The Music of Language

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Information about The Music of Language

Published on September 14, 2015

Author: shareit2

Source: slideshare.net

1. Teaching Pronunciation: The Music of Language Using the Prosody Pyramid Judy B. Gilbert

2. Problem Solution 1. Not enough time Prioritize 2. Fear of alienation Not accent reduction But accent addition 3. Discouragement Learnable tasks 4. Need to de-code print Practical spelling tasks

3. 1. Simplicity is the Key 1. Make the learning burden light. 2. Teach only the highest priority issues. 3. If there is more time, teach more.

4. What is the goal? To tune the harmony! And now my tongue's use is to me no more Than an unstringed viol, or a harp; Or like a cunning instrument cased up, Or, being open, put into his hands That knows no touch to tune the harmony. (Richard II, Act 1, Scene 3) E

5. A._______________________________ B._______________________________ Dictation (prosody)

6. A._______________________________ B._______________________________ Dictation (prosody) John said, the boss is an idiot! John, said the boss; is an idiot!

7. Prosody: timing and pitch patterns • Rhythm and melody • Intonation • Suprasegmentals

8. 2. Prosody matters “A pause in the wrong place, an intonation misunderstood… and the whole conversation went awry!” (E. M. Foster, A Passage to India) Video

9. The Prosody Pyramid PEAK VOWEL GROUPTHOUGHT GROUP FOCUS WORD STRESSED SYLLABLE

10. Problem: • All elements of the Prosody Pyramid are interdependent • They tend to occur at the same time • We can’t teach everything at the same time Solution: Template sentences

11. 3. Quality repetition provides templates • Use choral repetition to establish mastery of a chunk of English; “like a little song”. • Use this chunk as a template for later analysis of specific elements.

12. Chunk/like a little song”

13. Chunk/like a little song” Qu’est-ce que c’est?

14. Why repetition?

15. Template sentence How do you spell “easy”? E

16. We believe the police keeps the peace in the streets (i) Phil thinks this business is his (I) We took a good look at the book but understood nothing.( ) Only two students at school knew Luke was in room two.(U) Template Sentences

17. How can a template be used? ONE ELEMENT AT A TIME

18. 4. Thought groups are the foundation • In English every thought group has a focus word. • Every focused word has a stressed syllable. • The peak of meaning is the vowel in this stressed syllable. • There is a pitch change at this peak vowel.

19. How do you spell “easy”? (i) eas easy How do you spell easy?

20. THOUGHT GROUP FOCUS WORD STRESSED SYLLABLE PEAK VOWEL How do you spell “easy”?

21. First function of intonation: To constrast new Information and old information. Reporter: Follow that car! Cab driver: Which car? Reporter: The blue one, the blue one with a bad guy in it!

22. Second function of intonation: To separate thought groups a. She likes pie and apples b. She likes pineapples How many things does she like? a. Let´s eat grandma! b. Let´s eat, grandma! What´s being eaten? a. No. Dogs are allowed. b. No dogs are allowed. Are dogs allowed?

23. 5. Syllables are the building blocks • Some learners drop syllables (iu-nait) … United • Some learners add syllables (es-tiu-dent)…Student

24. Syllable Practice Ease Easy Easily Six Seven Seventy Rice Ice cream Icicle Shock Shocking Chocolate Study Student Parade Practice Practical Practically E

25. Contractions Can not = Can’t I would = I’d I am = I’m He is = He’s Do you… = D’you

26. Contrast: emphasizing a focus word • What do you see? or better • What do you say?

27. Contrast • What’s the focus point? • What is the result?

28. Contrast: vowel length

29. Contrast: clarity

30. Song

31. Contrast: focus word

32. Partner challenge E

33. Special Stress Walter is a waiter in a busy snack bar(W). This is part of his conversation with the customers (C). W = So, that’s two teas, a pork sandwich, and a tomato soup… C = No, a chicken sandwich. W = Sorry, sir… W = Yes, sir? C = A small mushroom pizza, please. W = Okay. C = No, make that a large mushroom pizza. W = Certainly, sir… W = Okay, it´s, six colas, four strawberry ice creams, two chocolate ice- creams and a… C = No, four vanilla ice-creams and two strawberry… W = Anything else?

34. Dictation: segmentals 1. A._______________________________ B._______________________________ 2. A._______________________________ B._______________________________

35. Dictation: segmentals 1. A. HE HAS A LOT OF MONEY B. HE HAD A LOT OF MONEY 2. A. THEY SHARE ALL THE FOOD B. THEY’VE SHARED ALL THE FOOD

36. 6. Peak vowels are the peak of information

37. 7. Some sounds are the highest priority has - had E

38. PRONUNCIATION GAME: Here´s my number, so call me maybe! Write a set of problematic or confusing minimal pairs of words. Each one corresponding to a number from 0-9. Start by reading aloud a word. Students say what number the word corresponds to. 0 shop 1 chop 2 chip 3 cheap 4 sing 5 sink 6 think 7 thing 8 live 9 leave e.g. Teacher: Sing, sing. Sink, sink. Cheap, cheap. Chip, chip. Think, think. Thing, thing. Students: 453267

39. Summary 1. Simplicity is the key 2. Prosody is the framework 3. Quality repetitions builds long term memory 4. Thought groups are the foundation 5. Syllables are the building blocks 6. Peak vowels are the peak of information 7. Priority sounds are: Peak vowels Word final grammar clues - ending consonants

40. Conclusion Many other exercises and techniques could be used to teach pronunciation elements. Those presented here are meant to be suggestive. If you wish you may refer to the Clear Speech Teacher’s Resource Book. The main idea is to use as many visual, kinesthetic, and auditory tools as you can, and to encourage the most realistic interactive use possible. All these parts of pronunciation work together to make a speaker CLEAR. Students who gain confidence through practice with “listener-friendly pronunciation” will find English an easier pathway to whatever goals they want to achieve with the language.

41. When 2 vowels go walking When 2 vowels go walking, the first one does the talking In "BOAT" you hear the "O" and not the "A" In "MEAT" you hear the "E"…The "A" sits quietly The second vowel you see but you don't say, But...Shhh. Just the two of us together…In "TRAIN" and "PAIL" and "RAIN«…The "A" speaks up; the "I" does not But... Shh! Let me explain. When 2 vowels go walking, the first one does the talking .In "BRAIN" you hear the "A" but not the "I«. In "SOAP" the "O" is clear…The "A" you never hear. In "SAY" you say the "A" and not the "Y“.

42. Thank U 4 your participation! Mg. Efraín González P. 3102996772 Mg. Juan Carlos Santamaría 3212426881 efrain.gonzalezperez@gmail.com juancarlossantamariafernandez@gmail.com

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