1. ADVANCED PRONUNCIATION & SPEAKING DAY 8

2. Administrative Attendance Visitor today

3. Plan for Today Reduction in English: SCHWA Minimal pairs (continued) Presentation skills discussion Presentation Skills Noticing Exercise Elevator Talk

4. Connected Speech: Reduction What happens in one place in speech can influence what happens in another: -within the word -within the sentence

5. Contractions & Blends - Why is = - Who is = - I am = -there are = -this is = -who’ll =

6. Contractions & Blends - Why is = why’s - Who is = who’s - I am = I’m -there are = *there’re -this is = *this’s -who will = *who’ll

7. Reduction of Phrases - I’m going to = - I don’t know = - Do you want to = - I’m going to have to =

8. Reduction of Phrases - I’m going to = I’m gonna  “eyemna” - I don’t know = I dunno  “eyedno” - Do you want to = D’ya wanna  “d ʒ əw ɑ nə” - I’m going to have to = I’m gonna hafta  “eyeməna hafta”

9. Reduced Speech /ə/ “Schwa”

10. /ə/ The most common 'vowel’ sound It can replace the vowel in any UNSTRESSED syllable in a word UNSTRESSED vowels are lax vowels. Tense vowels don’t occur in unstressed syllables It can replace the vowel in FUNCTION words Speakers usually do reduce the unstressed vowels, and not doing so is over-enuciation or exaggerated speech

11. Vowel Chart (review)

13. First, about stress….. With a partner, consider these words Alive Except Impress Confront Upon  First, identify the stressed syllable  Then, say them aloud. Do you see a pattern?

14. First, about stress….. Alive - / ʌˈ l ɑɪ v/  /ə ˈ l ɑɪ v/ Even - / ˈ i·v ɛ n/  / ˈ i·vən/ Impress - / ɪ m ˈ pres/  /əm ˈ pres/ Confront - /k ʌ n ˈ fr ʌ nt/  /kən ˈ fr ʌ nt/ Upon - / ʌˈ p ɑ n/  /ə ˈ p ɑ n/

15. Syllable reduction Because one syllable gets stressed, the others can (and usually do) become unstressed. An unstressed syllable can fall before or after the stressed one. Believe * Require Information * Sensitivity

16. What about these? Japanese - Brazilian - Korean - Chinese - Russian -

17. What about these? Japanese - /d ʒ æ.pə. ˈ niz/ Brazilian - /brə. ˈ z ɪ l.yən/ Korean - /kə ˈ ri.yən/ Chinese - /t ʃ a ɪˈ ni ː z/ Russian - / ˈ r ʌ. ʃ ən/

18. Sentence-Level Word Reduction Who remembers what the difference is between CONTENT and FUNCTION words? Content Function

19. Sentence-Level Word Reduction Who remembers what the difference is between CONTENT and FUNCTION words? Content – nouns, verbs, adjectives, etc. They carry the meaning at the basic level Function – articles, some adverbs, auxiliary verbs (when, where, why) These words are often reduced (vowel becomes schwa or even nothing, whole word is unstressed, too)

20. Word reduction in sentences Mary went to the store and bought a bag of apples. When she got to her home, she realized she had forgotten to buy the milk. So, she ran back to the store and bought the milk.

21. Word reduction in sentences Mary went tə thə store ən bought ə bag əf appləs. Whən she got tə hər home, she realized she əd forgottən tə buy thə milk. So, she ran back tə thə store ən bought thə milk.

22. Pause for Pronunciation

24. Vowel Chart (review)

25. Vowel Chart

27. // /o w / but boat cut coat mud mode lud* load chuck choke butter boater nut note (mid central) (mid back and what else??) ROUNDED

28. /i y / /I/ ///O w / Beet Bit But Boat Meet Mit Mut Moat Deed Did *dut Dote Keyed Kit Cut Coat

29. Presentation Skills A clip to get us thinking…. Daniel Cloud Campos, TEDx Kalamata 2014

30. Presentation Skills Talk with your partner(s) and make a list: What makes a good presentation?  Think about the content, the language, pronunciation, etc. What makes giving a presentation a difficult task for us?  Think about your experience and thoughts about giving your final presentation in this class.

31. Presentation Skills -Organization (parts of the presentation, organizing language, length, etc.) -- Is there a beginning, middle and end? -- How do you get from one part to the next? --How do you help your audience listen? -Pronunciation (clear pronunciation, effective use of pausing, stress and intonation) --Stress for emphasis, contrast and organization --Accurate intonation

32. Some extension of our pronunciation skills for Presentation Pausing “for effect” -Helps highlight important points & moments -Dramatic effect -Easier to listen to Asking rhetorical questions (intonation) -What is a rhetorical question -What do rhetorical questions do in a presentation? -How does intonation work in rhetorical questions?

33. Exercise We are going to watch a clip from Steve Jobs’ speech at Stanford University in 2005. The first time, listen to just the message: -What type of talk is he giving? -What will he talk about? -What do you learn about him?

34. Exercise The second time, listen to his pronunciation: -What do you notice about his pausing? -Does he use any stress for emphasis? -How quickly is he speaking?

35. Elevator Talk An opportunity to practice and get feedback on what you’re talking about and how you’re talking about it Give ‘constructive feedback’