Transcript Oshyn English Class- PP Presentation- Day 9

Tackling English Pronunciation
PRESENTED BY: AMY E. LINGENFELTER
Today’s Class:
 Introduction: stress and rhythm
 Watch introductory video on stress and rhythm
 “Pronunciation Plus” exercises finishing practice of vowels:
-Unit 2: Pgs. 6-7 #2, 4
-Unit 5: Pgs. 12-13, #2, 3, 5
-Unit 3: Pgs. 8-9 #2, 3
-Unit 6: Pgs. 14-15 #1, 6, 7
-Unit 4: Pg. 10 #2
-Unit 8: Pgs. 18-19, #1, 4, 5
 Introduction to stress and rhythm:
-Unit 23: Pgs. 54-55 #1, 6
-Unit 24: Pg. 57 #1, 3, 5
 Review/help with HW: Vowel spelling patterns
Some General Rules About Stress:



The number of syllables in a word is usually the number of
pronounced vowel sounds in that word:
• Ex: Onomatopoeia- /ɒnəmɒdəpi:ə/ or /ɒnəmɒdəpi:jə/
Stress is the emphasis placed on syllables or words. What is
stressed (the primary stressed syllable) is usually louder, longer,
and clearer, and often higher in tone.
 Ex: Onomatopoeia- /,ɒnəmɒdə’pi:ə/
The secondary stress is a syllable that’s pronounced a bit longer,
but is NOT the primary stressed syllable:
• It’s not predictable in English
• Ex: Recommend- /ˌrɛkəˈmɛnd/
• Ex: Refrigeradora
Some General Rules About Stress:



If a syllable or a word is not stressed, it is often pronounced like a “lazy
e” or “shwa” /ə/ or a weaker vowel like /ɪ/. It can take the place of
any vowel in a word:
• Ex: Analogy- /ə’nælə,dʒɪ:/ or /ənælɪdʒɪ:/
• Ex: “I have to go to school, you know?” = “I have də go də school,
yə know?”
The longer the word, the more “shwa” sounds it will have.
Disappearing syllables sometimes lose their syllables when
pronounced:
• Ex: Interesting….”Intresting” /ɪntrəsti:ng/
• Ex: Comfortable...”Comfterble”
• Ex: Chocolate…”Choclate”
Watch this video:
 Stress and rhythm in English pronunciation
(basic, stress only):
• https://www.youtube.com/watch?v=UbcEiFTmkQo
Watch this video:
 Syllable Stress (5:00-8:00, 11:40, and 18:25):
• https://www.youtube.com/watch?v=yBXiyp8QQ7k
Number of
Syllables
Where is the Stress?
(Count from the beginning of the word)
Example
1
The whole word
“Help”
“Should”
2 (noun or adjective)
First syllable
“Mutton”
“Active”
2 (verb)
Second syllable
“Begin”
“Complain”
3
Second syllable
“Computer”
“Tenacious”
3
First syllable
“Melody”
“Patriot”
4
Second syllable
“Intelligent”
“Analogy”
4
Third syllable
“Armageddon”
“Alcoholic”
5
Third syllable
“Nationality”
“Rastafarian”
5
Fourth syllable
“Organization”
Type of Word
Where is the Stress?
Example
Phrasal Verb
On the particle of the phrasal verb
(preposition or adverb)
Pick up
Put away
Compound words
Stress on the first part/word of the
compound word
Houseboat
Baseball
Suffix words with stresscontrolling patterns with
Latin or Greek roots
(+tion, +ity, +ic)
Stress will move to the syllable before the
suffix
Inform- Information
Active- Activity
History- Historic
Suffix words with stressmaintaining patterns
with English or Germanic
roots (+ness)
Stress stays the same
Happy- Happiness
Verb
Suffixes:
-ize/-ise -en,
-ate, -ide, BASE
Dance
Nilab dances everyday.
Laugh
Noun
Suffixes:
-ness, -ment, -ence
-tion/ation, -dom,
-ing, -ity, -th, BASE
Dance
That dance is hard to
learn!
Laughter
Person/Thing
Who Does It
Suffixes:
-er, -or, -ar, -ist
Dancer
My mother used to be
a dancer when she
was young.
Laugher
Create
Creation / Creativity
I create a lot of my own Your painting is a
paintings.
beautiful creation!
Creator
God is the creator of
all people.
Act / Activate
Action / Activity /
Activation
Actor
Realize
I realized that I forgot
my cell phone after I
left my house.
Reality
She looks ugly in
photos, but pretty in
reality.
Stupidity
Memorize
Zahra will memorize
the word definitions for
her ESL quiz.
Memorization /
Memory
You have to use
memorization skills to
do well on that test.
Memorizer
Jeremy is a good
memorizer- he
remembers everything
he hears only once.
Adjective
Suffixes:
-ful, -less, -ish, -ive, -y
-ed, -able/ible, -istic,
-ing, -ous, -al, BASE
Danceable
That song is very
danceable.
Laughable
Adverb
Suffixes:
-ly
Danceably
The techno song blared
from the radio
danceably.
Laughably
Creative
My sister is very
creative; she can paint
and write stories.
Active
Creatively
You wrote that essay
very creatively!
Real
Is that ring a real
diamond or is it fake?
?
Stupid
Stupidly
Memorized /
Memorable
That movie was very
memorable- I will
never forget it because
it was so good!
Memorably
“I will always love
you,” she said
memorably.
Actively
Some General Rules About
Sentence Rhythm:
 Rhythm is a combination of: 1) syllable stress in words, and 2)
word stress in sentences. It’s the “musicality” of the
utterance.
 Americans stress words that carry the content and meaning
of the sentence. They stress content words:
•
•
•
•
•
•
Main verbs
Nouns
Adjectives
Adverbs
Negatives
“Wh” words
Some General Rules About
Sentence Rhythm:
 Not stressed: prepositions, conjunctions, pronouns, articles,

auxiliary verbs
 At, in, on, of / and, or, but / he, she, it / the, a, an, these, this
/ can, shall
A “t” in the middle of a word or sentence, if not a “content”
word, is often reduced to a “d”
• Ex: Onomatopoeia- /ɒnəmɒdəpi:ə/
• Ex: “I have to go to school you know” = “I havedə go də
school yə know.
• Ex: “Have go school”
Watch this video:
 Stress and rhythm in English pronunciation
(basic- rhythm only):
• https://www.youtube.com/watch?v=UbcEiFTmkQo
• **
Watch this video:
 Transforming and reducing verbs in everyday
speech:
•
https://www.youtube.com/watch?v=ZdRCfsr8uDE
More Examples of Reduced Speech:
 Going to = Gonna (semiformal)
 Have to = Haftə / Havdə (semiformal)
 Got to (informal) = Gotta/ə (informal)
 Did you know? = Didjə know? (a bit informal)
 Do you know? = Dəyə/Dyə know? (a bit informal)
 What do you know? = Whaddyə know? (semiformal)
 You = Ya/ja (more informal)
 To = Ta/tə/da/də (reduced in all contexts)
 Want to = Wanna (semiformal)
 What’s up = ’Sup
Please Write the Following Words
Using Phonetic Symbols:
 Onomatopoeia-
 Furor- /fjɜ:rɔ:/ or /fjɜ:rɜ:/
 Pouring- /pɔ:rɪŋ/ or /pɔ:ri:ŋ/
 Maiden- /meɪdən/
 Alcoholic- /ælkəhɒlɪk/
 Matter- /mædɜ:/ or /mætər/
 Rastafarian- /rɒstəfɑ:ri:ən/
 Rhinoceros- /raɪnɒsərəs/ or
/ɒnəmɒdəpi:ə/
 Oasis- /əʊeɪsɪs/
 Mutton- /mʌʔən/ or
/mʌtən/
 Analogy- /ənælədʒɪ:/
 Purpose- /pɜ:pəs/
 Shouldn’t- /ʃʊdənt/
/raɪnɒsɜ:rəs/
 Armaggedon- /ɑ:məɡɛdən/ Mousehole- /maʊshəʊl/
Your Homework Due Next Week:
 Take a look at all the vowels on the Phonetic Symbols
chart. Come up with as many spelling patterns as
you can for each one, if any. For most vowels, there
should be at least 2 spelling patterns. Feel free to
use any English text to help.
 EXAMPLE: /aʊ/ as in “cow:”
• Spelling pattern: “ow” as in “cow”
• Spelling pattern: “ou” as in “mountain”
Vowel
Spelling Pattern
/æ/:
“bat”
•
/ɛ/:
“bet”
•
•
Vowel
Spelling Pattern
“A” between 2
consonants
Stressed syllable with
“A”
/ʊ/:
“full”
•
“E” between 2
consonants
/eɪ/
“bate”
•
•
•
•
“I” between 2
consonants
“Y” when it’s not at the
end but in the first or
middle syllabus
/i:/
“beat”
Spelling Pattern
“U” between 2
consonants
“OO” between 2
consonants
/u:/
“boot”
•
•
“U___E”
“OO” between 2
consonants
“A__E”
“AI between 2
consonants
“EIGH”
“AY”
/ɔ:/
“talk”
•
•
“AW”
“AL” with silent “L”
/aʊ/
“cow”
•
•
“OW”
“OU”
•
•
“E ___ E”
“EA” between 2
consonants
“EE” between 2
consonants
“EY”
“Y” for 2+ syllable words
•
•
•
/ɪ/:
“bit”
Vowel
•
•
•
/ɒ/:
“bot”
•
“O” between 2
consonants
/aɪ/
“bite”
•
•
•
“I ____E”
“Y” for 1-syllable words
“IGH”
/ʊə/
“tour”
•
•
“OUR”
“URE”
/ʌ/:
“but”
•
“U” between 2
consonants
/əʊ/
“boat”
•
•
“O____E”
“OA” between 2
consonants
“OW”
/eə/
“hair”
•
•
“AIR”
“ARE”
•
Some General Truths Specific to
Native Spanish Speakers:
 Native Spanish speakers seem to have the most
difficulty differentiating the following phonemes:
• /i:/ as in “leak” vs. /ɪ/ as in “lick”
• /ɒ/ as in “cop” vs. /ʌ/ as in “cup”
• /æ/ as in “sat” vs. /e/ &/ɛ/ as in “set”
• /ɪ/ as in “fill” vs. /ʊ/ as in “full”
• /ʊ/ as in “should” vs. /u:/ as in “shoot”
• /ʊ/ as in “full” vs. /ʌ/ as in “fun”
Some General Truths Specific to
Native Spanish Speakers:
 Native Spanish speakers and others also have
difficulty with:
• /ɔ:/ as in “talk” vs. /ʌ/ as in “tuck”
• /ɔ:/ as in “talk” vs. /ɒ/ as in “tock”
• /ə/ as in “America” vs. /ʌ/ as in “Mutton”
Differentiation Practice:
/ɒ/ vs. /ʌ/
 /ɒ/ as in “cop” vs. /ʌ/ as in “cup”
• A) Cop
B) Cup
• A) Lock
B) Luck
• A) Snob
B) Snub
• A) Ron
B) Run
• A) Tock
B) Tuck
• A) Doll
B) Dull
 Now let’s practice with a partner!
Differentiation Practice:
/i:/ vs. /ɪ/
 /i:/ as in “leak” vs. /ɪ/ as in “lick:”
• A) Leak
B) Lick
• A) Sheep
B) Ship
• A) Beat
B) Bit
• A) Keen
B) Kin
• A) Steal
B) Still
• A) Jean
B) Gin
• A) Leave
B) Live
 Now let’s practice with a partner!
Differentiation Practice:
/æ/ vs. /e/ &/ɛ/
 /æ/ as in “sat” vs. /e/ &/ɛ/ as in “set”
• A) Sat
B) Set C) Sit
• A) Can
B) Ken C) Kin
• A) Sand
B) Send
• A) Ram
B) R.E.M.
• A) Pack
B) Peck C) Pick
• A) Gas
B) Guess
 Now let’s practice with a partner!
Differentiation Practice:
/ʊ/ vs. /ʌ/
 /ʊ/ as in “full” vs. /ʌ/ as in “fun”
• A) Look
B) Luck
• A) Full
B) Fun
• A) Put
B) Putt
• A) Shook
B) Shuck
• A) Book
B) Buck
 Now let’s practice with a partner!
Differentiation Practice:
/ʊ/ vs. /u:/
 /ʊ/ as in “should” vs. /u:/ as in “shoot”
• A) Put
B) Poot
• A) Should
B) Shoot
• A) Could
B) Cooed
• A) Full
B) Fool
• A) Soot
B) Suit
• A) Roof (Dog)
B) Roof
 Now let’s practice with a partner!
Differentiation Practice:
/ɪ/ vs. /ʊ/
 /ɪ/ as in “fill” vs. /ʊ/ as in “full”
• A) Fit
B) Foot
• A) Fill
B) Full
• A) Kid
B) Could
• A) Ship
B) Should
• A) Git
B) Good
• A) Pit
B) Put
 Now let’s practice with a partner!
Differentiation Practice:
/ɔ:/ & /ɔ/ vs. /ʌ/
 /ɔ:/ & /ɔ/ as in “talk” vs. /ʌ/ as in “tuck”
• A) Talk
B) Tuck
• A) Stalk
B) Stuck
• A) Shawn
B) Shun
• A) Caught
B) Cut
• A) Fought
B) Fut
 Now let’s practice with a partner!
Differentiation Practice:
/ɔ:/ & /ɔ/ vs. /ɒ/
 /ɔ:/ & /ɔ/ as in “talk” vs. /ɒ/ as in “tock”
• A) Talk
B) Tock (“taco”)
• A) Stalk
B) Stock (Stalin)
• A) Caught
B) Cot
• A) Bought
B) Bot (Bah)
• A) Raw ________________ B) Rah
 Regional differences: NYC vs.
Midwest/California vs. “Blueblood New
England”
Differentiation Practice:
/ə/ vs. /ʌ/
 /ə/ as in “America” vs. /ʌ/ as in “Mutton”
• A) America
B) Money
• A) Purpose
B) Enough
• A) Maria
B) Rut
• A) Shouldn’t
B) Nut
• A) Maiden
B) Dungeon
• A) Syllabus
B) Bus
 Now let’s practice with a partner!
Some General Truths:
 Any vowel that you think is the same in Spanish, like
all the long vowels, in English are pronounced with
less constriction, with a change or rounding/closing
of the vowel at the end of the utterance (sound):
• LONG A- /eɪ/ (bate)- like “eeeee-i”
• LONG E- /i:/ (beat)- like “iiiiiiiii-y”
• LONG I- /aɪ/(bite)- like “aaii”
• LONG 0- /əʊ/ (boat)- like “ooo-u”
• LONG U- /u:/ (boot)- like “uuuu-w”
Other Spanish vs. English Differences:
 Let’s practice :
• SHORT O (Spanish “A”)- /ɒ/ (got) vs. “gato”
• LONG A (Spanish “E”)- /eɪ/ (mate)- pronounced
•
•
•
like “eeeee-i” vs. Spanish “meta”
LONG E (Spanish “I”)- /i:/ (lead)- pronounced like
“iiiiiiiii-y” vs. Spanish “lider”
LONG O (Spanish “O”)- /əʊ/ (bode)- pronounced
like “ooo-u” vs. Spanish “boda”
LONG U (Spanish “U”)- /u:/ (choot)- pronounced
like “uuuu-w” vs. Spanish “chut”
Vowel
Tongue
(Height and
Backness/Forwardness)
Mouth, Jaw, & Lips
Relaxedness of Tongue
(Open, closed, spread apart,
roundedness)
Vowel Physiology:
(and where)?
/æ/:
“bat”
•
•
•
High
Raised in back
Front of the tongue touches bottom
front teeth
•
•
•
Medium jaw drop
A lot of tongue visible
Corners of the mouth pulled
back a little, exposing some of
the top teeth
•
/ɛ/:
“bet”
•
•
•
Middle height
Raised in mid front part
Front of the tongue touches bottom
front teeth lightly
•
•
Medium jaw drop
Rest of mouth has neutral
position
•
•
Flattened wide tongue in
back
Tense (in mid-front)
/ɪ/:
“bit”
•
•
•
High (roof of mouth)
Raised in mid front part
Very tip remains down, lightly
touching behind bottom front teeth
•
•
No jaw drop
Corners of mouth pulled back
slightly
•
•
Wide tongue in front
Sort of tense (front)
/ɒ/:
“bot”
•
•
•
Low
Full tongue presses down
Front of the tongue touches bottom
front teeth lightly
•
•
Mucho jaw drop
Rest of mouth has neutral
position (lips slightly spread)
•
Flattened wide tongue in
back
Sort of relaxed
/ʌ/:
“but”
•
•
•
Middle height
Slightly forward
Front of the tongue touches bottom
front teeth lightly
•
•
•
Medium jaw drop
Rest of the mouth very neutral
Inside parts of the mouth drawn
in
•
•
•
•
Flattened wide tongue in
back
Tense (in back)
Slightly tense and pressed
down (back)
Very relaxed
Vowel Sounds
Phonics:
Place of
Sound in
Mouth
Vowel Letter
Short Vowel
(Throat
vibration)
(Your
example)
Long Vowel
A
Pan
Ran
Stan
Pane
Rain
Stay
E
Ben
Bed
Bet
Kettle
Scene
Bead
Beet
Key
I
Bit
Lit
Crinkle
Bite
Light
Cry
O
Got
Glob
Shower
Goat
Globe
Show
U
But
Cut
Stumble
Boot
Cute
Stew
OW
Bow
Now
Blow
Know
“OO”
Cook
Look
Kook
Loop
AR
Car
Star
Care
Stare / Stair
AW
Saw
Paw
“a”
America
Maria
ER / IR /
UR / OR
Water
Sir
Burn
Creator
Voiced vs. Voiceless Consonants:
Place of
Sound in
Mouth
Voiceless
Example of
Sound
Voiced
Example
of Sound
Lips
P
Pan
B
Ban
Back
K/C
Cot
Kill
G
Got
Tongue on
teeth
T
Terry
D
Dairy
Top front of
mouth
S
Sue
Z
Zoo
Teeth on lips
F
Fan
V
Van
Top front of
mouth
Ch
Chin
J/G
Juice
Gin
Tongue
under teeth
Th
Think
Th
The
Top front of
mouth
Sh
Sure
“French J”
Measure
Genre
Tip of tongue
pressing
against tip of
teeth
Sides of
tongue
pressing
against teeth
None
***
L
Loud
Call
None
***
R
Run
Car
(No throat
vibration)
(Throat
vibration)
(usually written
“S” in English)
Phonetic Symbols:
ɛ/
America
er/
ir/
ur
ɔ/
raw
ʔ
batman
ɾ
butter
/y