pronunciation foundations 2015-1 rev 3 student

7/26/2019 Pronunciation Foundations 2015-1 Rev 3 Student

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Pronunciation FoundationsStudent Edition

Elective Class WSU 2015

2015

Woosong University

Paul R. Friesen


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Contents Pronunciation Foundations Elective

Contents

Foundations 1Pronunciation: Changing Meaning through Word Stress

(Worksheet)

Intonation and Stress in English

Different length same time

o Negative and positive

Stressed and Non-stressedo Content and Function

Worksheetso Fonetics.com American stress and tone

How to Improve Your Pronunciation Rules for Pronunciation

Sound Scripting Word Stress and Intonation (with audio)

Mark-up paragraphAdd paragraphs for students to mark-up as

homework.

Word Syllable Stress Patterns in English


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o Content and Function focus (worksheet about.com)

o Pronunciation Help Sentence Stress

Foundations 2 Make Pronunciation Simple (book / Lesson 1)

o Pronouncing the vowels in English

Pronouncing front /back vowels (picture)

Vowel Practice

o Diphthongs / Monophthongs (list)

Pronunciation Exercises

o Sound Stress, intonation

o Pronunciation

o Introducing letter and sounds (bye / buy) (Pronunciation in use 2003)

Unit 1

o

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

o Introducing Syllables ( Eye, my, mine) (Pronunciation in use 2003)

Unit 21

o Introducing WORD stress (Saturday September 13th) (Pronunciation in

use 2003) Unit 22

o Stress in longer words (Unforgettable) (Pronunciation in use 2003)

Unit 30o Stress in longer words 2 (Public, publicity) (Pronunciation in use 2003)

Unit 31

o Introducing SENTENCE Stress (Remember he told her) (Pronunciation


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The Schwa (BBC)

o Words with Schwa

o The Schwas soundo Pronunciation of the schwa (with answers)

The color vowel chart (empty chart as worksheet)

o Sample lesson

American English ( fonetiks.org)

o Single vowel sounds

o The invisible vowel sounds (schwa)

o Vowel exercises

o Team challenge ( 1 A4 12 point conversation using the two columns of

contrasting words.

Stress in two-syllable words (Record, reCORD (Pronunciation in use 2003)

Unit 28

Pronouncing short words (a, of, or) (Pronunciation in use 2003)

Unit 37

Consonants Consonant at the start of syllables (Oh, no snow!) (Pronunciation in use 2003)

Unit 24

Consonant sat the end of syllables (Go goal gold) (Pronunciation in use 2003)

Unit 25

Joining words Joining words 1 (Pets enter pet center) (Pronunciation in use 2003)


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Conversation

Sentences with all the words stressed (Dont look now) (Pronunciation in use

2003) Unit 32

Emphasizing contrasting alternatives (Chips or Salad (Pronunciation in use

2003) Unit 52

Emphasizing added details (Schwartz PedroSchwartz Salad (Pronunciation in

use 2003) Unit 50

Emphasizing corrections (Fifty? No, fifteen!) (Pronunciation in use 2003)Unit 53

Emphasizing important words (I think youre in my seat)(Pronunciation in use

2003) Unit 51

Grouping Words Grouping words (A shirt and a tie / a shirt and tie) (Pronunciation in use 2003)

Unit 43

Understanding small talk ( I mean, its sort of like ) (Pronunciation in use 2003)

Unit 46

Showing that you want to continue ( Ehm ,,, ) (Pronunciation in use 2003)

Unit 44

Reading aloud: pronouncing punctuation ( Was that the questions? he(Pronunciation in use 2003) Unit 42

The FINAL test


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Homework Schedule for WSU 2015-1 Pronunciation Elective

Professor Paul R. Friesen

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 participationtotal.

Week 3 Homework 1 / DRAMA ~ You want to give me money ~ 10 pointsFor information look in

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

This drama is outlined in the manualand has a rubric.

Week 4 Bridge activity / Photo fun

Students will take photos of different age technology and discuss it in classusing a prescribed script base.

Points will be assessed as part of the participationtotal.

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


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PretestAlso a goodgle form


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12/22/2014 Pronunciation Pre-questionnaire

https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/viewform 1/4

Pronunciation Pre-questionnaireYour username ([email protected]) will be recorded when you submit

this form. Not paulfriesen? Sign out* Required

I am a *

what year are you in school. 1st 2nd 3rd 4th

frehsman

sophomore

junior

senior

I have lived more than ______ ________ in a different country. *

months or years

My goal is to study in a foreign country where English is important. *

yes

no

Edit this form
https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/edithttps://docs.google.com/logout


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How many languages have you studied? What are they? *

What problems do you have in pronunciation? *

I want to ONLY have fun in this class. *

yes

no

I think this class will be hard.

yes

no

i am confident it will be a challenge.

I like studying in __________

teams

as an individual

pairs

I think my English level is

low

high

intermediate

confident

I listen to English TV everyday for ______ than 1 hour.

more

less

never


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What different ideas have you studied in Englishdebate, presentation etc

This class is ________ important to me.

very

not verysomewhat

not

I am interested in a ______ technical class style.

more

less

none

I want to join a __________ English club outside of class.

conversation, debate, etc

I think I am a confident person in English conversation because

I want to be a leader in my future job.

yes

no

any job is ok


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Powered by

I want to participate in Star English.

yes

no

I work part-time and come to school.

yes

no

I am not interested in these otions.

Homework is a ________ way to learn.

easy

good

hard

not very

Send me a copy of my responses.

This form was created inside of Woosong University Language Institute.

Report Abuse- Terms of Service-Additional Terms

Submit

Never submit passwords through Google Forms.
https://www.google.com/forms/about/?utm_source=product&utm_medium=forms_logo&utm_campaign=formshttp://www.google.com/accounts/TOShttps://docs.google.com/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/reportabuse?source=https://docs.google.com/a/woosong.org/forms/d/1NXMajFyn5TfkcYFfscSt6UGZ3cq5g2-4kEJreqHoc1o/viewformhttp://www.google.com/google-d-s/terms.html


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Week 1


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Week 1 Introduction and review of the class.

Pronunciation Elective 2015-1 WSU Professor Paul R. Friesen

ObjectiveStudents will understand the question, Why intonation is

important? and use iteffectively through practice.

Outcomes Students will have a better understanding of why intonation and

stress helps / hinders their communication. Students will communicate through better use of intonation

and stress in their conversations and presentations.

Process

Students will be required to read about pronunciation stress andintonation 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.
http://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/http://esl.about.com/bio/Kenneth-Beare-2205.htmhttp://esl.about.com/cs/pronunciation/a/a_wordstress.htmhttp://esl.about.com/http://esl.about.com/bio/Kenneth-Beare-2205.htm


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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 willreflect 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 didnt know before. They learned them because theydidnt 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

i i ft th t i Y d t l h ti t t l b t


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Week 1

Day 1Introduction

Syllabus

Rubrics

Homework

Reading

Tests

Day 2 Meaning change Worksheet

Reading / speed /stress

Can / cant

Activity phone call worksheet

W k h / S d T f ik
http://esl.about.com/od/speakingadvanced/a/timestress.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/pronunciationtechniques/fl/Using-a-Focus-Word-to-Help-with-Pronunciation.htmhttp://esl.about.com/od/speakingadvanced/a/sscripting.htmhttp://esl.about.com/od/pronunciationlessonplans/a/l_minpair.htmhttp://esl.about.com/od/pronunciationlessonplans/a/l_minpair.htmhttp://esl.about.com/library/listening/blIPAvowels.htmhttp://esl.about.com/library/listening/blIPAconsonants.htmhttp://esl.about.com/od/speakingadvanced/a/timestress.htmhttp://esl.about.com/bio/Kenneth-Beare-2205.htm


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Pronunciation: Changing Meaning

through Word StressWord 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:

Idon't think he should get the job.Meaning: Somebody else thinks he should get the job.

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

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

I don't think he should get that job.Meaning: Somebody else should get that job.

I don't think he should get that job.


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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 meaningbelow.

Isaid she might consider a new haircut. Not just a haircut.

I saidshe might consider a new haircut. It's a possibility.

I said shemight consider a new haircut. It was my idea.

I said she mightconsider a new haircut. Not something else.

I said she might considera 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. Its 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 youread 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


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Intonation and Stress in EnglishKey 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 minimalpairs. 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 beaut i ful Mountain app eared transf ixed 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

i th i ( 5 seconds )
http://esl.about.com/od/intermediate_common_mistakes/a/Parallel-Structure.htmhttp://esl.about.com/od/intermediate_common_mistakes/a/Parallel-Structure.htm


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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 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 iveform

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 negativeform "can't" we tend to stress the fact

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

They can'tcome 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 we

do not stress. Basically, stress wordsare considered CONTENT WORDSsuch as:

Nouns e.g. kitchen, Peter
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://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 stressedwords

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

excellentpronunciation 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 show

the intonation of each

sentence or word.

Check the url toseehow 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?

American English.......Stress & Tone http://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/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 Pronunciation


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.

St d t ill b q i d t d l t d h k t k f i t


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Day 1How to improve your pronunciation

Rules

Content / Function

Sound Scripting Game ~ Find the Rule

Day 2


Listen and repeat exercises. (with audio) Add worksheets for

in-class work.

Englishclub.com

Englishzone.com

Stress patterns

Rebus Rhyme / Song


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How to Improve Your PronunciationByKenneth 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 pronunciationcomes from stressing the right words - this is because Englishis a time-stressedlanguage.

In other words, some words - the content words receive more focus, whereas otherwords - functionwords - 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 I th l h F h It li h ll bl i l
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/bio/Kenneth-Beare-2205.htm


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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.

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


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Sound Scripting Word Stress and Intonationhttp://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 boldingkey content words and CAPITALIZINGthe

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


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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, statisticsand other numbersare used to prove

EVERYTHING. Intuition, gut feelingsand personal preferencesare all OUT THE

DOOR. Of course, there AREsomewho are tryingto battlethis trend.

Recently, Malcolm Gladwellwrote BLINK, a best-seller whichexploresthe

USEFULNESSof making SPLIT-SECOND DECISIONS based on INTUITIONrather than careful

considerationof all the factsand figures.

In his book, Gladwell arguesthat INITIAL IMPRESSIONS- or GUT-FEELINGS- are quite rational.

However, that this "split-second" thinking processmovesFASTERthan what we usually

associatewith thinking. If YOUare one of these people- and there are MANYof 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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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.

Andfrightened Miss Muffet away!

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

Song

Pop ! Goes the Weasel

All around the mulberry bush,

The monkey chased 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/wordstress2.mp3http://esl.about.com/library/pronunciation/files/wordstress1.mp3


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A 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 movesto 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 syllable.

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

For example:

wordstress1.mp3 Listento these specific examples:

PersonNEL TOtally InDUstrial ToMAto FanTAstic

Unstressed syllableskeep the correct sound, but sound muted. Sometimes,unstressed vowels become a schwasound - like a soft "uh" sound.

For example:

wordstress2.mp3

Listento these specific examples:

Little Repeat Tomato
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/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 - First Syl lableStressed

wordstress5.mp3Listento the general pattern and these specific examples:

Giant PICture HEAting

Two Syllable - Second Syllable Stressed

wordstress6second syllable.mp3Listento the general pattern and these specific examples:

toDAY aHEAD aLLOW

Three Syllable - First Syllable Stressed

wordstress73syllablefirst.mp3Listento the general pattern and these specific examples:

ENergy Operate ORganize

Three Syllable - Second Syllable Stressed

wordstress83syllablesecond.mp3Listento the general pattern and these specific examples:

meMORial asSUMPtion caNAdian

Three Syllable - Third Syllable Stressed

wordstress83syllablethird.mp3Listento the general pattern and these specific examples:

employEE japanESE voluntEER


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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. ButI've been keeping busy.

A: Well...it's been good to see you.

B: Yes, it has...well, bye!


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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 /


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Day 1Drama Presentation

Pronunciation Help - Sentence Stress

Day 2

Foundations 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 - SentenceStress

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

Basically, stresswords are considered CONTENTWORDS


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

Adjectives e.g. beautiful, interesting

Adverbs e.g. often, carefully

Non-stressed words are considered FUNCTIONWORDS

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, asPronouns e.g. they, she, us


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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 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 WORDSsuch as .


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

Adjectives e.g. beautiful, interesting

Adverbs e.g. often, carefully

Non-stressed words are considered FUNCTION WORDSsuch 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


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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 liesit's roaring with pain it's pouring with rain

sealing the hick healing the sick


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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 vowel

sounds.

Process Students will be practice diphthongs and monophthongs ,

Students will view videos relate to vowel sounds.

Students will practice with minimal pairs.


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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


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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.


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Day 2


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k d


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Tone

Draw lines to show

the intonation of eachsentence 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.

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

W k 4 F d i 1 H I P i i


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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

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 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

W k 4 F d ti 1 H t I P i ti


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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). 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,

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?

W k 4 F d ti 1 H t I P i ti


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

again.

Post-Speaking (10 minutes)

Now, ask the questions above to a few students and ask them follow-up questions as well. The

rest of the class should listen.

Finally, go around the class and ask each student to say one thing that they learned during this

activity. 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 and

ask 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 make

it 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 them

and 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


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Week 5

Week 5 Ed plus To Be How to Improve your Pronunciation


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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 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



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Day 1Review 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 BikeReview Unit 21 Introducing Syllables



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p p y


Day 2



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Hamburger homework sample (2 person)

(View the video for reference)

Instructionschoose 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 lets 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 boybuy bebe

a a

l h t ll h t


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Week 6

Week 6 Word Stress How to Improve your Pronunciation


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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 onword and word position stress.


f


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Day 1

Video - English Pronunciation Vowel Length

Affected by Ending Consonant American Accent

Review Unit 22 Word stressWorksheet Word Stress 5

Review Unit 30

Worksheet

Word Stress 9

Day 2

Video

Word stress sentence position


P i i El i 2015 1 WSU P f P l R F i


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Pron nciation Electi e 2015 1 WSU Professor Pa l R Friesen


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Pronunciation Elective 2015 1 WSU Professor Paul R Friesen


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Day 2


Pronunciation Elective 2015-1 WSU Professor Paul R Friesen


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Pronunciation Elective 2015 1 WSU Professor Paul R. Friesen




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Week 7


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Week 7 Rhythm / Limericks How to Improve your Pronunciation



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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.comA.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. Clearvowels are full(long).Unclearvowels 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.




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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 sayingthem.

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 rejustification8 syllables




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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" 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 Syllable

Practice the following words. Lengthen the vowel before the final voice sound.

1. havehalf 2. savesafe 3. use (verb) -- use (noun) 4. proveproof

5. rodewrote 6. bedbet 7. ragrack 8. bugbuck

9. cabcap 10. close (verb)close (adjective)

C. Clarity; Contrast between Stops and Continsuants




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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.


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Day 2

The Schwa




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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 TheSound of Englishto 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 soundcan you spot where it is? If you

cannot, use a dictionary to help:

alert corrupt submit ankle London water persist compile
http://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdfhttp://thesoundofenglish.org/wp-content/uploads/2013/07/The-Sound-of-English-Free-Sample.pdf


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Week 8


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Week 9

Week 9 Schwa / 2 syllable How to Improve your Pronunciation



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Week 9

ObjectiveStudents will understand the schwa and how syllable stress can

change meanings.

Outcomes Students will understand the schwa through exercises.

Students will strengthen their understanding of syllables and stress in relation totheir pronunciation rhythm.

Process Students will view video related to listening.


Students will increase understanding through a game.




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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 stressPlay a game copy two-sided and have students

fill out their own game with words

from the week.




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SchwaThe 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:/

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 TheSound of Englishto hear it).

Secondly, look for the stress in a word the schwa is never stressed, it will only appear

on weak syllables


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


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Schwa is covered extensively in TheSound of Englishas 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.


http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/http://thesoundofenglish.org/homepage/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 picnic3. reach nickel4. bean little5. speak Britain6. needle symbol7. seem syllable8. keep myth

9. thief pickle10. cream simple11 theme list




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Challenge: Team of 2 persons

Write a 10 Question / Answer conversation usingsome of these combinations.

The focus is on using the E and the i sounds in the words. Use the vocabulary inthe columns above. Students must add things to the conversation to make it fit

the idea to follow. Underlinethe 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: _________________________________________________________________________________




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A: _________________________________________________________________________________

B: _________________________________________________________________________________

American English..Single Vowel Soundshttp://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

b h dd d d ( f ) b k h ' k




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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 theSchwa. "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. SeeOther Sounds to hear

Schwas in a sentence.


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


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Week 10

Week 10 consonants at the start / end of syllables How to Improve your Pronunciation



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Week 10

ObjectiveStudents 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.



D


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Day 1

Review the team challenge conversationOh, 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




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This is a 4 part section to test the students ability to determine the sounds Copy


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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. Ill say 3words, which is different (1,2, or 3)

Example: waitgatewait

1. wonwongun 2. woodgoodwood

3. waysgazegaze 4. gillwillwill

5. wanegainwane 6. rowroguerogue

Part 2: Recognition: Which do you hear?

Ill say aword. Is it W or Gsound?

Example: wait1 gird 2 Way 3 Wail 4 wizard


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Week 11

Week 11 Joining Words / Triple consonants How to Improve your Pronunciation


W k


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Week 11

ObjectiveStudents 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 intonation when expressing surprise.

Students will view video related to intonation when linking the K to a voicedconsonant.

Students will practice with worksheets on pronunciation with triple consonants, ch cc whqu ck rh gh amb imb omb umb



Day 1


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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)



Day 1


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Day 2


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Day 2

Triple Consonant Blend Word Endings -NCH, -TCH, -RCHLets 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 CHby 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 -




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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 Idecided 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 discoverthem.

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 Im short a

screwdriver or a - - - - - -.

9 The police were waiting and arrested him and his - - - - - - - - as soon as they



Exercise 2 Word Find -Words with -tch


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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

pronunciation foundations 2015-1 rev 3 student

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