1. Advanced Pronunciation Skills
Week 4 - DAY 1

2. Today’s Agenda Opening Conversation: Listening and Speaking Experience
Sounds (The Speech Pathway): Final Nasal Sounds
Final Nasal Sounds: -m, -n, and -ng sounds (/m/, /n/, and /ŋ/)
Review of l and r sounds
Review of vowel, th, and r Sounds: Family Tree
Important Endings: -s Endings
Preparation for “You’re the Expert” Presentation (to be presented next Thursday)
Words: More Intonation Patterns
Compound Nouns v. Descriptive Phrases
Homework

3. Opening Conversation

4. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
-- from Targeting Pronunciation

5. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
Nasal Sounds: air comes out the nose, not out of the mouth m n ŋ
ran
ram
rang

6. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)

7. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
rum

8. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
rum run

9. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
rum run rung

10. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
Rum is a major export of Puerto Rico.
Marcia and her brother run at least
five miles every morning.
The workman fell off the top rung of the ladder.

11. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
sum

12. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
sum sun

13. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
sum sun sung
sing sang sung

14. Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/)
He owes me a large sum of money.
After more than a week of rain, the
sun finally came out.
After she had sung the final song of her concert,
she ran out of auditorium to catch her plane.
-- from

15. Sounds: Review of /l/ and /r/
What part of your body holds the key to creating
the correct /l/ and /r/ sounds?
-- from

16. Sounds: Review of /l/ and /r/
The tip of your tongue.
-- from

17. Sounds: Review of /l/ and /r/
The key to creating the correct sounds is the tip of your tongue.
To create the [l] sound, the tip of your tongue should make contact with the top of your mouth, just behind your teeth.
-- from

18. Sounds: Review of /l/ and /r/
The key to creating the correct sounds is the tip of your tongue.
To create the [l] sound, the tip of your tongue should make contact with the top of your mouth, just behind your teeth.
To create the [r] sound, the tip of your tongue must NOT make contact with any part of your mouth. It curves slightly upward. Your lips are somewhat “pursed” or rounded. The sides of your tongue may touch your teeth. But the tip of your tongue should be in the middle of your mouth, without touching anything.
-- from

19. Sounds: Review of /l/ and /r/t

20. Sounds: Review of /l/ and /r/
-- from Targeting Pronunciation

21. Sounds: Review of /l/ and /r/

22. Sounds: Review of /l/ and /r/
load

23. Sounds: Review of /l/ and /r/
load road

24. Sounds: Review of /l/ and /r/
Maria's class load plus her work schedule left her little free time.
                                          
Beyond the bend in the road lay a little white
farmhouse.

25. Sounds: Review of /l/ and /r/
flea

26. Sounds: Review of /l/ and /r/
flea free

27. Sounds: Review of /l/ and /r/
The flea is an amazing insect; it can jump 200 times its body's height!
                 
Students always love a free meal.

28. Sounds: Review of /l/ and /r/
alive

29. Sounds: Review of /l/ and /r/
alive arrive

30. Sounds: Review of /l/ and /r/
The patient was barely alive when he was
wheeled into the ER.  
If you arrive before 9:00 a.m., no one will
be around to let you in.

31. Sounds: Review of voiced th, vowels, and final -er
mother /ˈmʌðɚ/
father /ˈfɑðɚ/
brother /ˈbrʌðɚ/
sister /ˈsɪstɚ/
grandmother /ˈgrændˌmʌðɚ/
grandfather /ˈgrændˌfɑðɚ/

32. Pair Work: Review of Vowel, th, and r Sounds

33. Pair Work: Review of Vowel, th, and r Sounds
Family Tree Conversation
Grandparents
Parents
YOU

34. Important Endings: -s

35. Important Endings: -s
Why are -s endings particularly important?

36. They send four important signals that are critical to meaning.
Important Endings: -s
They send four important signals that are critical to meaning.

37. Important Endings: -s They can signal plural nouns.
They can signal a third-person verb.
They can signal a possessive.
They can signal a contraction.

38. What three ways do English speakers pronounce -s endings?
Important Endings: -s
What three ways do English speakers pronounce -s endings?

39. Important Endings: -s
tapes babes charges bites trades wishes cakes bags beaches hits saves misses buzzes judges

40. Important Endings: -s s z es ə tapes babes charges bites trades wishes
cakes bags beaches hits saves misses
buzzes
judges

41. The Speech Pathway: Consonants
stops
continuants
sibilants
/s/ /z/ /ʃ/ /tʃ / /ʒ/ /dʒ/

42. Important Endings: -s
1. If the word’s final sound is unvoiced: -s sound 2. If the word’s final sound is voiced: -z sound 3. If the word’s end sound is a sibilant (voiced or unvoiced: [s] [z] [ʃ] [tʃ] [dʒ] [ʒ]): -əs

43. Important Endings: -s Linking
fit sin summer zover day zaar long save zis money Kip saddress moth sin the closet dig za hole pick sup puff sonna pipe clean zup

44. Important Endings: -s Linking
fit sin fits in summer zover summer’s over day zaar long days are long save zis money saves his money Kip saddress Kip’s address moth sin the closet moths in the closet dig za hole digs a hole pick sup picks up puff sonna pipe puffs on a pipe clean zup cleans up

45. Important Endings: -s Linking
ha zalot … wa zalot … duh zalot … u zalot

46. Important Endings: -s Linking
ha zalot … wa zalot … duh zalot … u zalot He has a lot of money. It is a lot of work They use a lot of cream. It was a lot of fun. It does a lot of good. She drives a lot of miles.

47. Important Endings: -s Targeting Pronunciation
Improve your Monitoring, p. 182 (CD 3, Track 55)
Two Dialogues, p. 183
Improve your Monitoring, p. 184 (CD 3, Track 58)

48. Next week: More on Sibilants
Important Endings: -s
Next week: More on Sibilants

49. You’re the Expert: A “How-to” Presentation – Preparation

50. You’re the Expert: A “How-to” Presentation – Preparation
How to Fry an Egg, adapted from
/2011/10/25/breakfast-basics- how-to-make-better-eggs/

51. You’re the Expert: A “How-to” Presentation
How to Fry an Egg
Sunny-side up
Over easy
Over medium
Over hard
egg white
yolk

52. You’re the Expert: A “How-to” Presentation – What did you learn?
What ideas for your presentation did you get from the How to Fry an Egg podcast?

53. You’re the Expert: A “How-to” Presentation
Peer Input
Listen carefully to your partner as he or she gives the You’re the Expert presentation. Tell your partner:
What worked well in his/her presentation (content and pronunciation).
What was unclear or hard to understand.
Consider peer input as your prepare for your presentation in our next class.

54. More Intonation Patterns

55. More Intonation Patterns: Review
Descriptive Phrases v.
Compound Nouns

56. More Intonation Patterns: Review
Descriptive Phrases
Both Adjective and Verb receive stress,
often equal stress. v.
Compound Nouns
Stress is usually placed on the first syllable.

57. Descriptive Phrase Adjective + Noun
$800
Descriptive Phrase
Adjective + Noun

58. The GOLD FISH Descriptive Phrase Adjective + Noun = $800 not
the METALIC FISH or
the COPPER FISH

59. the GOLD FISH Compound Noun Descriptive Phrase Adjective + Noun = $800
not
the METALIC FISH or
the COPPER FISH $1

60. the GOLDfish the GOLD FISH
Compound Noun =
the GOLDfish
not
the trout or
the tuna
$800
Descriptive Phrase
Adjective + Noun =
the GOLD FISH
not
the METALIC FISH or
The COPPER FISH $1

61. More Intonation Patterns Phrasal Verbs
What are:
on, off, in, out, up, down … ?

62. More Intonation Patterns Phrasal Verbs
Prepositions … but they (and sometimes adverbs) can also be particles when linked with a verb. verb + particle = PHRASAL VERB

63. More Intonation Patterns Phrasal Verbs
verb + particle = PHRASAL VERB
set up
leave out
give away
point out
turn down
do over

64. More Intonation Patterns Phrasal Verbs
verb + particle + D.O.
set up I’ll set up the tent.
figure out I’ll figure out what it costs.
give away I’ll give away the money.
point out I’ll point out his error.
turn down I’ll turn down the lights.

65. More Intonation Patterns Phrasal Verbs
verb + particle + D.O verb + D.O. + particle
set up I’ll set up the tent.
figure out I’ll figure out what it costs.
give away I’ll give away the money.
point out I’ll point out his error.
turn down I’ll turn down the lights.

66. More Intonation Patterns Phrasal Verbs
verb + particle + D.O verb + D.O. + particle
set up I’ll set up the tent I’ll set the tent up.
figure out I’ll figure out what it costs I’ll figure it out.
give away I’ll give away the money. I’ll give the money away.
point out I’ll point out his error. I’ll point it out [to him].
turn down I’ll turn down the lights I’ll turn the lights down.
do over I’ll do the problem over.

67. More Intonation Patterns Phrasal Verbs
Targeting Pronunciation p Learn by Listening (CD 2, Track 8) p. 65 – g. Partner Practice

68. More Intonation Patterns Phrasal Verbs: Stress
In phrasal verbs, the PARTICLE gets the strong stress.

69. More Intonation Patterns Phrasal Verbs: Stress
In phrasal verbs, the PARTICLE gets the strong stress.
set UP
do OVer
leave OUT
give aWAY
point OUT
turn DOWN

70. Homework (also found under “Assignments” on Blackboard)
Practice your “You’re the Expert” presentation, incorporating the feedback you received from your peer/partner on Tuesday. Record it on Blackboard-Voice Board and listen to it. You may re-record it until you are satisfied with your pronunciation. You will then present this “how-to” presentation to the whole class on Thursday, and it will be videoed.
Take the Self-Quiz and do the Dictation Exercise (Chapter 8 – The Speech Pathway, pp ). Bring to class for review.
Continue to reflect daily on your experience using the Pronunciation Log.