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7/31/2019 MS HS 2011 Special Seminar Pp1-14
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Traversing Borders: Viet Nam Teacher Training Program2011 Summer Institute An American Tapestry
American English Pronunciation
for Speakers of Vietnamese
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Traversing Borders: Viet Nam Teacher Training Program2011 Summer Institute An American Tapestry
1 Why is pronunciation important?
2 How do people learn the pronunciation of a language?
3 How did you learn English pronunciation?
4 What English sounds are difficult for Vietnamese speakers?
5 What English words are difficult for Vietnamese speakers?
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6 What special tricks have you found for teaching the pronunciation ofEnglish?
7 What are some of the challenges youve faced in teaching Englishpronunciation?
8 What questions do you have about English pronunciation?
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OVERVIEW
1. The importance of pronunciation
2. Learning pronunciation
Mother languageForeign languages
3. The famously difficult pronunciation of EnglishThe Poem of English Pronunciation
4. Unique features of English pronunciationWriting/pronunciation mismatch
VowelsConsonantsSound changesWord lengthStressIntonation
5. Isolated sounds[ iy ] vs. [ i ]
[ t ] and [ ]
Practice: Minimal pairs
The most popular (spoken) vowel: schwaAspiration
6. Sounds in combinationWord-final consonants
Consonant clustersPractice: The 3 sounds of plurals
The 3 sounds of -ed
7. SentencesIntonation
Practice: Tongue twisters: Saying em.Practice: Tongue Twisters: Creating em.
8. Longer readingsContent vs. structure wordsWord grouping
Practice: Predicting, listening, reading aloud9. Sharing pronunciation techniques
10. Questions
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Poem of English Pronunciation
Dearest creature in creation,
Study English pronunciation.
I will teach you in my verse
Sounds like corpse, corps, horse, and worse.
I will keep you, Suzy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.
Just compare heart, beard, and heard,
Dies and diet, lord and word,
Sword and sward, retain and Britain.
(Mind the latter, how it's written.)
Now I surely will not plague you
With such words as plaque and ague.
But be careful how you speak:
Say break and steak, but bleak and streak;Cloven, oven, how and low,
Script, receipt, show, poem, and toe.
Billet does not rhyme with ballet,
Bouquet, wallet, mallet, chalet.
Blood and flood are not like food,
Nor is mould like should and would.
Viscous, viscount, load and broad,
Toward, to forward, to reward.
And your pronunciation's OK
When you correctly say croquet,
Rounded, wounded, grieve and sieve,Friend and fiend, alive and live.
Face, but preface, not efface.
Phlegm, phlegmatic, ass, glass, bass.
Large, but target, gin, give, verging,
Ought, out, joust and scour, scourging.
Ear, but earn and wear and tear
Do not rhyme with here but ere.
Seven is right, but so is even,
Hyphen, roughen, nephew Stephen,
Monkey, donkey, Turk and jerk,
Ask, grasp, wasp, and cork and work.
Finally, which rhymes with enough?
Though, through, plough, or dough, or cough?
Hiccough has the sound of cup.
My advice is give it up!
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VOWEL CONTRASTLONG E [iy] and SHORT I [i]
CHARACTERISTICS[ iy ] = high, front, unrounded, slightly diphthongized, tense[ i ] = high, front, unrounded, not diphthongized, lax
SENTENCES WITH CONTEXTUAL CLUES1. Please SIT in this SEAT.2. These shoes should FIT your FEET.3. Do you STILL STEAL?4. Those BINS are for BEANS.5. They SHIP SHEEP.
MINIMAL SENTENCES6. He lost the LEAD / LID.7. This WEEK / WICK seems very long.8. FEEL / FILL this bag.9. She wore a NEAT / KNIT suit.
10. Dont SLEEP / SLIP on the deck.
MINIMAL PAIRS
ease - isleave - liveeach - itchpeach - pitchreach - richleak - lickcheek chick
steal - stilleel - illfeel - fillheel - hillkeel - killkneel - nilcheap - chip
peel - pillteam - Timbean - bingreen - grinseen - sinheap - hip
SPEAKING AND LISTENING PRACTICE
1. Sit with a partner.
2. Briefly take turns practicing the minimal pairs. Point as you say each one. Yourpartner should listen for correct pronunciation.
3. Take turns choosing minimal sentences and saying each with one of the sounds.Your partner should listen and point to which sound he/she heard.
POST TEST
[ iy ] = 1 When you hear the sound [ iy ] as in bee, write 1.[ i ] = 2 When you hear the sound [ i ] as in bit, write 2.
If you hear, ease easeis, you should write: 1 1 2.If you hear, feel fillfeel, you should write: 1 2 1.
Example:
1. 2.
3. 4. 5.
6. 7. 8.
9. 10.
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CONSONANT CONTRAST T AND (VOICELESS) TH [ ]
CHARACTERISTICS
sound voicing duration articulator point ofarticulation
[ t ] tank voiceless stop tip of tongue tooth ridge
[ ]
thank
voiceless continuant tip of tongue top teeth
SENTENCES WITH CONTEXTUAL CLUES1. (initial) He TAUGHT what he THOUGHT.2. He said THANKS for the TANKS.3. (medial) Its a PITY theyve turned PITHY.4. (final) The CLOTH will help it CLOT.
5. She BROUGHT some BROTH.
MINIMAL SENTENCES6. (initial) Thats a good THEME / TEAM.7. He THOUGHT / TAUGHT about her.8. (medial) She was sad about the DEATHS / DEBTS.9. (final) Its the new MATH / MAT.10. He cant stand the kings WRATH / RAT.
MINIMAL PAIRS
Initial
tank - thankteam - themetick - thickticket - thicket
tin - thintong - thongtaught - thoughttrash - thrash
Medial
retread rethreadeater - etherdebts - deathsoats - oaths
fates - faithstents - tenthsgroats - growthsmitts - mythspity - pithy
Final
bat - bathdebt - deathheat - heathmat - math
oat - oathpat - pathfate - faithpit - pithwit - with
SPEAKING AND LISTENING PRACTICE
1. Sit with a partner.
2. Briefly take turns practicing the minimal pairs. Point as you say each one. Yourpartner should listen for correct pronunciation.
3. Take turns choosing minimal sentences and saying each with one of the sounds.Your partner should listen and point to which sound he/she heard.
POST TEST[ t ] = 1 When you hear the sound [ iy ] as in bee, write 1.
[ th ] = 2 When you hear the sound [ i ] as in bit, write 2.
If you hear, tin tinthin, you should write: 1 1 2.If you hear, pat pathpat, you should write: 1 2 1.Example: 1. 2.
3. 4. 5.
6. 7. 8.
Adapted from Nielsen, D. (1973). Pronunciation Contrasts in English, Regents Publishing.
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CONSONANT SOUNDS THAT EXIST IN ENGLISH
BUT NOT IN VIETNAMESE
Word-initial consonant sounds:
j, p, r, th [ ], th [ ] (Similar but not the same: b, ch, d, sh, t)
Word-final consonant sounds:-b tub-d did-f off-g dog-j (written dge) budge-l fill-r far-s mess
-sh fish-tch match
-th [ ] bath
-th [ ] bathe-v move-z goes
Word-initial consonant clusters:bl- blow
br- browfl - flyfr- fromgl- gladgr- grapekl- cluekr- cry
kw- quick
pl- playpr- praysk- schoolskw- squaresl- slowsm- smilesn- snow
sp- speak
spr- springst- standstr- stringsw- swingthr- three
Word-final consonant clusters:
-bd sobbed-dz dads-fs -coughs
-ft raft-fts rafts-fth fifth-gd bagged-gz bags-jd budged-ks makes-kt cooked-ld fold-ldz folds-lf self-lk bulk
-lks sulks-lm elm-lmz elms-lp help-lps helps-lt felt
-lts melts-lch belch
-lth filth-lvz selves-lz falls-md combed-mp bump-mps bumps-mpt bumped-mz thumbs-nd wind-ndz winds-nt ant-nts ants
-nz bones-ps maps-pt helped-rd yard-rdz thirds
-sks asks-st fast
-sts insists-cht matched-ths sheaths-thz moths-ts seats-vd moved-vz moves-zd b
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Twisting Our Tongues around ENGLISH
Tongue-twister:"A sequence of words, often alliterative, difficult to articulate quickly."(Oxford English Dictionary)
On-line Tongue Twisters
1. She sells seashells down by the seashore.
2. Toy boat, toy boat, toy boat.
3. Green glass globes glow greenly.
4. He threw three balls.
5. The great Greek grape growers grow great Greek grapes.
6. Singing Sammy sung songs on sinking sand.
7. He threw three free throws.
8. Tom threw Tim three thumbtacks.
9. Scissors sizzle, thistles sizzle.
10. Near an ear, a nearer ear, a nearly eerie ear.
11. Eddie edited it.
12. Wow, race winners really want red wine right away!
13. Two tiny tigers take two taxis to town.
14. Double bubble gum, bubbles double
15. She said she should sit.
16. As one black bug, bled blue, black blood. The other black bug bled blue.
17. She sees cheese.
18. Five frantic frogs fled from fifty fierce fishes.
19. Truly rural, truly rural, truly rural.
20. Fresh fried fish, fish fresh fried, fried fish fresh, fish fried fresh.
21. Busy buzzing bumble bees.
22. A bloke's bike back brake block broke.
23. She slits the sheet she sits on.
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Traversing Borders: Viet Nam Teacher Training Program2011 Summer Institute An American Tapestry
Extended Tongue Twisters
1. Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
2. If one doctor doctors another doctor, does the doctor
who doctors the doctor doctor the doctor the way the
doctor he is doctoring doctors? Or does he doctor
the doctor the way the doctor who doctors doctors?
3. A tree toad loved a she-toad
Who lived up in a tree.
He was a two-toed tree toad
But a three-toed toad was she.
The two-toed tree toad tried to winThe three-toed she-toad's heart,
For the two-toed tree toad loved the ground
That the three-toed tree toad trod.
But the two-toed tree toad tried in vain.
He couldn't please her whim.
From her tree toad bower
With her three-toed power
The she-toad vetoed him.
4. You've no need to light a night-light
On a light night like tonight,
For a night-light's light's a slight light,
And tonight's a night that's light.
When a night's light, like tonight's light,
It is really not quite right
To light night-lights with their slight lights
On a light night like tonight.
5. Through three cheese trees three free fleas flew.
While these fleas flew, freezy breeze blew.
Freezy breeze made these three trees freeze.
Freezy trees made these trees' cheese freeze.
That's what made these three free fleas sneeze.
6. Something in a thirty-acre thermal thicket of thorns and thistles thumped and
thundered threatening the three-D thoughts of Matthew the thug - although,
theatrically, it was only the thirteen-thousand thistles and thorns through the
underneath of his thigh that the thirty year old thug thought of that morning.
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Traversing Borders: Viet Nam Teacher Training Program2011 Summer Institute An American Tapestry
Write Your Own English Tongue Twisters
WARM-UP
1. A Tongue Twister is a sentence with repeating sounds that is difficult to say. Write a
Vietnamese Tongue Twister:
2. Try to pronounce these famous English Tongue Twisters:
She sells seashells down by the seashore.Peter Piper picked a peck of pickled peppers.
MAKING A LIST OF WORDS FOR A TONGUE TWISTER
3. Who? Write a name you like. (Names that begin with b, d, l, m, p, s, or t work best). Try to thinkof an English name if you can.
Answer the questions below, using words that begin with the same letter as the name you chose. Try to write lots of different answers. After you finish, pass this paper to several classmates. Askthem to suggest more answers.
4. Did what?
5. When?
6. Where?
7. Why? Because.
8. Starting with the name you chose, use the words in your answers to write your ownoriginal Tongue Twisters on the lines below. Try different combinations. Here are twoexamples:
Mary married a monkey in Minnesota at midnight because she was mad.Mary ate mangoes in Montreal in the middle of May by mistake.
9. On a separate paper, make a drawing of your best Tongue Twister.
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PRONOUNCING PAST TENSE VERBS
Make the past tense of regular verbs by addinged.
I play soccer every day. I played soccer yesterday.
She works in an office. She worked in a school last year.
-ed has three sounds:[ t ] ( T sound ) looked, walked, jumped, fished
[ d ] ( D sound ) played, listened, climbed
[ id ] (extra syllable) mended, visited
A. Listen to each past tense verb. Circle the sound ofed in each.
1. [ t ] [ d ] [id ]
talk talked 8. [ t ] [ d ] [ id ] help helped
2. [ t ] [ d ] [id ]
fold folded 9. [ t ] [ d ] [ id ] ask asked
3. [ t ] [ d ] [id ]
open opened 10. [ t ] [ d ] [ id ] hop hopped
4. [ t ] [ d ] [id ]
erase erased 11. [ t ] [ d ] [ id ] answer answered
5. [ t ] [ d ] [id ]
cook cooked 12. [ t ] [ d ] [ id ] study studied
6. [ t ] [ d ] [id ]
move moved 13. [ t ] [ d ] [ id ] hope hoped
7. [ t ] [ d ] [id ]
admit admitted 14. [ t ] [ d ] [ id ] try tried
B.Say each past tense verb aloud. You will almost naturally say it correctly. Circle the sound youthink is right.
15. [ t ] [ d ] [id ]
want wanted 22. [ t ] [ d ] [ id ] wait waited
16. [ t ] [ d ] [id ]
work worked 23. [ t ] [ d ] [ id ] call called
17. [ t ] [ d ] [id ]
turn turned 24. [ t ] [ d ] [ id ] close closed
18. [ t ] [ d ] [id ]
correct corrected 25. [ t ] [ d ] [ id ] crash crashed
19. [ t ] [ d ] [id ]
trip tripped 26. [ t ] [ d ] [ id ] carry carried
20. [ t ] [ d ] [id ]
cry cried 27. [ t ] [ d ] [ id ] toss tossed
21. [ t ] [ d ] [id ]
push pushed 28. [ t ] [ d ] [ id ] add added
C.Now listen to them. Were you right?
D.Look at the verbs above. What patterns do you see? Try to write a rule for when to use eachsound.
-ed sounds like [ t ] with words ending in
-ed sounds like [ d ] with words ending in
-ed sounds like [ id ] with words ending in
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PRACTICING SENTENCE STRESS
The basic rules of sentence stress are:1. content words are stressed2. structure words are unstressed
3. the time between stressed words is always the same
CONTENT WORDS STRUCTURE WORDS
Words withmeaning
Examples Words for grammar Examples
main verbs SELL, GIVE,EMPLOY
pronouns he, we, they
nouns CAR, MUSIC, MARY prepositions on, at, into
adjectives RED, BIG,INTERESTING
articles a, an, the
adverbs QUICKLY, LOUDLY,NEVER
conjunctions and, but, because
negativeauxiliaries
DON'T, AREN'T,CAN'T
auxiliary verbs do, be, have, can, must
"to be" as a main verb is, are, was
A. Listen to the following story. Circle all the words that receive stress. Draw a light X through thewords that are unstressed.
Once there were two brothers who were identical twins. They looked exactly alike. They both had the
same curly dark brown hair, blue eyes, and beautiful teeth. They were both exactly 5 feet 10 inches
tall and both weighed exactly 150 pounds.
They not only looked alike but also sounded alike on the telephone. Not even their family could tell
the difference. They dressed alike, listened to the same music, and read the same books. They even
laughed at the same jokes.
When they were twenty-three they both got married and a year later both had sons. The years wentby and as they began to grow old, they both wore glasses and eventually, both became bald.
Then one day, one of the brothers got sick and died. A few days later a man stopped the other twin
on the street.
Excuse me for asking, he said, but was it you or your brother who died?
B. Read the following story. Circle words that should receive stress. Draw a light X through thewords that should be unstressed.
One day a mother was playing with her five-year-old son. Suddenly he grabbed her ball-point pen and
swallowed it.
Oh no? cried the woman. We must find a doctor!
She took her son, ran out of the house, put him in their car, and drove quickly to the nearest
doctors office. Taking her son by the hand, she rushed into the waiting room and shouted to the
nurse, I must see the doctor right away.Imsorry, said the nurse calmly, but the doctor is busy.
But nurse, she said, Please! My son just swallowed a ball-point pen!
Well, said the nurse, Im very sorry, but youll just have to use a pencil.
C. Listen to the story and see if you were right. Make corrections as you listen.
D. Read the story to a partner, taking care to stress the CONTENT WORDS and not to stress theSTRUCTURE WORDS.
Adapted from http://www.englishclub.com
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Suggested techniquesfor improving pronunciation
REMEMBER: If someone doesnt have a sound in their language,they cant hearthat sound in other languages!
Limit overt pronunciation practice
Provide model pronunciation
Let students see your mouth
Show the position of articulatory organs (lips, tongue, teeth)
Songs, songs, songs!
Practice with foreigners
Choral reading
Act out a BRIEF scene from a movie or recording
Practice body language/facial expressions
Use Vietnamese tone marks as clues for English sentence intonation.
E.g: (You knw what I man, dont yu?)
Talk to yourself
o Describe what you see
o Imagine meeting a famous person
o Argue a point
Ask students who pronounce well to explain their technique
Use short poems or memorized passages
Dictation exercises to build awareness
Some words can be fudged:
asked ( ast) fifth ( fith)
twelfth ( twelth) fifths (fifths or even fiss)
twelfths ( twelths.. or even twelss)
Find synonyms for difficult words
Keep a paper and pencil handy
Remember that good pronunciation may take a long time for some students