Pronunciation: Just do it! Pronunciation: Just do it! (part 2)(part 2)

The key to intelligibilityThe key to intelligibility

Toni HullEnglish Language Fellowth.in.tesol@hotmail.com

www.italldepends.pbworks.com

Topic IntroductionTopic Introduction

TASK 1: What’s the TASK 1: What’s the problem?problem?1. Watch the video clip. There is a breakdown in intelligibility. What’s the problem? Why does it happen?

play

Coast Guard = organization that helps boats who have troubles while at sea

“may day – may day” = a radio signal used when boats are in danger (like “SOS”)

2. If you were going to help the young man with his intelligibility problems, what steps would you take?

FOCUS: /s/ etc.FOCUS: /s/ etc.

http://http://www.soundsofenglish.org/www.soundsofenglish.org/

http://www.uiowa.edu/~acadtech/http://www.uiowa.edu/~acadtech/phonetics/#phonetics/#

play

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

http://www.manythings.org/mp/http://www.manythings.org/mp/m30.htmlm30.html

TASK 2: Using your handsTASK 2: Using your handsTo help students understand

tongue position for a sound◦stand sideways to the students◦put your hand next to your cheek◦use your hand as an external-to-the-

mouth model for what your tongue is doing inside your mouth

Or use a drawing/diagram/model/etc.

TASK 3: Using MirrorsTASK 3: Using Mirrors1. Look at yourself pronouncing

/s/ and /ʃ/ and /tʃ/2. Look at yourself pronouncing

see, she, chee[tah]3. Look at your partner saying

the sounds: do you look the same? can you see the same differences?

Work in groups:What other sounds are commonly

mispronounced / confused by Vietnamese learners?

Isolate the sounds, look at each other pronouncing them, then look at yourself in the mirror.

Analyze what you see.

FOCUS: /f/ NOT /p/FOCUS: /f/ NOT /p/

/f/ place top teeth firmly on lower lip – release air continuously – no voice

/p/ place your lips firmly together – stop the air completely – then pop the lips open – no voice

Most students do fine when practicing the isolated sound, but the /f/ often slips to a /p/ when preceding a word!

TASK 4: ChopsticksTASK 4: ChopsticksStudent places chopstick

horizontally against upper teeth – which forces the upper lip up.

He/she practices the /f/ sound (with different vowel sounds).

Then he/she practices words: fast, feel, fun, follow, family, favorite

Combine with mirror practice.

TASK 5: Consonant TASK 5: Consonant ClustersClustersBackwards Buildup: don’t

explain to the students – just do it …◦problem

emlemblemoblemroblemproblem

TASK 6: Final stopsTASK 6: Final stopsHow important are final stops?◦Put the rock in the cap. ◦vs. ◦Pu the ro in the ca.

TASK 7: Put X in YTASK 7: Put X in Y

What you need: game board – 16 squares – each labeled

differently (choose a theme) – 1 for each player

game cards – at least 10 – showing language point you are studying – 1 set for each player

game wall – folded paper / cardboard that keeps players from seeing each other’s boards – 1 for each pair

How to play:How to play:Students take turns telling each other where to

place game cards on the game board. Player 1 calls out a card and location.

◦ “Put the word “make” in the K box.”◦ It’s important that he/she use the full sentence

so that the target words are pronounced in a sentence.

Both Players put their cards in the specified box.When Player 1 has called out all his /her cards,

Player 2 tells Player 1 where the cards are. If there are differences, Player 1 repeats

directions.Finally, they remove the wall to see if their boards

really are the same.Then Player 2 takes his/her turn.

Discussion: Word StressDiscussion: Word StressDo you think your students are successful in saying the following words? ◦playing – saying – crying – driving -

singing◦information – recreation – separation –

invitation◦city – pretty – healthy

What solutions can we think of?

TASK 8: Read my lips!TASK 8: Read my lips!Step 1: Practice by mouthing

these sentences in your mirror.DON’T MAKE ANY SOUND!

◦Hello.◦Nice to meet you.◦Where are you from?

Step 2: Try it with a partner.◦Take turns reading (NO SOUND) your

sentences and guessing what the other is saying.

FOCUS: Stress-timed FOCUS: Stress-timed RhythmRhythm

In stress-timed rhythm, intervals between primarily stressed syllables tend to be equal, regardless of number of syllables.

objective: highlighting that English is a stress-timed language and that each of the “thought groups” takes roughly the same amount of time to say (even as the phrase adds syllables) by using weak forms & elision

First practice this: ◦slap both thighs◦clap your hands◦click your right fingers◦click your left fingers

TASK 9: One and then a two and then TASK 9: One and then a two and then a…a…

1.SAY

thighs 1 hands 2right 3left 4

2.SAY

thighs 1 and hands 2 andright 3 andleft 4 and

3. SAY

thighs 1 and then hands 2 and thenright 3 and thenleft 4 and then

4.SAY

thighs 1 and then a hands 2 and then aright 3 and then aleft 4 and then a…

TASK 10: Backward TASK 10: Backward BuildupBuildupLearners practice a sentence or phrase by

repeating the last thought group, then adding another group with each

repetition until the whole sentence has been produced

Practice sentences:Near his house, / he has a small field / and he

grows /a few vegetables. (Grade 6)

 The first papermaking machine / was invented /

in the late 1700s/ by a Frenchman. (Grade 8)

TASK 11: IntonationTASK 11: IntonationListen to the clip from Horton

Hears a Who. How many meanings can you give the single word in the clip? What are they?

play

TASK 12: Oh…TASK 12: Oh…How many ways can you say

“Oh”? Look at the suggestions below. Can you think of more?◦disappointment◦anger◦surprise◦understanding◦anticipation◦Others????

On your own, practice saying “Oh” with different intonation.

In groups, take turns saying “Oh” with different intonation. Does everyone in the group agree on the intonation meaning? Work together to create the perfect examples to demonstrate to – and test - the rest of the group.

TASK 13: How many TASK 13: How many ways?ways?Look at the different intonation patterns for the

question “You want me to give him money?“Complete the 2nd sentence to illustrate a possible

misunderstanding.

YOU want me to give him money? I thought …..You WANT me to give him money? I thought …You want ME to give him money? I thought …You want me to GIVE him money? I thought …You want me to give HIM money? I thought … You want me to give him MONEY? I thought …

TASK 14: The MotorbikeTASK 14: The Motorbike

DISCUSSION: The Obama DISCUSSION: The Obama WorkshopsWorkshops

Students try to imitate not only the vocabulary and grammar, but the rhythm and gestures. Do you think is a good way to practice? Why? Why not? http://dotsub.com/view/8f210320-14a6-4fa5-b1a4-2e9611020126

play

TASK 15: Shadow TASK 15: Shadow Reading/MirroringReading/MirroringStudents try to speak at exactly

the same speed and rhythm as an audio or video sample

Then they try with the sound turned down.

In the middle of the recording the sound is turned up again to see if the students are still in time with the recording.

from from http://www.teenkidsnews.comhttp://www.teenkidsnews.comElephants are sending text messages in

Kenya. To protect local farms, the elephants have been tagged with devices that send a message when they get too close to civilization. That way the elephants can be shooed away before the crops are damaged.

PLAY

There’s disturbing news about our generation. In 17 of America’s largest cities, more than half the high school students don’t graduate. The lowest graduation rates are in Detroit, Indianapolis and Cleveland. Kids are much more likely to complete high school if they grow up in suburbs or small towns.

PLAY

FOCUS: AudacityFOCUS: AudacityRecord students after the

Mirroring activity or other activity.

 Completely free software

available online at: http://audacity.sourceforge.net/

Bottom line : give learners Bottom line : give learners as many opportunities to as many opportunities to

speak speak as possible!as possible!

TASK 16:TASK 16:Role-Play - Vocabulary Role-Play - Vocabulary reviewreview Your group will be given a list of 8 words Create a role-play on any topic You must use 4 of the words on the list

somewhere in your role-play. Everyone in your group must have a speaking

role. Write 2 comprehension questions about your

role-play and give them to Ms. Toni.◦ for example: What does Khuyen want from Ngoc?

Why did Hue call her mother? Perform your role-play for the class. After you perform, the class will

◦ be asked the 2 comprehension questions◦ be shown your list of words and be asked to identify

the 4 words you used

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agreeblondcruelemigratefairinjure matchprecaution

agreeblondcruelemigratefairinjure matchprecaution

appearchorecurlyescapefishing rodknifemobilereserved

arrangecommercialdemonstrate excitedfolk talelook afterobjectrice cooker

assistantconductdevice exhibitiongenerousmagicallyorphanagerisetraditional

bead countlessdirectoryexperimentgrazemarkownrug

seemstationerytransmitscissorssoundfestivaljokemessage

slimstraightvolunteersinksteamerupsetsafetysociable

VIDEO RESOURCESVIDEO RESOURCES http://www.manythings.org/mp/m30.html http://www.soundsofenglish.org/ http://www.uiowa.edu/%7Eacadtech/phonetics/# http://www.cnn.com/2010/US/studentnews/03/18/

transcript.fri/index.html http://www.youtube.com/user/JenniferESL http://www.teenkidsnews.com http://www.teenkidsnews.com/video/videos/241/

school-drop-outs http://dotsub.com/view/8f210320-14a6-4fa5-b1a4-

2e9611020126 “The Obama Workshop” http://audacity.sourceforge.net/ - free software http://www.traileraddict.com/ - Horton Hears a Who

Thank you Thank you for your participation!for your participation!

Toni HullEnglish Language Fellowth.in.tesol@hotmail.com

PowerPoint of this presentation is available at: italldepends.pbworks.com