1. General Considerations Initial Listening Practice Initial Speaking Practice Listening Discrimination Pronunciation Practice Sound-Symbol Correspondences Teaching the Sound System

2. Listening Processes Sound recognition –Phonemes, words, intonation, discourse markers Speech event recognition –Context (lecture, dialogue, etc.) Conceptual recognition –Putting comprehensible input into own words

3. Types of Listening Intensive –Listening for specific sounds, words, intonation Responsive –Listening to short segment in order to respond Selective –Scanning for information Extensive –Listening to long segments for meaning and understanding (lecture)

4. What comprises language? Clusters Redundancy Reductions Performance variables (false starts, hesitations, pauses, etc.) Colloquialisms Rate of speech Suprasegmentals/prosody (stress, intonation, rhythm) Interaction

5. Types of Listening Assessments Minimal Pairs –Vowels, consonants, endings Stress –Content vs. function words Paraphrasing Responsive listening –Given question must be answered Selective listening –Cloze Information transfer –Pictures, charts, etc. Repetition –Listen to stretch of language and repeat Note-taking

6. Types of Speaking Imitative –Phonemic and/or prosodic Intensive –Production of short stretch of language Responsive –Short conversations Interactive –Transactional—exchange specific information –Interpersonal—social exchange Extensive –Speeches, presentation, etc.

7. Types of Speaking Assessments Repetition –Audiolingual (can be used to reinforce pronunciation) Computerized testing Directed response –Tell me… Reading aloud Dialogue completion Picture-cued tasks –Naming, creating story, giving directions Answering/asking questions Paraphrasing Process/instruction speech Interviews Roleplays Games –Find someone who…, evaluate & create e.g. Legos

8. Teaching the Sound System General Considerations Initial Listening Practice Focus on correct pronunciation at an early stage Introduce the English vowels and consonants Focus on listening discrimination, pronunciation, intonation ---Vowels—in un/stressed syllables, diphthongs ---Consonants—at the beginning or end of a word, unreleased, unexploded, aspirated * Always relate sounds to meaning Intensive listening activities Focus on words and phrases with different sounds Build up a sense of the language Use TPR or other reacting activities * Always use authentic materials Initial speaking practice Mimicry Models: teacher, recording, etc. Focus on key sounds—a seeded dialogue Treating specific sounds: describe how sounds are made, use a mirror, give alike sounds, break sounds, eliminate aspiration, tap out the rhythm, use hand signals, draw symbols—sketch mouth position, arrows, musical notes, lines, boxes * Always encourage but do not push for oral production

9. Listening Discrimination Contrasting the native and the target language Group/individual response to a list of words Minimal pairs: words or phrases that differ from each other by one sound or intonation, stress, etc. /s/ /z//t//d//f//v/ Sue zookitkidfivevan Detecting an accent with cognates: read a list of words or phrases in both native and target languages and ask students to tell the differences (use flash cards) Contrasting words in the target language Aware of phonemic distinction: Identify same vowels in a group of words: fit, seat, meet Circle the rhymed words: look, book, duke Intonation patterns: statement, exclamation, question, commands Contrasting sentences in the target language Identify linkages between words and phrases Identify different forms of verbs—tenses, shortened forms Identify nouns—singular/plural *

10. Special Techniques Partial correction Self correction Working with cognate: TElephone— teLEfono Stressed syllables and change of meaning PREsent--- preSENT Recognition of Stresses for Multiple syllables SIlent, TElephone, discrimiNAtion, pronunciAtion Stress shift and change in vowel quality ComBINE – combiNAtion comPETE--- comPEtitive --- compeTItion Able---aBIlity PArent---paRENtal

11. Teaching the Sound System Pronunciation Practice Sounds-Symbol Correspondences Songs Tongue twister: She seeks sea shells by the seashore Poems: “Hints on Pronunciation for Foreigners” I take it you already know of tough and bough and cough and dough? * Always make activities interesting and meaningful. Teaching the alphabet Memorization—by song, sequence, individual Grouping—by shape, sound Initials—person, place, company Phonetic transcription Use the phonetic alphabet * Always pay attention to context.

12. The International Phonetic Alphabet Tones and Words Accents Vowels

13. International Phonetic Alphabet (Revised in 1996)

14. Techniques for Teaching Speaking. Don’t force students to speak if they are not ready. General Considerations Initial dialogue Clue cards, slides, Chalk board drawing Pictures of a sequence of events Ideograms, icons Directed dialogue Sample drills Q-A dialogue Yes/No questions Either/or questions Wh-questions Dependent/independent clauses Tag questions Contextual Sentences Determine the basic materials Determine the order Sample presentation

15. Techniques for Teaching Speaking Students are truly speaking if they can generate their own sentences. Practice Sentences patterns magazine cutouts Flash cards Transparencies Props (My shirt is white. What’s yours?) Executing commands World map Match cards, pictures Guided Conversation Mini-exchanges Mini-conversations Prompt questions Prepared questions Role playing Preparation Create the situation Oral descriptions magazine cutouts wall charts and illustrations games: 20 questions/memory game

16. Techniques for Teaching Speaking Communicative Practice Guessing game Rank order: seasons, Saturday night Opinion polls Interview Making a survey Categories of preferences Story telling Free Conversation Discussion groups : Small group/whole class Debates Topics Form teams Panel discussion Seeking every opportunity to use the target language in a real life situation.