contrastive grammar and pronunciation
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Contrastive Grammar and Pronunciation. Bethany Zornek CLIU December 15, 2008. On a piece of paper…. Do you teach grammar? How do you teach it? What kinds of practices do you do? What grammar points are most difficult to teach? Why do you think that is?. Grammar Differences. - PowerPoint PPT PresentationTRANSCRIPT
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Contrastive Grammar Contrastive Grammar and Pronunciationand PronunciationBethany ZornekCLIU December 15, 2008
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On a piece of paper….On a piece of paper….Do you teach grammar?
How do you teach it?
What kinds of practices do you do?
What grammar points are most difficult to teach? Why do you think that is?
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Grammar DifferencesGrammar Differences
Omissions
Additions
Differences◦Order◦Meaning / Use
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Grammar ObservationsGrammar ObservationsTokyo ni ikimasu ka? Hai, Tokyo ni ikimasu. Iie, Tokyo ni ikimasen.
Kyoto kara kimasu ka? Hai, Kyoto kara kimasu. Iie, Kyoto kara kimasen.
Eigo wakarimasu ka? Hai, eigo wakarimasu. Iie, eigo wakarimasen.
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Look Again:Look Again:Tokyo ni ikimasu ka? (Are you going to Tokyo?)
Hai, Tokyo ni ikimasu. (Yes, I am going to Tokyo.)
Iie, Tokyo ni ikimasen. (No, I’m not going to Tokyo.)
Kyoto kara kimasu ka? (Are you from Kyoto?)
Hai, Kyoto kara kimasu. (Yes, I’m from Kyoto.)
Iie, Kyoto kara kimasen. (No, I’m not from Kyoto.)
Eigo wakarimasu ka? (Do you understand English?)
Hai, eigo wakarimasu. (Yes, I undestand English.)
Iie, eigo wakarimasen. (No, I don’t understand English.)
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How well do you know the How well do you know the grammar rules?grammar rules?
The vapy koob desacked a muskant molently.The vapy koobs desacked a muskant molently.The vapy koobs desacked muskants molently.The vapy koobs molently desacked muskants.The vapy koobs are molently desacking muskants.The vapy koob is molently desacking muskants.The vapy koob molently desacks musktants.Muskants are molently desacked by the vapy koob.A muskant is molently desacked by the vapy koob.
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Using Sentence StripsUsing Sentence StripsWord order
◦Word by word◦Phrases
Exploring possibilitesSpecific grammar points
◦Examples: “s” endings, noun clauses
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A word about grammar in A word about grammar in contextcontextTeaching grammar in context helps
◦to make comprehensible input for students
◦to make grammar more relevant (and easier to remember)
◦to make grammar more interesting (so that students are more motivated)
◦to support content material
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Reflection – Think-Pair-Reflection – Think-Pair-ShareShareThink back to what you wrote at
the beginning of this presentation.
Can you think of a way to address one of your challenging grammar points with sentence strips in any way? How?
Is there a grammar activity that you do that works very well? What?
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On a piece of paper….On a piece of paper….Do you teach pronunciation?
How do you teach it?
What kinds of practices do you do?
What pronunciation points are most difficult to teach? Why do you think that is?
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Possible Pronunciation Possible Pronunciation DifferencesDifferencesRhythm and Stress
Intonation
Individual sounds◦Vowels◦Consonants
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Rhythm and StressRhythm and StressSyllable-timed language – all
individual syllables receive equal time
Stress-timed language – emphasis is put on certain syllables (in content words), so there are long and short syllables mixed together
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Syllable-timedSyllable-timed
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Stress-timedStress-timed
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Example of Stress Patterns Example of Stress Patterns in Englishin English
The book on the table belongs to my father.
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Example of Stress Patterns Example of Stress Patterns in Englishin English
The book on the table belongs to my father.
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IntonationIntonationRising and Falling
◦Statements◦Questions
Yes/No Wh-
Tonal Languages
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Individual Sounds - VowelsIndividual Sounds - Vowels
Placement in mouth◦Front-back◦High-low
Lip shape
Tense / Lax
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Tense and Lax VowelsTense and Lax Vowels
Tense
beatbaitbootboat
Lax
bitbetbookbought
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Individual Sounds - Individual Sounds - ConsonantsConsonantsPlace of articulation
◦Tongue position◦Lip position
Manner of articulation◦How the air is obstructed
Stops, fricatives, affricatives, nasal
Voicing
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Voiced and Voiceless Voiced and Voiceless SoundsSoundsVoiced
bdgvzth (that)jsu (measure)
m, n, ngl, r, w, y
Voicelessptkfsth (think)chsh
h
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Teaching Techniques – Teaching Techniques – Individual SoundsIndividual SoundsListening and recognition
Mouth Awareness◦Mirrors◦Physical “feelings”
Minimal Pairs◦Story Squares
Phillip Knowles
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Reflection – Think-Pair-Reflection – Think-Pair-ShareShareThink back to what you wrote at the
beginning of this par to the presentation.
Can you think of a way to address one of your challenging pronunciation points with one of the techniques suggested? How?
Is there a pronunciation activity that you do that works very well? What?