Advanced Pronunciation Skills Week 4 - DAY 1

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

Opening Conversation

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

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 http://www.pronuncian.com

Sounds: Final Nasal Sounds -m, -n, and -ng (/m/, /n/, and /ŋ/) http://www.uiowa.edu/~acadtech/phonetics/english/frameset-ad3.html

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

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

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

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.

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

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

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

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 http://www.uiowa.edu

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

Sounds: Review of /l/ and /r/ The tip of your tongue. -- from http://www.elementalenglish.com

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 http://www.elementalenglish.com

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 http://www.elementalenglish.com

Sounds: Review of /l/ and /r/ t http://www.myaism.com/M.E.L.T.S.html’ www.pronuncian.com http://annebobroffhajal.com/2011/01/

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

Sounds: Review of /l/ and /r/ http://www.uiowa.edu/~acadtech/phonetics/english/frameset-ad3.html

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

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

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.

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

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

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.

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

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

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.

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

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

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

Important Endings: -s

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

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

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.

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

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

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

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

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

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

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

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

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.

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)

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

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

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

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

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?

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.

More Intonation Patterns

More Intonation Patterns: Review Descriptive Phrases v. Compound Nouns

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.

Descriptive Phrase Adjective + Noun $800 Descriptive Phrase Adjective + Noun

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

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

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

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

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

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

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.

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.

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.

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

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

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

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. 170-171). Bring to class for review. Continue to reflect daily on your experience using the Pronunciation Log.