomewhat
not
I am interested in a ______ technical class style.
more
less
none
I want to join a __________ English club outside of class.
conversation, debate, etc
I think I am a confident person in English conversation because
I want to be a leader in my future job.
yes
no
any job is ok
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12/22/2014 Pronunciation Pre-questionnaire
https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/viewform 4/4
Powered by
I want to participate in Star English.
yes
no
I work part-time and come to school.
yes
no
I am not interested in these otions.
Homework is a ________ way to learn.
easy
good
hard
not very
Send me a copy of my responses.
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Week 1
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
ObjectiveStudents will understand the question, Why intonation is
important? and use iteffectively through practice.
Outcomes Students will have a better understanding of why intonation and
stress helps / hinders their communication. Students will communicate through better use of intonation
and stress in their conversations and presentations.
Process
Students will be required to read about pronunciation stress andintonation 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.
http://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/http://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/cs/pronunciation/a/a_wordstress.htmhttp://esl.about.com/http://esl.about.com/bio/Kenneth-Beare-2205.htm -
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Pronunciation Foundations
Professor Paul R. Friesen 2015 WSU Elective Class
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 willreflect 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 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 didnt know before. They learned them because theydidnt know that if they pronounce them 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 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
i i ft th t i Y d t l h ti t t l b t
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Week 1
Day 1Introduction
Syllabus
Rubrics
Homework
Reading
Tests
Day 2 Meaning change Worksheet
Reading / speed /stress
Can / cant
Activity phone call worksheet
W k h / S d T f ik
http://esl.about.com/od/speakingadvanced/a/timestress.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/speakingadvanced/a/sscripting.htmhttp://esl.about.com/od/pronunciationlessonplans/a/l_minpair.htmhttp://esl.about.com/od/pronunciationlessonplans/a/l_minpair.htmhttp://esl.about.com/library/listening/blIPAvowels.htmhttp://esl.about.com/library/listening/blIPAconsonants.htmhttp://esl.about.com/od/speakingadvanced/a/timestress.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htm -
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Pronunciation: Changing Meaning
through Word StressWord Stress Explanation and Exercise By Kenneth 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:
Idon't think he should get the job.Meaning: Somebody else thinks he should get the job.
I don'tthink he should get the job.Meaning:It's not true that I think he should get the job.
I don't thinkhe should get that job.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: Somebody else should get that job.
I don't think he should get that job.
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
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 sentence a few
times, match the sentence version to the meaningbelow.
Isaid she might consider a new haircut. Not just a haircut.
I saidshe might consider a new haircut. It's a possibility.
I said shemight consider a new haircut. It was my idea.
I said she mightconsider a new haircut. Not something else.
I said she might considera new haircut. Don't you understand me?
I said she might consider a new haircut. Not another person.
I said she might consider a new haircut. She should think about it. Its 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 stressing a different word each time youread them. Notice how the meaning 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
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Intonation and Stress in EnglishKey to Understanding and Being Understood 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 vowel sounds, they
should move on to learning to differentiate between individual sounds by using minimalpairs. Once they are comfortable with individual words, they should move on to
intonation and stress exercises such as sentence markup. Finally, students can take the
next step 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.
The beaut i ful Mountain app eared transf ixed in the distance. ( 5 seconds )
Now, try speaking this sentence aloud.
He can come on Sundays as long as he doesn' t have to do any homework
i th i ( 5 seconds )
http://esl.about.com/od/intermediate_common_mistakes/a/Parallel-Structure.htmhttp://esl.about.com/od/intermediate_common_mistakes/a/Parallel-Structure.htm -
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
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 moretime 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 posi t iveform
of "can" we quickly glide over the can and it is hardly pronounced.
They can come on Friday. (stressed words underlined)
On the other hand, when we use the negativeform "can't" we tend to stress the fact
that it is the negative form by also stressing "can't".
They can'tcome on Friday.
As you can see from the above example the sentence, "They can't come on Friday" islonger 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 wordsare considered CONTENT WORDSsuch as:
Nouns e.g. kitchen, Peter
http://esl.about.com/od/speakingadvanced/a/sscripting.htmhttp://esl.about.com/od/speakingadvanced/a/sscripting.htmhttp://esl.about.com/od/speakingadvanced/a/sscripting.htmhttp://www.amazon.co.uk/Presenting-English-Give-Successful-Presentations/dp/1899396306/sr=8-1/qid=1160304998?ie=UTF8&s=bookshttp://esl.about.com/od/speakingadvanced/a/sscripting.htm -
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Let's return to the beginning example to demonstrate how this affects speech.
The beautiful Mountain appeared transfixed in the distance. (14 syllables)
He can come on Sundays as long as he doesn't have to do any homework in the
evening. (22 syllables)
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 stressedwords
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
excellentpronunciation and understanding of English.
http://esl.about.com/library/pronunciation/files/scripting_2.mp3http://esl.about.com/library/pronunciation/files/scripting_2.mp3http://esl.about.com/library/pronunciation/files/scripting_2.mp3 -
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Tone
Draw lines to show
the intonation of each
sentence or word.
Check the url toseehow you did.
She's divorced.
She is married, isn't she?
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?
American English.......Stress & Tone http://www.fonetiks.org/engsou7am.html
http://esl.about.com/library/pronunciation/files/wordstress2.mp3http://esl.about.com/library/pronunciation/files/wordstress4.mp3http://esl.about.com/library/pronunciation/files/wordstress4.mp3http://esl.about.com/library/pronunciation/files/wordstress3.mp3http://esl.about.com/library/pronunciation/files/wordstress2.mp3http://esl.about.com/library/pronunciation/files/wordstress1.mp3 -
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Week 1 Introduction and review of the class.
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
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Week 2
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Week 2 Foundations 1 How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
ObjectiveStudents 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 soundscripting of paragraphs improving their reading skills.
Process Students will be required to learn 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.
St d t ill b q i d t d l t d h k t k f i t
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Week 2 Foundations 1 How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Day 1How to improve your pronunciation
Rules
Content / Function
Sound Scripting Game ~ Find the Rule
Day 2
Word Syllable Stress Patterns in English
Listen and repeat exercises. (with audio) Add worksheets for
in-class work.
Englishclub.com
Englishzone.com
Stress patterns
Rebus Rhyme / Song
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Week 2 Foundations 1 How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
How to Improve Your PronunciationByKenneth Beare http://esl.about.com/cs/pronunciation/ht/ht_prononce.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 correctlyleads to poor pronunciation!
Good pronunciationcomes from stressing the right words - this is because Englishis a time-stressedlanguage.
In other words, some words - the content words receive more focus, whereas otherwords - functionwords - 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 I th l h F h It li h ll bl i l
http://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htm -
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Week 2 Foundations 1 How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
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.
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
http://esl.about.com/od/speakingadvanced/a/sscripting.htm -
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Week 2 Foundations 1 How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Sound Scripting Word Stress and Intonationhttp://esl.about.com/od/speakingadvanced/a/sscripting.htm
Word stress and intonation within sentences is 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. In it, there
are "sound scripting" exercises which help learners become more expressive by taking
sentence intonation skills to the next level.
These examples use a method of boldingkey content words and CAPITALIZINGthe
most important words chosen for the best emotional impact.
This starts off with a simple sentence paragraph 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
http://esl.about.com/library/pronunciation/files/scripting_1.mp3 -
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Week 2 Foundations 1 How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
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
In this day and age, facts, statisticsand other numbersare used to prove
EVERYTHING. Intuition, gut feelingsand personal preferencesare all OUT THE
DOOR. Of course, there AREsomewho are tryingto battlethis trend.
Recently, Malcolm Gladwellwrote BLINK, a best-seller whichexploresthe
USEFULNESSof making SPLIT-SECOND DECISIONS based on INTUITIONrather than careful
considerationof all the factsand figures.
In his book, Gladwell arguesthat INITIAL IMPRESSIONS- or GUT-FEELINGS- are quite rational.
However, that this "split-second" thinking processmovesFASTERthan what we usually
associatewith thinking. If YOUare one of these people- and there are MANYof us - Blink
provides "PROOF" that you're actually quite a RATIONAL HUMAN BEING. -
scripting_2.mp3 Listen to Example
http://esl.about.com/library/pronunciation/files/scripting_2.mp3http://esl.about.com/library/pronunciation/files/scripting_2.mp3http://esl.about.com/library/pronunciation/files/scripting_2.mp3 -
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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.
Andfrightened Miss Muffet away!
~~~~~~~~~~~~~~~~~~~~~~~~
Song
Pop ! Goes the Weasel
All around the mulberry bush,
The monkey chased the weasel.
http://esl.about.com/library/pronunciation/files/wordstress1.mp3http://esl.about.com/library/pronunciation/files/wordstress2.mp3http://esl.about.com/library/pronunciation/files/wordstress2.mp3http://esl.about.com/library/pronunciation/files/wordstress1.mp3 -
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Word Syllable Stress Patterns in English
A syllable is a unit of sound which includes a vowel sound. You can check how manysyllables a word has by putting your hand under your chin. Each time your chin movesto make a vowel sound count a syllable. For example, the word 'difficult' moves yourchin three times. Therefore, 'difficult' is three syllables. This guide will help yourecognize the most common syllable stress patterns in English for words with more thanone syllable.
In multi-syllable words the stress falls on one of the syllables while the other syllablestend to be spoken over quickly. This leads to sounds that are not clear (muted) onunstressed syllables. In order to improve your pronunciation, focus on pronouncingthe stressed syllable clearly. However, don't be afraid to "mute" (not say clearly) theother unstressed vowels. Listen to the examples by clicking on "listen".
For example:
wordstress1.mp3 Listento these specific examples:
PersonNEL TOtally InDUstrial ToMAto FanTAstic
Unstressed syllableskeep the correct sound, but sound muted. Sometimes,unstressed vowels become a schwasound - like a soft "uh" sound.
For example:
wordstress2.mp3
Listento these specific examples:
Little Repeat Tomato
http://esl.about.com/library/pronunciation/files/wordstress6.mp3http://esl.about.com/library/pronunciation/files/wordstress7.mp3http://esl.about.com/library/pronunciation/files/wordstress7.mp3http://esl.about.com/library/pronunciation/files/wordstress7.mp3http://esl.about.com/library/pronunciation/files/wordstress9.mp3http://esl.about.com/library/pronunciation/files/wordstress9.mp3http://esl.about.com/library/pronunciation/files/wordstress8.mp3http://esl.about.com/library/pronunciation/files/wordstress7.mp3http://esl.about.com/library/pronunciation/files/wordstress6.mp3http://esl.about.com/library/pronunciation/files/wordstress5.mp3 -
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Two Syllable - First Syl lableStressed
wordstress5.mp3Listento the general pattern and these specific examples:
Giant PICture HEAting
Two Syllable - Second Syllable Stressed
wordstress6second syllable.mp3Listento the general pattern and these specific examples:
toDAY aHEAD aLLOW
Three Syllable - First Syllable Stressed
wordstress73syllablefirst.mp3Listento the general pattern and these specific examples:
ENergy Operate ORganize
Three Syllable - Second Syllable Stressed
wordstress83syllablesecond.mp3Listento the general pattern and these specific examples:
meMORial asSUMPtion caNAdian
Three Syllable - Third Syllable Stressed
wordstress83syllablethird.mp3Listento the general pattern and these specific examples:
employEE japanESE voluntEER
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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 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?
B: Oh, not much. ButI've been keeping busy.
A: Well...it's been good to see you.
B: Yes, it has...well, bye!
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Week 3
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Week 3
ObjectiveStudents 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 /
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Day 1Drama Presentation
Pronunciation Help - Sentence Stress
Day 2
Foundations II
Mouth Formation (Making Pronunciation Simple)
Video - Pronunciation_ , r, d, TH, f, , n, t, k & icebreaker
Pronouncing the vowels in English
Alliterations
Spoonerisms
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 - SentenceStress
Take a look at the following list of stressed and non-stressed word types.
Basically, stresswords are considered CONTENTWORDS
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 FUNCTIONWORDS
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, asPronouns e.g. they, she, us
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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 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 WORDSsuch 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 WORDSsuch 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
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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 challengingexperiment.
Shakespeare wrote passionate, moving poetry. As you might have expected, hehas just thought of a new approach to the problem.
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Foundations II Make Pronunciation Simple
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Spoonerisms ~~ Give students the left side 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 liesit's roaring with pain it's pouring with rain
sealing the hick healing the sick
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Week 4
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Week 4 Foundations 1 How to Improve your Pronunciation
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Week 4
ObjectiveStudents 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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Day 1
Mono /Dipthong review
Movie - Vowel Sounds Part 1: 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 Vowels & Diphthongs - English
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Practice
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Minimal pairs
Intonation
Stress and intonation: One of the biggest problems that every ESL student faces is
putting the right emphasis on the right part of the word. This is something 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 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.
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Day 2
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k d
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Tone
Draw lines to show
the intonation of eachsentence or word.
Check the url to see
how you did.
She's divorced.
She is married, isn't she?
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.
American English.......Stress & Tone http://www.fonetiks.org/engsou7am.html
W k 4 F d i 1 H I P i i
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Fun with Photography --
How many B words can you use when you ask/answer these questions. Points
will be given for each B word used. Collect them and WIN
Posted in Conversation Lesson Plans, Lesson Plans on Jul 14th, 2010
This is another one-hour conversation activity. For an introduction to the series, click here. Enjoy.
Name: Fun with Photography Prep Time: None
Materials: None for you, but at least one in every three students should have a cell phone with a camera
Primary Objective: Discuss technology
Other Benefits: This a nice lesson for practicing giving details on a given theme
Plan:
Pre-Speaking (20 minutes)
Write the word Technology on the board. Ask the class to give you some examples 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 the quieter and lower
W k 4 F d ti 1 H t I P i ti
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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 dont use it.
http://blog.stuartmillenglish.com/2010/07/14/fun-with-photography/ 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,
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?
W k 4 F d ti 1 H t I P i ti
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After the students finish, have them switch to a new person/pair and discuss the questions
again.
Post-Speaking (10 minutes)
Now, ask the questions above to a few students and ask them follow-up questions as well. The
rest of the class should listen.
Finally, go around the class and ask each student to say one thing that they learned during this
activity. It can be anything, but everyone should say something.
Extension
Have the students draw a pictures of a future technologies. Then, they should get in groups and
ask each other the first set of questions above before showing their pictures to each other. For
time, have them draw several pictures.
Notes:
Ideas for Homework/Another Extension: Have the students take more pictures of technology, but make
it a scavenger hunt. For instance, tell them they have to take pictures of at least one technology that is:
older than 100 years, less than 10 years old, bigger than a house, smaller than a cell phone, colored blue,
etc.
Modification for Lower Levels: Youll have to adjust the questions so that your students can handle them
and probably do a lot more modeling than is suggested above, but the basics should be OK.
Modification for Higher Levels: Add discussion questions that force a bit more complex thought/complex
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Week 5
Week 5 Ed plus To Be How to Improve your Pronunciation
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Week 5 Ed plus To Be How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
Week 5
ObjectiveStudents will understand the different pronunciations of the ed
ending, and the stress of the verb To Be
Outcomes Students will have practiced 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 introduction to
Week 5 Ed plus To Be How to Improve your Pronunciation
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Day 1Review 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 BikeReview Unit 21 Introducing Syllables
Week 5 Ed plus To Be How to Improve your Pronunciation
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Week 5 Ed plus To Be How to Improve your Pronunciation
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Week 5 Ed plus To Be How to Improve your Pronunciation
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p p y
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Day 2
Week 5 Ed plus To Be How to Improve your Pronunciation
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Hamburger homework sample (2 person)
(View the video for reference)
Instructionschoose a 3+ syllable word.
create a script for presentation that 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 lets 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 boybuy bebe
a a
l h t ll h t
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Week 6
Week 6 Word Stress How to Improve your Pronunciation
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Week 6
ObjectiveStudents 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 differentpositions of words.
Process Students will view videos related tot stress.
Students will practice with worksheets.
Students will increase understanding through review of select units focused onword and word position stress.
Week 6 Word Stress How to Improve your Pronunciation
f
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Day 1
Video - English Pronunciation Vowel Length
Affected by Ending Consonant American Accent
Review Unit 22 Word stressWorksheet Word Stress 5
Review Unit 30
Worksheet
Word Stress 9
Day 2
Video
Word stress sentence position
Week 6 Word Stress How to Improve your Pronunciation
P i i El i 2015 1 WSU P f P l R F i
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Day 1
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Day 2
Week 6 Word Stress How to Improve your Pronunciation
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Week 7
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Week 7 Rhythm / Limericks How to Improve your Pronunciation
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Day 1
Video -
Worksheet
Limerick writing homework review
Day 2
Introduction to Vowels (schwa)Worksheet _ Vowel chart
Video The Schwa
Review for test
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Day 1
Rhythm pollnoll.comA.Each language has its own rules for rhythm. Clear English speech depends onthe way varying lengths of syllables produce a characteristic rhythm. You will bemuch easier to understand if you use a proper English rhythm.
Syllable rhythm rules:
1. Clearvowels are full(long).Unclearvowels are reduced(short).
._____ _____ _____along above around
2. Vowels in succession are usually of different length.
a. ____ _______ ____ _______mama banana Alaska Nebraska
b. ___ _______ ___ ______a basket the record
c. _______ _____ _____ _____ __________ ___ _______absolute Have some fruit. impossible It's possible.
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Clear English Rhythm -- Page 17
C. In the following sentences, the last three words are dramatically sloweddown because there are three vowels in succession. Practice sayingthem.
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 intention frustration
4 syllables
opposition obligation registration dedication interaction
5 syllables
administration examination simplification clarification justification
6 syllables
identification reinterpretation reunification reexamination rejustification8 syllables
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Limericks
Clear English Review -- Page 18
A. English Rhythm
Listen to this limerick and practice the rhythm. Notice that "young maid" and "most" arelengthened because they have full vowels in succession. This makes them more emphatic.
There was a young maid from MadrasWho had a most magnificent ass;
Not rounded and pink,As you probably 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. havehalf 2. savesafe 3. use (verb) -- use (noun) 4. proveproof
5. rodewrote 6. bedbet 7. ragrack 8. bugbuck
9. cabcap 10. close (verb)close (adjective)
C. Clarity; Contrast between Stops and Continsuants
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Clear English Review -- Page 19
E. Stress Patterns
Practice saying these words.
relative photograph discipline agency anyhow agreement
photography arrangement participate alternate economic
automatic indication argumentative absolutely
F. English Rhythm
A word said by itself is like a small sentence.It must have all the rhythm and emphasis of a sentence.
Word Stress
1. atTRACtive2. absoLUTE3. reSPONsible4. ElectrifiCAtion
Sentence Stress
5. It is ACtive.
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Day 2
The Schwa
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i as in lentil /lentl/
o as in computer /kmpju:t/
u as in supply /spla/
How can a student of English master the schwa sound?
Firstly, learn to pronounce it. Relax the jaw, lips and tongue and say //.
(Download the free sample of TheSound of Englishto 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 pronounce the schwa eg. /f:/
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 soundcan you spot where it is? If you
cannot, use a dictionary to help:
alert corrupt submit ankle London water persist compile
http://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdf -
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Week 8
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Week 9
Week 9 Schwa / 2 syllable How to Improve your Pronunciation
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Week 9
ObjectiveStudents will understand the schwa and how syllable stress can
change meanings.
Outcomes Students will understand the schwa through exercises.
Students will strengthen their understanding of syllables and stress in relation totheir pronunciation rhythm.
Process Students will view video related to listening.
Students will practice with worksheets.
Students will increase understanding through a game.
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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 stressPlay a game copy two-sided and have students
fill out their own game with words
from the week.
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SchwaThe Invisible Vowel Sound.
The schwa // 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 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 /mez/
e as in father /f:/
i as in lentil /lentl/
o as in computer /kmpju:t/
u as in supply /spla/
How can a student of English master the schwa sound?
Firstly, learn to pronounce it. Relax the jaw, lips and tongue and say //.
(Download the free sample of TheSound of Englishto hear it).
Secondly, look for the stress in a word the schwa is never stressed, it will only appear
on weak syllables
Week 9 Schwa / 2 syllable How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
http://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdf -
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Schwa is covered extensively in TheSound of Englishas 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.
Week 9 Schwa / 2 syllable How to Improve your Pronunciation
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http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/ -
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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 gift
2. teach picnic3. reach nickel4. bean little5. speak Britain6. needle symbol7. seem syllable8. keep myth
9. thief pickle10. cream simple11 theme list
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Challenge: Team of 2 persons
Write a 10 Question / Answer conversation usingsome of these combinations.
The focus is on using the E and the i sounds in the words. Use the vocabulary inthe columns above. Students must add things to the conversation to make it fit
the idea to follow. Underlinethe 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?B: I was tired. I slipped on some cream.
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
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A: _________________________________________________________________________________
B: _________________________________________________________________________________
American English..Single Vowel Soundshttp://www.fonetiks.org/engsou2am.html
the, a, seven, 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
b h dd d d ( f ) b k h ' k
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shoe, to ('strong' form), two, too, true, food, wooed, 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, pour, pore
* This is the commonest sound in the English language, called theSchwa. "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" may also be used before a vowel. The strong forms
of "and" and "but" are used for emphasis. SeeOther Sounds to hear
Schwas in a sentence.
Week 9 Schwa / 2 syllable How to Improve your Pronunciation
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Week 10
Week 10 consonants at the start / end of syllables How to Improve your Pronunciation
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Week 10
ObjectiveStudents 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 totheir pronunciation rhythm.
Process Students will view video related to pronunciation of consonants.
Students will practice with worksheets.
Students will increase understanding through a game.
Week 10 consonants at the start / end of syllables How to Improve your Pronunciation
Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen
D
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Day 1
Review the team challenge conversationOh, 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 Stop Consonants
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Week 10 consonants at the start / end of syllables How to Improve your Pronunciation
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This is a 4 part section to test the students ability to determine the sounds Copy
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This is a 4-part section to test the students ability to determine the 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 1 to 6. Ill say 3words, which is different (1,2, or 3)
Example: waitgatewait
1. wonwongun 2. woodgoodwood
3. waysgazegaze 4. gillwillwill
5. wanegainwane 6. rowroguerogue
Part 2: Recognition: Which do you hear?
Ill say aword. Is it W or Gsound?
Example: wait1 gird 2 Way 3 Wail 4 wizard
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Week 11
Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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W k
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Week 11
ObjectiveStudents 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 totheir 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 voicedconsonant.
Students will practice with worksheets on pronunciation with triple consonants, ch cc whqu ck rh gh amb imb omb umb
Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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Day 1
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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 (Photocopy game board)
Day 2
View the movie:Intonation_ Expressing Surprise (Part 5)
Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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Day 1
Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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Day 2
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Day 2
Triple Consonant Blend Word Endings -NCH, -TCH, -RCHLets get technical!
There are 26 letters in the alphabet.
A E I O U are the vowels (and sometimes Y). The rest are consonants.
The most usual sound of CHby itself in 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 -
Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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Fill the gaps with a suitable word from the box above:
1. It made me feel hungry to watch him - - - - - - - - on a big sandwich and Idecided 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 discoverthem.
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 pinched my tools and Im short a
screwdriver or a - - - - - -.
9 The police were waiting and arrested him and his - - - - - - - - as soon as they
Week 11 Joining Words / Triple consonants How to Improve your Pronunciation
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Exercise 2 Word Find -Words with -tch
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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 5. hitch 6. scratch 7. catch 8. Scotch
9. botch 10. watch 11