pronunciation foundations 1 generic student

Pronunciation Foundations

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A study course designed

to help students understand and practice pronunciation for better

communication

Dr. Paul R. Friesen


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Course Name:

PRONUNICATION

FOUNDATIONS ELECTIVE

Class Code:

TBA

Class Location:

TBA

Semester & Day(s):

____________

Teacher: TBD

Office & Office Hours: TBA [email protected]

Textbook:

Pronunciation in Use / Cambridge 2003 or Students book

https://sites.google.com/site/pronunciationfoundations/home

Course Description:

This course focuses on building a foundation of understanding relations to why intonation and stress will

improve communication. Students will listen to videos, play games, have various exercisesplus homework. The

objective will be realized in the final test drama.

The general objectives for this course are to:

• Develop a good understanding of how intonation and stress affects communication

• Understand the physical places sounds are made.

• Work in pairs/ groups to make conversation happen.

• Prepare dramas for communication.

• Demonstrate knowledge of syllable stress and intonation through practice / quizzes

• Confidently communicate ideas using correct stress and intonation

At the end of this course you will have:

• Done several dramas.

• Written quizzes and fill out charts related to sounds and stress.

• Demonstrated a good understanding through a final drama.

Teaching Strategies:

Video, group/pair work, role-plays, presentations, in-class preparation, and others.

Course Assessment: Grade Curve:

Attendance = 20%

Homework & Participation = 20% A+ ~ A0: 30%

Midterm = 20% B+ ~ B0: 40%

Final = 40% C+ ~ D0: 30%

F = at teacher’s discretion


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Week 1 1 Introduction Review of rubrics / tests/ homework / syllabus

Movie – learn a language in 6 months

2 Pronunciation: Changing Meaning through Word Stress

~~~~~~ Intonation and Stress in English

Worksheet (included) ~~~~~~~~~ Worksheet – fonetiks American stress and tone

Movie - word stress ~~~~~~~~~ Movie ~ Can and can’t Game – Hidden Names Pronunciation games # B1 page 34

Week 2

3 How to Improve Your Pronunciation ~~~~~~ Sound Scripting

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

Movie – Words that look the same but are Pronounced Differently! - English Pronunciation Lesson American Accent Training Videos ~~~~~~ Game – find the rule / pronunciation games B14 / page 69

4 Word Syllable Stress Patterns in English

Listen and repeat exercises. (with audio) Add worksheets for in-class work.

Quiz 1 FyF (FindyourFeet)

Rebus rhymes

Assorted tongue twisters (Supplemental section)

Englishclub.com word stress 1

Englishzone.com stress patterns

Englishzone.com maze game

Movie – Stress patterns Lesson 8a HOMEWORK DRAMA for next class

Week 3

5 Pronunciation Help - Sentence Stress (worksheet- about.com)

Content and Function focus (worksheet about.com)

Pronunciation Help – Sentence Stress

Homework drama 1 You want to give me money Rubric

Week 4

6 Foundations 2

•Make Pronunciation

Simple (book / Lesson 1)

Pronouncing the vowels in English

Pronouncing front /back vowels (picture)

Alliterations Spoonerisms Pronunciation_ ɪ, ɚ r, d, ð TH, f, æ , n, t, k & icebreaker ( video file)


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Week 4

7 Vowel Practice Diphthongs / Monophthongs (list)

Review the lists on page

Video -

Vowel Sounds Part 1: Monophthongs

Englishclub minimal pairs Worksheets

American English worksheet – fonetiks single vowels

8 Pronunciation Exercises

The letter B

o Sound Stress, intonation o Pronunciation o Introducing letter and sounds

(bye / buy) (Pronunciation in use 2003) Unit 1

Movie – Diphthongs Vowels & Diphthongs - English Pronunciation & Listening Practice (Part 2) American English stress and tone (fonetiks) Bridge activity Stuart Mills Fun with Photography

Week 5

9 Pronouncing the verb TO BE (She was First) (Pronunciation in use 2003) Unit 35

Content and Function Review The – ed endings

Movie – The Flap T! American English Pronunciation Content and function (Bills English) Pronouncing the –ed worksheets x4 Englishforeveryone pdf –ed Englishzone worksheets

10 Introducing Syllables (Pronunciation in use 2003) Unit 21

( Eye, my, mine)

Video ~~ Stressed vs. Unstressed syllables_ My New Bike! Stress patterns englishzone Homophone list review Long E es/efl Game phone –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)

http://www.youtube.com/user/MinooAngloLink

http://www.youtube.com/user/MinooAngloLink


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Week 6 11 Introducing WORD stress (Pronunciation in use 2003) Unit 22 Stress in longer words Pronunciation in use 2003) Unit 30

Saturday September 13th use englishclub Unforgettable

Movie word stress plus 5 rules EC_pronunciation-word-stress-5 3 syllable first and middle stress EC_pronunciation-word-stress-9 4 syllable with second and third stress

12 Stress in longer words 2 (Pronunciation in use 2003) Unit 31 Introducing SENTENCE Stress (r) (Pronunciation in use 2003) Unit 23

Public, publicity\ Sentence replies to questions Remember, he told he

Movie – word stress sentence position Game used to / would Usingenglish.com Stress and tone fonetics.com

Week 7

13 Rhythm (pollnoll.com)

Syllable rhythm rules Limericks --- Rhythm Clarity, Voicing, and Length of Syllable 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

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)

14 Vowels The color vowel has different teaching level ideas

•The Schwa (BBC)

•Sample lesson

Words with Schwa The Schwa sound Pronunciation of the schwa (with answers)

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

Week 8 15 Limerick reading and test review


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16 Written TEST

Week 9

17 The Schwa The invisible vowel

The invisible vowel sounds (schwa) Vowel exercises

Single vowel sounds Homework ~ Team challenge (1 A4 12 point conversation using the two columns of contrasting words. paulnoll.com Clear English Vowel Exercises page 9

18 Stress in two-syllable words (Pronunciation in use 2003) Unit 28 (Pronunciation in use 2003) Unit 37

Record, reCORD Pronouncing short words (a, of, or)

Movie ~ Listening Comprehension: 2 Syllable words, American English Pronunciation (Rachael’s English) EC_pronunciation-word-stress-3 2 and 3 syllable first stress EC-word-stress-game-PI9 second syllable Game ~ stress dice – A6 page 19-21

Week 10 19 Consonants

• Consonant at the

start of syllables Consonant s at the end of syllables

Oh, no snow! (Pronunciation in use 2003) Unit 24 (Go – goal – gold) (Pronunciation in use 2003) Unit 25

EC-word-stress-game-PI2 first syllable Listening quiz Movie – S Consonant Clusters -- American English Pronunciation

20 Joining words

•Joining words 1

•Joining words 2

•

Pets enter, pet center (Pronunciation in use 2003) Unit 38 After eight, after rate (Pronunciation in use 2003) Unit 39

Movie – How to Pronounce Stop Consonants_ American English EC-word-stress-game-PI1 first syllable game

Week 11 21 Joining words 3 Understanding conversation

Greet guests, Greek guests (Pronunciation in use 2003) Unit 40 Could you say that again? Unit 41

Movie –How to Link K to a Voiced Consonant: American English Pronunciation Game – Link Maze C1 Pronunciation games 75,76


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22 Triple Consonant Blend Word Endings (NCH / TCH / RCH) Paulnoll.com Strange spelling Pronunciation Conversation

Sentences with all the words stressed (Don’t look now) (Pronunciation in use 2003) Unit 32 ch cc wh qu ck rh gh amb imb omb umb

Clear English - Strange Spelling Pronunciation – worksheet +maze Movie x2 – Intonation_ Expressing Surprise (Part 5) _ English Pronunciation Lesson Game: Don’t Tell me (96,97)

Week 12 23 Emphasizing contrasting alternatives Emphasizing added details

Chips or Salad (Pronunciation in use 2003) Unit 52 Schwartz … Pedro Schwartz Salad (Pronunciation in use 2003) Unit 50

Movie – Lesson 7a - THOUGHT GROUPS - English Pronunciation

24 Emphasizing corrections Emphasizing important words

Fifty? No, fifteen! (Pronunciation in use 2003) Unit 53 I think you’re in my seat (Pronunciation in use 2003) Unit 51

Movie – Lesson 7b - THOUGHT GROUPS - English Pronunciation

Week 13 25 Grouping words Understanding small talk

A shirt and a tie / a shirt and tie (Pronunciation in use 2003) Unit 43 I mean, it’s sort of like … Pronunciation in use 2003) Unit 46

Movie – Lesson 8a - STRESS PATTERNS - English Pronunciation

26 Showing that you want to continue Reading aloud: ‘pronouncing punctuation’ (

Ehm ,,, (Pronunciation in use 2003) Unit 44 ‘Was that the questions?’ he (Pronunciation in use 2003) Unit 42

Movie – Pronunciation Study Exercise: Evening Plans – American English

Week 14 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

Week 15 30 Final Test ~~ Drama – 4 page script / A4 / 12 point / 3-4 players / intonation – stress – emotion – special focus from week 11 - 13


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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 participation total.

Week 3 Homework 1 / DRAMA ~ You want to give me money ~ 10 points

For information look in

http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt

This drama is outlined in the manual and has a rubric.

Week 4 Bridge activity / Photo fun Students will take photos of different age technology and discuss it in class using a prescribed script base. 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 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 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 • 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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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 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 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, 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

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

• Rubrics

• Homework

• Reading

• Tests

Day 2 • Meaning change Worksheet

• Reading / speed /stress

• Can / can’t

• Activity – phone call worksheet

• Worksheet / Stress and Tone – fonetiks.com

• Video x 2 - Lesson 11 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 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:


Meaning: Somebody else thinks he should get the job.


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

I don't think he should get that job.

Meaning: That's not really what I mean. OR I'm not sure he'll get that job.


Meaning: Somebody else should get that job.


Meaning: In my opinion it's wrong that he's going to get that job.


Meaning: He should have to earn (be worthy of, work hard for) that job.


Meaning: He should get another job.


Meaning: Maybe he should get something else instead.

As you can see, there 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.

http://esl.about.com/bio/Kenneth-Beare-2205.htm

http://esl.about.com/

http://esl.about.com/cs/pronunciation/a/a_wordstress.htm



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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 sentence a few

times, match the sentence version to the meaning below.

I said she might consider a new haircut. Not just a haircut.

I said she might consider a new haircut. It's a possibility.

I said she might consider a new haircut. It was my idea.

I said she might consider a new haircut. Not something else.

I said she might consider a 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. 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 stressing a different word each time you

read 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

possible that when you think you are exaggerating, 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 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 minimal

pairs. 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 beautiful Mountain appeared transfixed 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 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 many other languages are

considered 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


http://esl.about.com/od/speakingadvanced/a/timestress.htm

http://esl.about.com/library/listening/blIPAconsonants.htm

http://esl.about.com/library/listening/blIPAvowels.htm

http://esl.about.com/od/pronunciationlessonplans/a/l_minpair.htm

http://esl.about.com/od/pronunciationlessonplans/a/l_minpair.htm

http://esl.about.com/od/speakingadvanced/a/sscripting.htm

http://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htm


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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 positive form

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 negative form "can't" we tend to stress the fact

that it is the negative form by also stressing "can't".

They can't 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 considered CONTENT WORDS such as:

Nouns e.g. kitchen, Peter

(most) principal verbs e.g. visit, construct

Adjectives e.g. beautiful, interesting

Adverbs e.g. often, carefully 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

http://esl.about.com/cs/intermediate/f/f_adverbs.htm

http://esl.about.com/od/intermediate_common_mistakes/a/Parallel-Structure.htm


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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. (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 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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Tone

Draw lines to show

the intonation of each

sentence 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.

Sorry?

Cool.

Cool!

desert, dessert

establish

establishment

establishmentarian

unreal!

American English.......Stress & Tone http://www.fonetiks.org/engsou7am.html


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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 • 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 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 Patterns in 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 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 correctly leads to poor pronunciation! Good 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 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.


http://esl.about.com/od/intermediate_common_mistakes/a/Parallel-Structure.htm


25

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/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 bolding key content words and CAPITALIZING the 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

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! - 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 Gladwell 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.

http://esl.about.com/od/speakingadvanced/a/sscripting.htm

http://www.amazon.co.uk/Presenting-English-Give-Successful-Presentations/dp/1899396306/sr=8-1/qid=1160304998?ie=UTF8&s=books

http://esl.about.com/library/pronunciation/files/scripting_1.mp3


27

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, 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 Gladwell 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.

In his 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. - Listen to Example

http://esl.about.com/library/pronunciation/files/scripting_2.mp3


28

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!

~~~~~~~~~~~~~~~~~~~~~~~~

Song Pop ! Goes the Weasel (Do the actions) ALTERNATE – create your own using the same rhythm. All around the mulberry bush, The monkey chased the weasel. The monkey thought 'twas all in fun. Pop ! goes the weasel. A penny for a spool of thread, A 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,


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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, focus on pronouncing the stressed syllable clearly. However, don't be afraid to "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 the correct sound, but sound muted. Sometimes, unstressed vowels become a schwa sound - like a soft "uh" sound.

For example:

wordstress2.mp3 Listen to these specific examples: Little Repeat Tomato

At other times, the vowel is pronounced but not stressed.

For example:

wordstress3.mp3 Listen to these specific examples: Industrial Noisily

With this in mind, here are the eight common word stress patterns in English.

One Syllable - Stressed

All one syllable words have the stress on the one syllable.

http://esl.about.com/library/pronunciation/files/wordstress1.mp3




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The intonation should go down. wordstress4.mp3 Listen to the general pattern.

EAT DRINK SIGN WELL

Two Syllable - First Syllable Stressed

wordstress5.mp3Listen to the general pattern and these specific examples:

Giant PICture HEAting Two Syllable - Second Syllable Stressed

wordstress6 second syllable.mp3Listen to the general pattern and these specific examples:

toDAY aHEAD aLLOW

Three Syllable - First Syllable Stressed

wordstress7 3 syllable first.mp3Listen to the general pattern and these specific examples:

ENergy Operate ORganize

Three Syllable - Second Syllable Stressed

wordstress8 3 syllable second.mp3Listen to the general pattern and these specific examples:

meMORial asSUMPtion caNAdian

Three Syllable - Third Syllable Stressed

wordstress8 3 syllable third.mp3Listen to the general pattern and these specific examples:

employEE japanESE voluntEER

Four Syllable - Second Syllable Stressed

wordstress10 four syllable second stress.mp3Listen to the general pattern and these specific examples:

psyCHOLogy eVAporate cerTIficate

Four Syllable - Third Syllable Stressed

wordstress11 four syallable thrid stress.mp3Listen to the general pattern and these specific examples:

poliTIcian indiVIdual repuTAtion










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Homework drama Stress and communication


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. But I've been keeping busy.

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



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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 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? If 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 • Students will have a better understanding of how to form the mouth for different

sounds.

• Students will strengthen their understanding of content and function.

Process • Students will be practice forming their mouth for different sounds.

• Students will be view different videos related to different sounds.

• Students will practice through alliterations / spoonerisms /

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

• Students will be challenged through the game of Dominoes.


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Day 1

Drama Presentation Pronunciation Help - Sentence Stress

Day 2

Foundations II

Mouth Formation (Making Pronunciation Simple)

Video - Pronunciation_ ɪ, ɚ r, d, ð TH, f, æ , 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 - 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


Adverbs e.g. often, carefully

Non-stressed words are considered FUNCTION WORDS





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 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.


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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


Adverbs e.g. often, carefully Non-stressed words are considered FUNCTION WORDS such 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 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


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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

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


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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.

• Students will increase their vocabulary of single 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

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

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 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.

Depending on the student`s original language the following can also be issues: Certain

consonants: Japanese, Koreans and other Asian nationalities often have difficulties

pronouncing or distinguishing "l" and "r". Arabic 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 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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Tone

Draw lines to show

the intonation of each

sentence 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.

Sorry?

Cool.

Cool!

desert, dessert

establish

establishment

establishmentarian

American English.......Stress & Tone http://www.fonetiks.org/engsou7am.html


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unreal!

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

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

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, they’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-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,


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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 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

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. (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 – Hamburger


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(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 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 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’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’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.

• Students will practice with worksheets.

• Students will increase understanding through review of select units focused on word and word position stress.

• Students will be challenged through the game used to and would.


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Day 1

Video - 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.

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

• Students will fill out a chart for vowel sounds.

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

• Review for test. (Written)


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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.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 are full (long). Unclear vowels 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. . 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 intention frustration 4 syllables

opposition obligation registration dedication interaction 5 syllables

administration examination simplification clarification justification 6 syllables

identification reinterpretation reunification reexamination rejustification 8 syllables

internationalization

~~~~~~~~~~~


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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" 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 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 3. pace – base 4. tie – die 5. toe – doe 6. tense – dense 7. came – game 8. could – good 9. cash – dash


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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. 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."


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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: Vowel Sounds http://www.fonetiks.org/engsou2am.html 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 – 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 and say /ə/.

(Download the free sample of ‘The Sound of English’ 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 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 corrupt submit ankle London water persist compile

cupboard perhaps fossil collide

Schwa is covered extensively in ‘The Sound of English’ – as a sound and a structure of speech.

Review for test.

http://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdf

http://thesoundofenglish.org/homepage/


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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 through exercises.


Process • Students will view video related to listening.


• 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

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 /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 Sound of English’ 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 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:

http://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdf


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alert corrupt submit ankle London water persist compile

cupboard perhaps fossil collide

Schwa is covered extensively in ‘The Sound of English’ – 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.

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 picnic 3. reach nickel 4. bean little 5. speak Britain 6. needle symbol 7. seem syllable 8. keep myth 9. thief pickle 10. cream simple 11. theme list 12. spleen 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 to the conversation to make it fit the idea to follow. 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? B: I was tired. I slipped on some 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, 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, 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 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" may also be used before a vowel. The strong forms

of "and" and "but" are used for emphasis. See Other Sounds to hear

Schwas in a sentence.

http://www.fonetiks.org/engsou6am.html


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Day 2


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132


133


134


135


136


137


138

Week 10


139

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.


Process • Students will view video related to pronunciation of consonants.


• Students will increase understanding through a game.

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


140

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 Stop Consonants

After eight, after rate Unit 39


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143


144

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. I’ll say 3 words, which is different (1,2, or 3)

Example: wait – gate – wait

1. won – won – gun 2. wood – good – wood

3. ways – gaze – gaze 4. gill – will – will

5. wane – gain – wane 6. row – rogue – rogue

Part 2: Recognition: Which do you hear?

I’ll say 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?


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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 ___ way ___ wail ___ wizard

___ girth ___ 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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148


149

Week 11


150

Week 11

Objective Students will understand the stress and rhythm to use when a

consonant is in the joined to other words.


of words.


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?

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


151

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)

Review Unit 32 - Don’t look now

Triple Consonant words w/ word maze

Game: Don’t tell me (copy the two sheets)

Movie emphasis is review for the final test intonation and stress.

Any extra time should be used to work on the final

project.


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Day 1


153


154


155


156


157

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.

• The most usual sound of CH by 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 -

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 a suitable word from the 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 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 5. hitch 6. scratch 7. catch 8. Scotch

9. botch 10. watch 11. Crutch 12. Dutch 13. itch 14. Clutches

B A O D H F A E H T S P

U U C R C I B C S R T C

T F T B O F T G I C R A

N E H C T I K B N E E B

E T A F H C T O C S T C

H C T O F E O B I S C L

B H C A S T R E T C H U

S T R E H C T A C R T T

O F H C R U T C H A C C

H C T O B R E D U T C H

G A V T C H J K I C R E

W M R C H A Q P O H N S

View the movie – listen and note the stress in the

sentences.


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161

Week 12


162

Week 12

Objective Students will understand the stress and rhythm to use when

emphasizing details.


of words.


Process • Students will view videos related to thought groups.

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


163

Day 1

View the movie: Lesson 7a - THOUGHT GROUPS - English


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


Students should plan and write their script to

include corrections and important words.


164

Day 1


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166


167


168

Day 2


169


170


171


172

Week 13


173

Week 13

Objective Students will understand what is required in the final test in terms

of script and speaking.

Outcomes Students will write more on their script to include ideas found in the

chapters studied.

Students will practice their intonation and stress of their script.

Process • Students will view video related to stress patterns and conversation.

All free time will require students to continue working on their

script for review and counseling related to stress and intonation.


174

Day 1

View the movie: Lesson 8a - STRESS PATTERNS


Students will add elements of this chapter to their

script.

Day 2

View the movie: ESL PRONUNCIATION EXERCISE_ Free Time -

American English


Students will add elements of this chapter to their

script.


175

Day 1


176


177


178


179

Day 2


180


181


182


183

Week 14


184

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/pronunciationfoundations/.

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.


185

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


187

Week 15

The Final test

Script - email to professor

Reading of Script – recorded by professor.

Rubric – scored by professor

Points – 40

Script – 10 / 40 Inclusion of all elements - Length -

Drama – 30 / 40 o Balanced roles o Balanced questions and

responses o Correct stress and rhythm o Correct syllabication o Adequate emotion and action

pronunciation foundations 1 generic student

Documents