Pronunciation: Just do it! Pronunciation: Just do it! (part 2)(part 2)
The key to intelligibilityThe key to intelligibility
Toni HullEnglish Language [email protected]
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 the young man’s English teacher, what advice would you give him?
TASK 2: Awareness – what TASK 2: Awareness – what you see (and don’t see)you see (and don’t see)What sounds are being said?
1. _________ 2. _________ 3. _________ 4. _________ 5. _________
http://www.uiowa.edu/~acadtech/http://www.uiowa.edu/~acadtech/phonetics/#phonetics/#
play
http://http://www.soundsofenglish.org/www.soundsofenglish.org/
TASK 3: Using MirrorsTASK 3: Using Mirrors1. Look at yourself pronouncing
/s/ and /ʃ/ and /tʃ/2. Look at yourself pronouncing
see, she, *chee3. Look at your partner saying
the sounds: do you look the same?
What other sounds are commonly mispronounced / confused by Vietnamese learners?
1. ________________ 2. ________________ 3. ________________ 4. ________________
Isolate the sounds; look at each other pronouncing them; look at yourself in the mirror.
Analyze what you see. Are your lips opened or closed? Are your lips round, spread or neutral? Can you see your tongue? Are your teeth touching? How far apart are they? Does your jaw move?
Analyze what you can’t see. Where is your tongue? Does it move? Which direction?
Choose one sound to report to the full group about.
TASK 4: Phoneme TASK 4: Phoneme ExerciserExerciser
With students:With students:Give phoneme and categories to students Working in groups, students think of words Students put words on board – check and
practice words◦give extra points to students with unique words
Extension 1 :◦Students write sentences with their words and
read them out to the class as dictationExtension 2:
◦have students trade their words◦students have to make a role-play with the
words
TASK 5: Pronunciation TASK 5: Pronunciation JourneyJourney2 Players: Reader and Traveler
Preparation: Reader secretly chooses 4 words in the minimal pair set (either left or right), numbering them 1,2,3,4 on his/her list. Reader secretly does journey to see what the destination will be with those choices.
The Game:The Game:Traveler places his marker at 1.Reader reads 1st word.Traveler moves his/her marker
either to the Left or Right depending on where it is located on the list. Traveler moves to position 2 on the journey and waits.
Reader reads 2nd word (action repeats as above).
After 4 words are read/4 moves made – players check to see if they have arrived at the same destination.
If players are not at the same place, redo (same roles, same words).
If players are at the same place, switch roles.
TASK 6: Consonant TASK 6: Consonant ClustersClustersBackwards Buildup: don’t
explain to the students – just do it …◦end tend etend retend
pretend◦ass lass class
IN GROUPS: Choose 2 or 3 consonant clusters that your students struggle with. Think of 2-3 words that you can use Backwards Buildup to practice with. Write out the break-down sequence. Practice. Present to group.
TASK 7: Final stopsTASK 7: Final stopsHow important are final stops?◦Put the rock in the cap. vs. ◦Pu the ro in the ca.
TASK 8: Put X in YTASK 8: 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.
TASK 9: IntonationTASK 9: Intonationgive students the transcript of an audio or
video textthey mark the text where they think the
stressed words are in each sentence students listen to the clip (2-3 times as
needed) to compare their guesses with real clipteacher asks students to focus on 2-3 specific
sections.teacher diagrams those sentences and asks
students why intonation rose/fell at those places
Extension: students practice speaking the clip with similar intonation
from KUNG FU PANDAfrom KUNG FU PANDA
PLAY
Master: So why are you upset?
Po: And the 5. Man- you shoulda seen ‘em. They totally hate me.
Po: How is Shifu ever going to turn me into the dragon warrior?
Master: So why are you upset?
Po: And the 5. Man- you shoulda seen ‘em. They totally hate me.
Po: How is Shifu ever going to turn me into the dragon warrior?
TASK 10: The Obama TASK 10: 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 11: PracticeTASK 11: Practice
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
TASK 12: AudacityTASK 12: Audacity
Record students – let them hear themselves and analyze their own speaking production.
Completely free software available online at: http://audacity.sourceforge.net/
TASK 13: Read my lips!TASK 13: 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.
Thank you Thank you for your participation!for your participation!
Toni HullEnglish Language [email protected]
Materials from this workshop are available at: italldepends.pbworks.com
some exercises adapted from How to Teach Pronunciation, Gerald Kelly, 2000, Pearson Education Limited
BONUS: Shadow ReadingBONUS: Shadow Reading
Students work with a text that is available in both print and audio/video.
Students practice reading the text aloud at the same speed, rhythm, and intonation as the audio sample
After several practices, the sound is turned off after 10 or 15 seconds. Students continue reading.
The sound is turned on again at a later point to see if students are still in sync with the audio.
http://www.manythings.org/mp/m30.html