teaching pronunciation for the toefl i bt
DESCRIPTION
Teaching Pronunciation for the TEOFL iBTTRANSCRIPT
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Teaching Pronunciationfor the TOEFL iBT
Tamara Jones
SHAPE Language Center, Belgium
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Speaking Tasks
• 2 independent tasks about familiar topics
–Responses based on personal experience
–15 seconds to prepare
–45 seconds to speak
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Speaking Tasks
• 4 integrated tasks
–2 Reading / Listening / Speaking
–2 Listening / Speaking
–Responses based on what was read and heard
–Academic and campus-based material
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Speaking Scoring
Topic Development
– Connections
– Details
– Accuracy
– CompletenessLanguage Use
– Grammar
– Vocabulary
Delivery
– Fluency
– Pronunciation
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Independent Response Rubric
•Generally well-paced flow
•Speech is clear
•Minor difficulties do not affect overall intelligibility4•Speech is generally clear
•May include minor difficulties
•May require listener effort, but overall intelligibility is not affected3•Speech is basically intelligible
•Listener effort is needed
•Meaning may be obscured in places2•Consistent pronunciation difficulties cause considerable listener effort
•Delivery is choppy, fragmented or telegraphic
•Frequent pauses and hesitations1
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Integrated Response Rubric
•Speech is generally clear, fluid and sustained
•Minor difficulties
•Pace may vary as the speaker attempted to recall information
•Overall intelligibility remains high4
•Speech is generally clear with some fluidity of expression
•Exhibits minor difficulties
•May require listener effort, but overall intelligibility remains good3•Speech is clear at times
•Significant Listener effort may be needed
•Speech may not be sustained consistently throughout
•Meaning may be obscured in places, but not throughout2
•Consistent pronunciation difficulties cause considerable listener effort
•Delivery is choppy, fragmented or telegraphic
•Frequent pauses and hesitations1
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Pronunciation Triage
• Word Stress
• Sentence Stress
• Intonation
• Thought Groups
• Linking
• Consonants
• Vowels
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Sample Lesson Plan
• Brief PPT Lesson– Explanation of importance
– Explicit instruction
– Choral repetition
• Practice– Communicative activity
– Recording / Transcription
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Word Stress
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Explicit Instruction
• “The Sell” – increased intelligibility
• Tapping out syllables with pencil
• Rubber bands
• Choral repetition
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Practice
• Recordings
• Scattergories
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Sentence Stress
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Explicit Instruction
• “The Sell” – the key to fluency
• A great visual
• Breathing Exercises
• Clapping
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Clapping
I want to go on the boat.
The boy can run and jump.
want go boat
boy run jump
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Explicit Instruction
• Choral repetition
– Rubber bands
– Moving the sounds
– Markers
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Practice
• Mark the Stress
• Dominos
• Songs
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Intonation
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Explicit Instruction
• “The Sell” – listener friendly pronunciation
• Awareness raising
• Choral repetition
– Conducting
– Kazoos
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Practice
• Mark the intonation
• Mirroring project
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Thought Groups
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Explicit Instruction
• “The Sell” – MUCH easier for listener to understand
• This one time, at band camp …
• Student generated sentences
• Choral repetition
– Slashing
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Practice
• Mark the thought groups
• Dictations
• Slashing texts
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Let’s Practice!
Finally according to the speaker each
time you prepare the solution you
should take into account the
temperature of the liquids.
Don’t mix these two liquids together
unless they have the same
temperature room temperature.
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Let’s Practice!
Finally / according to the speaker each
time you prepare the solution you
should take into account the
temperature of the liquids.
Don’t mix these two liquids together
unless they have the same
temperature room temperature.
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Let’s Practice!
Finally / according to the speaker /
each time you prepare the solution
you should take into account the
temperature of the liquids.
Don’t mix these two liquids together
unless they have the same
temperature room temperature.
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Let’s Practice!
Finally / according to the speaker /
each time you prepare the solution /
you should take into account the
temperature of the liquids.
Don’t mix these two liquids together
unless they have the same
temperature room temperature.
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Linking & Blending
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Explicit Instruction
• “The Sell” – fluency & flow
• Show the change
• Choral repetition & movements
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Practice
• Knock knock jokes– Knock knock.
– Who’s there?
– Cantaloupe.
– Can’t elope with you,I’m already married.
• Songs– Would you know my name if I saw you in heaven?
• Dictations
ʤ w
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Consonant & Vowel Sounds
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Explicit Instruction
• “The Sell” – No need
• One BIG PPT
• Tricks for tricky sounds
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Practice
• Board Games
• Scattergories
• Vowel Poetry
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Some Great Supplements
• Avery, P. and Erlich, S. (1997) Teaching American English Pronunciation, Oxford University Press
• Beisbier, B. (1994) Sounds Great, Thompson and Heinle
• Gilbert, J. (2001) Clear Speech, Cambridge University Press
• Grant, L. (2001) Well Said, Heinle and Heinle
• Hancock, A. (1995) Pronunciation Games, Cambridge University Press
• Meyers, C. & Holt, S. (2001) Pronunciation for Success, Aspen Productions
• Miller, S. (2005) Targeting Pronunciation, Houghton Mifflin Co
• Noll, M. (2007) American Accent Skills, Ameritalk Press
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Our goal is to develop listener-friendly pronunciation.
Judy Gilbert