pronunciation foundations 2015-1 rev 3 student weeks 1-7

8/10/2019 Pronunciation Foundations 2015-1 Rev 3 Student Weeks 1-7

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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, orswallow, a number of words in a sentence. In syllabic languages each syllable hasequal 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 ive formof "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 factthat 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" 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 wedo 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-s t ressed wo rds 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/od/speakingadvanced/a/sscripting.htmhttp://esl.about.com/od/speakingadvanced/a/sscripting.htmhttp://esl.about.com/od/speakingadvanced/a/sscripting.htmhttp://esl.about.com/library/pronunciation/files/scripting_1.mp3http://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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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

understa nding the sense or making yourself understood. Stressed words are the key to

excellent pronunciation 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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Tone

Draw lines to showthe intonation of eachsentence or word.

Check th e url to seehow 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.

Sorr y?

Cool.

Cool!

d e sert, dess er t

est a blish

esta

blishment

establishment a rian

unr e al!

American English ....... Stress & Tone h ttp://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/wordstress6.mp3http://esl.about.com/library/pronunciation/files/wordstress5.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 2


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Week 2 Foundations 1 How to Improve your PronunciationPronunciation 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.

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 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 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 PronunciationBy 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 correctlyleads to poor pronunciation!

Good pronunciation comes from stressing the right words - this is because Englishis a time-stressed language.

In other words, some words - the content words receive more focus, whereas otherwords - 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 areconsidered syllabic.

3. In other languages, such as French or Italian, each syllable receives equalimportance (there is stress, but each syllable has its own length).

4. English pronunciation focuses on specific stressed words while quickly gliding overthe 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
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/od/intermediate_common_mistakes/a/Parallel-Structure.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htm


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7. Read the following sentence aloud: The beautiful Mountain appeared transfixed in thedistance.

8. Read the following sentence aloud: He can come on Sundays as long as he doesn'thave 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, thesentences take the same time to speak. This is because there are 5 stressed wordsin each sentence.

11. Write down a few sentences, or take a few example sentences from a book orexercise.

12. First underline the stressed words, then read aloud focusing on stressing theunderlined words and gliding over the non-stressed words.

13. Be surprised at how quickly your pronunciation improves! By focusing on stressedwords, non-stressed words and syllables take on their more muted nature.

14. When listening to native speakers, focus on how those speakers stress certain wordsand begin to copy this.

Tips:

1. Remember that non-stressed words and syllables are often 'swallowed' inEnglish.

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 eachsentence.
http://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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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 Englishpronunciation. Recently, while creating a course on presentation skills in English, Icame across a wonderful book by Mark Powell entitled Presenting in English . In it, thereare "sound scripting" exercises which help learners become more expressive by takingsentence intonation skills to the next level.

These examples use a method of bolding key content words and CAPITALIZING themost 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 aboutEnglish. 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 VERYKNOWLEDGEABLE about English . I've studied at the school for two years andmy English is becoming VERY GOOD . I hope you will visit our schooland 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 aresome 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 intuitionrather than careful consideration of all the facts and figures.
http://esl.about.com/library/pronunciation/files/scripting_1.mp3


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In this bo ok, Gladwell argue s that initial impressions - or gut-feelings - are quite rational.However, that this "split-sec ond" thinking process moves faster than what we usuallyassociate with thinking. If you are one of these people - and there are many of us - Blinkprovides "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 proveEVERYTHING . Intuition , gut feelings and personal preferences are all OUT THEDOOR . Of course, there ARE some who are trying to battle this t rend .

Recently , Malcolm Gladwell wrote BLINK, a best- s eller which explores theUSEFULNESS 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 usuallyas sociate 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 . -

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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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 ! G oes t he Weasel

All around the mulberry bush,The monkey chased the weasel.The monkey thought 'twas all in fun.Pop ! goes the weasel.A penn y for a spool of thread,A penn y 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,Pop ! goes 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/wordstress3.mp3http://esl.about.com/library/pronunciation/files/wordstress3.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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Word Syllable Stress Patterns in EnglishA 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 moves

to 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 sylla ble.

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, f ocus on pronouncingthe stressed syllable clearly . However, don't be afraid to " mute " (not say clearly) theother un stres sed vowels. Listen to the examples by clicking on "listen".

For examp le:

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:


Little Repeat Tomato

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

For examp le:


Industrial Noisily

With thi s in m ind, here are the eight common word stress patterns in English.

One Syllable - Stressed

All o n e syllable words have the stress on the one syllable.

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

EAT DRINK SIGN WELL
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/wordstress10.mp3http://esl.about.com/library/pronunciation/files/wordstress10.mp3http://esl.about.com/library/pronunciation/files/wordstress11.mp3http://esl.about.com/library/pronunciation/files/wordstress11.mp3http://esl.about.com/library/pronunciation/files/wordstress10.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 - Firs t Syl lable Stressed

wordstress5.mp3 Listen to the general pattern and these specific examples:

Giant PIC ture HEAting

Two Syllable - Second Syllable Stressed

wordstress6second syllable.mp3Listen to the general pattern and these specific examples:

toDAY a HEAD a LLOW

Three Syllable - First Syllable Stressed

wordstress73syllablefirst.mp3Listen to the general pattern and these specific examples:

ENergy Operate OR ganize

Three Syllable - Second Syllable Stressed

wordstress83syllablesecond.mp3Listen to the general pattern and these specific examples:

me MORial as SUMP tion ca NAdian

Three Syllable - Third Syllable Stressed

wordstress83syllablethird.mp3Listen to the general pattern and these specific examples:

employ EE japan ESE volunt EER

Four Syllable - Second Syllable Stressed

wordstress10foursyllablesecondstress.mp3Listen to the general pattern and these specific examples:

psy CHOL ogy e VAporate cer TIficate

Four Syllable - Third Syllable Stressed

wordstress11four syallablethrid stress.mp3

Listen to the general pattern and these specific examples:

poliTIcian indi VIdual repu TAtion


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


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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 ideaetc...

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, stillkeeping an uninflected normal neutral tone.

THEN: give each pair a situation, emphasizing that it's SECRET and they musn't show it toanyone else, that they will act it out and others will have to GUESS who they are by theirinflection, 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 feelobliged 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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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 /

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 1Drama Presentation

Pronunciation Help - Sentence Stress

Day 2Foundations 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 - Sentence

StressTake a look at the following list of stressed and non-stressed word types.

Basically, stress words are considered CONTENT WORDS

Nouns e.g. kitchen, Peter(most) principle verbs e.g. visit, construct

Adjectives e.g. beautiful, interesting

Adverbs e.g. often, carefully

Non-stressed words are considered FUNCTION WORDS


Auxiliary verbs e.g. don't, am, can, were

Prepositions e.g. before, next to, opposite

Conjunctions e.g. but, while, as

Pronouns e.g. they, she, us

Mark the stressed words in the following sentences.

After you have found the stressed words, practice reading the sentencesaloud.

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 travelingthrough the back roads of France.

Jack bought a new car last Friday.

They are looking forward to your visiting them next January.


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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 tothe problem

Pronunciation Help - Sentence Stress

Take a look at the following list of stressed and non-stressed word types.Basically, stress words are considered CONTENT WORDS such as .

Nouns e.g. kitchen, Peter (most) principle verbs e.g. visit, construct Adjectives e.g. beautiful, interesting Adverbs e.g. often, carefully

Non-stressed words are considered FUNCTION WORDS such as


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

Mark the stressed words in the following sentences. After you have found the stressed words,practice reading the sentences aloud .

John is coming over tonight. We are going to work on our homework together.

Ecstasy is an extremely dangerous drug.

We should have visited some more castles while we were traveling through theback 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 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 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

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 vowelsounds.

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 reviewMovie - Vowel Sounds Part 1: Monophthongs

Minimal Pairs introduction and practice

Single syllable review

Game - Phonetic Crossword

Day 2

Pronunciation ExercisesIntroducing letters and sounds (Unit 1 Buy /bye)

Video - Diphthongs Vowels & Diphthongs - EnglishPronunciation & Listening Practice (Part 2)

American English stress and toneBridge activity Fun with photography

(conversation making using technology with the letter B)


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Practice


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Minimal pairsIntonation

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 canlearn 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 blendsthat 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 pickup 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: Certainconsonants: 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". Germanspeakers find it difficult to use the "d" sound, usually substituting "t" instead.

Adding or removing sounds: For some students, new sounds slip into words. Forexample, 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 showthe intonation of eachsentence or word.

Check the url to seehow 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!

d e sert, dess er t

est a blish

est a blishment

establishment a rian

unr e al!

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


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Fun with Photography --

How many B words can you use when you ask/answer these questions. Pointswill 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 differenttechnologies. Write a few on the board. Now, have the students each make a list of ten differenttechnologies.

Next, have them share their lists with the students around them. Ask some of the quieter and lowerlevel 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 acamera, then there is no need to create groups. However, if someone doesnt have a camera, theyllneed to get into a group with someone who does. Create as many groups as are necessary (but nomore).

Finally, explain to the students that they should leave the classroom and take pictures of five differenttechnologies 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? Its new. Its old.


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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). Withoutshowing the pictures, they should ask each other questions that will help themguess 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?

B: Yes! Here, look at the picture.

After the students finish, have them switch to a new person/pair and repeat theprocess. While the students work on this, write the following on the board: Lookat 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, arent used very much anymore. Which of th esetechnologies is the most likely to disappear in the future?

Who uses these technologies more: younger or older people?


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After the students finish, have them switch to a new person/pair and discuss the questionsagain.

Post-Speaking (10 minutes)

Now, ask the questions above to a few students and ask them follow-up questions as well. Therest of the class should listen.

Finally, go around the class and ask each student to say one thing that they learned during thisactivity. 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 andask 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 makeit 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 themand 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

grammar/complex vocab (e.g. How did people get by without this technology? How could thistechnology be improved? etc.) And/or have the students write some more technology discussionquestions of their own.

Modification for Small Groups: For small groups, you can still do everything, but everyone will need acamera. Also, you should probably just discuss everything as a class. Finall y, youll likely need to do theextension activity.

Modification for Different Themes: Instead of having the students take pictures of different technologies,have them take pictures on your theme. Amongst many others, food, transportation, and clothing wouldall work. Youll have to adjust the questions for your theme.


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Week 5


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Week 5 Ed plus To Be How to Improve your PronunciationPronunciation 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 edand 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 tosyllables .

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 scriptfor homework. (sample incuded)


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Day 1

Review video Pronouncing the Flap TReview Unit 35 She was first

Worksheets -3 ways to pronounce T/D w/ answersFill in the blank

English clubOption video (Content and Function Bills Eng)

Day 2

Video review My Bike

Review Unit 21 Introducing SyllablesGame phonetic code B16 (copy)

Worksheets Stress patternsLong E sound

Video for homework Hamburger(send to students for review)

Sample script included due next class.


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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 elmeggformI would like to buy an elephant I would like to buy an aliphone Nonono let s break it downI I I I

Would odd Would wood Would weird Would would

like lake like like to to

to to to to buy baybuy 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 illehfantIt 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 elendfinelephant I would like to buy a eilendfontmaybe 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 elenphoneI 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 Word Stress How to Improve your PronunciationPronunciation Elective 2015-1 WSU Professor Paul R. Friesen

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 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 31Game Used to / Would

Review Unit 23

Worksheet

Stress and tone


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Week 7


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Week 7 Rhythm / Limericks How to Improve your PronunciationPronunciation Elective 2015-1 WSU Professor Paul R. Friesen

Week 7

ObjectiveStudents will understand the shwa and how important it is to English

pronunciation.

Outcomes Students will understand the places where the voice produces

Students will strengthen their understanding of syllables and stress in relation to

their pronunciation rhythm.

Process Students will view videos related to connected speech.

Students will practice with worksheets.

Students will increase understanding through writing limericks.

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

Students will fill out a chart for vowel sounds.

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

Review for test. (Written)


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Day 1

Video - Worksheet Limerick writing homework review

Day 2

Introduction to Vowels (schwa) Worksheet _ Vowel chart

Video The SchwaReview for test


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Day 1Rhythm pollnoll.com

A. 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. 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 TACOmaInTENding 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 sloweddown 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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LimericksClear English Review -- Page 18

A. English RhythmListen 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 SyllablePractice 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 ContinsuantsPractice 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 AirPractice 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. atTRACtive2. absoLUTE3. reSPONsible4. 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 ArkanSASWho ATE a ROCKthat BROKE his JAW."WHAT do you THINK"He SAID with a WINK,"PerHAPS it's BADto EAT them RAW."


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There was a young lady one fallWho wore a newspaper dress to a ball.The dress caught fire

And burned her entireFront page, sporting section and all.

Once in the rain I saw a man,Strolling with an umbrella in hand.When I said it was insaneTo walk in the rain, He said "Well then,I'll just stand.

HomeworkWrite 3 limericks or 1 three verse limerick for publication in the Woosong Review (optional inclasses outside of Woosong)

Present one or whole to the class for scoring. Scoring will focus on the use of rhythms andword stress combined with the story and rhyme.

________________________________________________________ ________________________________________________________

________________________________________________________ ________________________________________________________ ________________________________________________________

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

________________________________________________________

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________


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Day 2The Schwa


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Schwa The 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:/


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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 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. /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 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

S h i d i l i Th S d f E li h d d f h
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pronunciation foundations 2015-1 rev 3 student weeks 1-7

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