Transcript Pronunciation powerpoint

Pronunciation
Class Session
Warm-up Activities
By Don Smith
1.
Syllables in the English Language
A good beginning of any Oral English course is to review the
importance of syllables that make up the words in the English
language. The syllable is the basic unit of English
pronunciation. The Chinese Language has some 1600 possible
different sound combination, (even with the 4 tone sounds) while
the English Language has a total of 158,000 possible sound
combinations. One syllable is one sound.
A. Listen to the following words and notice how some of them
have two or more parts. Then repeat them after me.
1 syllable
ease
will
2 syllables
3 syllables
eas-y
will-ing
eas-i-ly
will-ing-ly
B. Repeat these words after me, tap your finger on the desk to help count each
syllable.
1 syllable
one
two
down
step
stress
2 syllables
sev-en
eight-een
sen-tence
work-ing
fo-cus
3 syllables
e-lev-en
di-rec-tion
syl-la-ble
im-por-tant
em-pha-sis
4 syllables
i-den-ti-fy
a-nal-y-sis
He wants a book
We were hap-py
It’s im-por-tant
C. Repeat these words after me, tapping out the syllables. Be careful not to add or
subtract syllables. Decide how many syllables there are in the third column.
1 syllable
write
round
fish
wind
blow
prayed
school
2 syllables
writer
rounder
fishy
windy
below
parade
student
3 or more syllables
academic
registration
sentences
international
classification
economy
economical
D. Grammar mistakes are often the result of failure to recognize the number of
syllables. For example:
They have rent (rented) an apartment.
There are two dish (dishes).
Listen to the following words. Which words have one syllable and which
two syllables?
painted
crowded
walked
rented
worked
laughed
added
faded
watched
caused
filled
closed
Rule: Regular past tense verbs that end in a “d” or “t” sound in their
basic form will add an extra syllable in the past tense. Look over the
above words and see how this rule works.
E. Answer the following questions aloud, using the verb in the past tense. Be
careful of the final syllable. Example:
Q: Did you rent an apartment?
A: Yes, I rented one yesterday.
1. When did you rent your apartment?
2. Did you walk here today?
3. When did you start studying English?
4. Did you use an English Dictionary this morning?
5. What did your country export last year? (rice)
6. Did you travel far this year? (yes)
7. Did you watch TV last night? (yes)
8. Did you request a visa to any country this year? (yes)
9. Did you listen to the radio last night? (yes)
10. What did you intend to do today? (study English)
F. Some words end in sounds called sibilants. A sibilant is a sound like “s”
Sibilants have a hissing noise, like a snake. Examples:
hiss, buzz, kiss, mix, dish, box
Rule: Nouns and verbs ending in a sibilant in their basic form have an
extra syllable when an “s” is added.
Repeat these pairs of words after me:
Noun + plural ending
rose……….roses
kiss………. kisses
dish……….dishes
watch……..watches
judge…… judges
box………..boxes
Verb + 3rd person singular
wash…………… washes
cause…………. ..causes
advise…………. .advises
change………….changes
mix……………....mixes
surprise………....surprises
• G. Pass out Handout---I will say one word from each of the following
pairs.
•
Students, you will underline the word you hear.
• 1. /s/
2. /z/
3. /ch/
• lace---laces
nose-----noses
bench-----benches
• face---faces
quiz------quizzes
lunch------lunches
• price---prices
praise---praises
speech---speeches
• juice---juices
cheese—cheeses
match-----matches
• fence—fences
size--------sizes
beach-----beaches
• 4. /dg/
5. /sh/
• page-----pages
wish------wishes
box----------boxes
• edge-----edges
flash------flashes
six-----------sixes
• sponge—sponges rush-------rushes
fix------------fixes
6. /ks/
2.
“t/h” Pronunciation Drill
Put the “th/t” drill words on the blackboard. Explain and demonstrate
tongue and lip positions when pronouncing “th/t” and have students
pronounce each of the drill words after you.
they---------day
thought--------taught
than---------tan
thank-----------tank
those-------toes
thin--------------tin
lathe--------- late
theme-----------team
though----- toe
bath-------------bat
thigh--------tie
thong-----------tong
there--------tear
thorn------------torn
thrust-------trust
thrash-----------trash
thick---------tick
these-----------tease
“r/l” Pronunciation Drill
3.
Use a visual aid or put the
following“r/l”pronunciation
drill syllables on the blackboard before class begins:
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ara, ala, ara, ala, aray, alay, aray, alay
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aree, alee, aree, alee, aro, alo, aro, alo
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eera, eela, eeray, eelay, eeree, eelee, eero, eelo
arai, alai, aru, alu, ara, alee, aro, eelo
la, lay, lee, lo, lu, ra, ray, ree, ro, ru
ra, la, ray, lay, ree, ro, lo, ru, lu
Explain and demonstrate the correct positions of the
tongue and lips when pronouncing the letters “r” and “l”.
Then have students pronounce the above drill after you
in chorus.
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Then have students pronounce the following list of words after
you in chorus and have individuals pronounce the words:
ray
row
reap
red
room
rye
rope
roam
rue
lay
low
leap
led
loom
lie
lope
loam
Lou
day
dough
deep
dead
doom
die
dope
dome
do
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“v” and “w” Pronunciation Drill
Use visual aid or put drill words on blackboard before class
• Demonstrate proper pronunciation of the “v” and “w “ letters and explain
proper position of the lips and tongue. Have students repeat after you
several times the below list of words. Have selected students pronounce
the list of words.
very-----wary
verse----worse
.
visor-----wiser
vintner—winter
vim-------whim
view-----whew
vie-------why
vent------went
vine------wine
veered---weird
veil-------whale
vain------Wayne
vessel---wrestle
veal------wheel
vet--------wet
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“f/p” Pronunciation Drill
Put the “f/p” words on the blackboard before class begins.
Explain and demonstrate tongue and lip positions when
pronouncing “f” and “p” and have students repeat each of the drill
words after you.
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fan-----pan
fail-----pail
face-------pace
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feel----peel
flop----plop
foal--------pole
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from---plum
wife---wipe
loaf--------lope
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fat-----pat
foot---put
feet--------peat
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fine---pine
fin------pin
fool---------pool
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laugh-lap
cliff-----clip
6.
“sh/ch” Pronunciation Drill
• Put list of words on BB before class or use visual aid.
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Demonstrate proper pronunciation of “sh” and “ch” and explain
proper position of the lips and tongue. Have students repeat after you
several times the below list of words. Have randomly selected
students pronounce some of the words individually.
• share-------chair
shoe-------chew
sheep-------cheap
• shop--------chop
shore------chore
wish----------witch
• dish---------ditch
cash-------catch
mash--------match
• ship---------chip
shimmy---chimney
shill----------chill
• sheer-------cheer
sheik-------cheek
sheet-------cheat
• sherry------cherry
shin---------chin
slurp--------chirp
• shock------chock
shuck-------chuck
sheaf-------chief
7.
“v/b” Pronunciation Drill
• Put the “v/b” word list on the BB before class begins or use visual
aid.
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Explain and demonstrate tongue and lip positions when pronouncing
“v” and “b” and have students pronounce each of the drill words after you.
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vet----------bet
very----------berry
vat----------bat
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vote--------boat
rove----------robe
curve-------curb
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vanish-----banish
vend----------bend
vow---------bow
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vest--------best
valet----------ballet
varied------buried
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veer--------beer
vast-----------blast
vase--------base
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view--------blew
vane----------bane
vantage---bandage
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vanish-----banish
8.
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Syllable Stress Patterns
When you hear a new word, the first thing you should notice is its
stress pattern. Listen to this very long word:
microcontaminants
• Did you hear (put the words on the blackboard)
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1. MIcroconTAminants or 2. miCROcontaMInants?
Every English word has a stress pattern. This pattern is part of the
word’s proper pronunciation. If you place a stress on the wrong syllable,
it may be hard for other people to understand you. Knowing the stress
pattern is part of knowing the word.
A. Stress Pattern Practice:
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Listen and repeat these words:
1st syllable
ENGlish
CHEMistry
INdustry
MANagement
MAjor
2nd syllable
staTIStics
eLECtrical
inDUStrial
reSPONsible
geOgraphy
3rd syllable
engiNEERing
elecTRIcity
uniVERsity
regisTRAtion
impliCAtion
B. Post visual aid
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Words often have a different stress pattern when they have a different
grammatical function. Therefore, the pattern is a grammatical signal to the
listener. Listen and repeat these words after me.
• REgister ------------regisTRAtion
biOLogy -------- -bioLOgical
• adMINister ------adminisTRAtion
geOLogy ------- -geoLOgical
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biOgraphy -------bioGRAPHical
• eXAmine-----------examiNAtion
techNOlogy -----technoLOgical
• SPEcialize--------specialiZAtion
elecTRIcity -----eLECtrical
C. Post visual aid
Listen to these technical words. Tell me the most stressed
syllable.
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personality
pathogenic
mammalian metabolic
analytical
calculus
pharmacology
* persoNALity
pathoGENic
* mamMAlian
metaBOLic
* anaLYTical
CALculus
* pharmaCOLogy
D. Post visual aid. Answers are given here but not on visual aid.
S = same, D = Different. Numbers indicate syllable stressed.
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Listen to the following word pairs. Are the stress patterns in both words
the same or different:
• 1. under
over S-1st
• 2. question
answer
• 3. require
offer
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Nebraska S-2nd
4. Alaska
S-1st
D-2nd
and 1st
S-2nd
6. certificate
delivery
7. considerably
manufacturer
D-2nd and 3rd
recovery D-1st
and 2nd
8. absolutely
9. expensive requirement
S-2nd
• E. Two syllable words:
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The majority (75%) of two-syllable words are stressed on
the first syllable. If you count only nouns and adjectives (no
verbs), it is 90%.
This is likely to be true for American names. Repeat these
names after me with the stress on the first syllable.
First names
Last names
Susan
Burton
Reagan
Roger
Brady
Carter
Janet
Miller
Lincoln
Thomas
Simpson
Redford
Robert
Wagner
Newman
• F. Two Word Verbs:
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“Two-word verbs” are very common in American English. They
can also be used as nouns. The stress is usually on the first part for
a noun and on the second for a verb. Repeat the following words
after me, making the difference in stress.
Noun
Verb
a SET up (an arrangement)
to set UP (to arrange)
an Upset (a disturbance)
to upset (to disturb)
a TAKE off (what happens when
to take OFF (to leave the
ground, a plane leaves the ground)
to take
off clothes, to leave)
a PUT on (informal: a joke)
to put ON (to put on
clothes)
a TURN on (informal: something
to turn ON (to turn on
lights, the
that excites you)
TV, radio,
etc.)
a TURN off (informal: something
to turn OFF ( to turn off
the radio,
you do not like)
etc.)
a LOOK out ( a high place from
to look OUT (to be
careful)
• F. Two-word verbs (continued)
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Here are more two-word verbs (and their noun versions). Repeat after me.
• Noun
Verb
Noun
Verb
• STOP over
stop OVER
MAKEup
make UP
• TRADE-in
trade-IN
DROPout
drop OUT
• HANDout
hand OUT
9.
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Long and Short Vowel Words
Put the list of long and short vowels on the blackboard before
class begins. Explain that the long vowels are stretched or
prolonged if the final consonant of the word is voiced. A good way
to demonstrate this is to use a rubber band over both thumbs and
when you pronounce the long vowel word stretch the rubber band,
but don’t stretch it when the final consonant is unvoiced. I gave a
rubber band to each student and had them stretch the band as we
practiced the long vowel words.
• The list of short and long vowels follows on next slide:
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Shorter vowel
Unvoiced final consonant
Longer vowel
Voiced final consonant
safe
leaf
half
peace
bus
Miss
save
leave
have
peas
buzz
Ms.
(Continued on next slide)
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(Short and Long vowels continued)
back
cap
feet
batch
rich
use
proof
teeth
excuse
advice
device
relief
bag
cab
feed
badge
ridge
use
prove
teethe
excuse
advise
devise
relieve
10. Basic Emphasis Pattern—Structure Words
• Rule: Structure words are usually reduced (de-emphasized)
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Basic Emphasis Pattern
• Content words
nouns
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(cat)
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question words
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(who, what, where, when, why, how)
main verbs
(runs)
adverbs
adjectives
(quickly)
(happy)
• Structure words pronouns
prepositions
articles
• (de-emphasized)
(he, she)
(of, to, at)
(a, the)
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conjunctions
(and, but)
“to be” verbs
(is, was)
auxiliary verbs
(can, have, do, will)
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A. Contractions:
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“To contract” means to make something smaller. Contractions are a
normal part of spoken English. Contractions reduce attention to structure
words, helping to make the content words easier to notice. Explain
content here referring to Handout.
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Repeat the following typical contractions and their full forms. Have
students repeat and notice the change in the number of syllables.
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I am
I’m
he has
he’s
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is not
isn’t
I will
I’ll
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they have
they’ve
I have
I’ve
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that is
that’s
we have
we’ve
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I would
I’d
she had
she’d
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B. Reduced “and”:
The structure word “and” is one of the most common
words in
English. “And” is usually contracted to a schwa + “n.”
A
schwa is pronounced like the “a” in about.
Refer to Handout and have students practice saying the
reduced
“and” in order to hear it better. Link the final sound of the first
word to the
schwa vowel of “and.”
(e)
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1. cream an’ sugar
an’ fries
6. boys an’ girls
11. hamburger
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2. sandwich an’ coffee
dimes
7. rock an’ roll
12. nickels an’
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3. big an’ little
chairs
8. knives an’ forks
13. tables an’
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C. Reduced “can”:
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Listen to these sentences. The vowel in “can” is reduced, but the vowel in
“can’t” is full and clear.
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John can write very well.
John can’t write very well.
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In the following sentences, underline the clear vowel in “can’t.” Draw a
slash(/) through the reduced vowel in “can.”
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1. a. Can you go tonight?
5. a. Did you say they can come?
b. Can’t you go tonight?
b. Did you say they can’t come?
2. a. The audience can hear the speaker.
b. The audience can’t hear the speaker.
3. a. We can always eat before class.
b. We can’t always eat before class
4. a. The Johnsons can afford the trip.
b. The Johnsons can’t afford the trip.
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• D. Silent “H”:
• Pronouns are usually reduced so much that words like “he,”
“him,” “hers, and “his” lose the beginning sound H except at
the beginning of sentences.
• Examples:
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is he? (slow, full)
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give her (slow, full)
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would he? (slow, full)
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izzy (fast, reduced)
giver (fast, reduced)
woody (fast, reduced)
(continued on next slide)
• E. Refer to handout—Read the following sentences and have
students (X) out the “h” at the beginning of words in these
sentences.
• 1. a.
b.
• 2. a.
b.
• 3. a.
b.
• 4. a.
b.
• 5. a.
b.
• 6. a.
b.
Did he go?
Did she go?
Is her work good?
Is his work good?
Give him a message.
Give her a message.
Did you take her pen?
Did you take your pen?
Is this his apartment?
Is this Sue’s apartment?
Is he busy?
Is she busy?
No, he didn’t.
No, she didn’t.
Yes, she does well.
Yes, he does well.
He isn’t here.
She isn’t here.
No, it’s mine.
No, I left it.
He lives across the street.
She lives across the street.
No, he isn’t.
No, she isn’t.
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F. Reduced “T”:
In verbs like “want to,” the “to” is often reduced so much the T sound is silent.
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Examples: “want to” sounds like “wanna”
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“going to” sounds like “gonna”
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Note: Do not use the “sounds like” spelling in your writing. This
spelling is used here only to show the sounds of spoken English.
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Refer to handout:
Read these sentences aloud and have students indicate the difference
in a (slow, full) or (fast, reduced) soundings:
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2.
3.
4.
5.
6.
7.
I want to go.
I am going to go.
I want to buy a car.
I think they’re going to leave.
They want to call home.
We wanted to go.
The children wanted to play.
I wanna go.
I’m gonna go.
I wanna buy a car.
I think they’re gonna leave.
They wanna call home.
We wandeda go.
The children wandeda play.
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G. Reduced “T” in between vowels.
T often sounds like a quick D in between vowels. Practice
saying T in this way so that you can recognize it when you
listen to an English speaker.
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Example: “write it” sounds like “ride it”
water
better
liter
later
hotter
city
fit any
lot of
get all
write it
hit it
Betty
Lips and Tongue Positions
Lips and Tongue Positions
Lips and Tongue Positions
Lips and Tongue Positions
Lips and Tongue Positions
Lips and Tongue Positions
Lips and Tongue Positions
Lips and Tongue Positions
Lips and Tongue Positions
Vowels