PRONUNCIATION James Coles Masters Degree in Translation and Interpreting Week 5
Review • Hedging • Fluency • Lexis
Read the article then answer the questions using hedges: How did van Gogh behave towards his friends? How did van Gogh die? • Distance
Is this new biography of van Gogh a good book? Why do you say that? Would you recommend this book ?
Fluency is…. Like a river…. • The ability to produce long responses • How easily you can you produce long responses • The amount of hesitation • The speed of your speech • The use of discourse markers / link phrases / connectives • The amount of self correction
What objective are you going to achieve and how are you going to do it?
Lexical Resource is… Not just vocabulary…. • The ability to use less common words • Using idiomatic language • Paraphrasing / vocabulary gaps • The ability to talk about unfamiliar subjects • Being flexible with your language • Being able to convey precise meaning
Descriptor/ Learning Objective Learning Outcome Evidence in Guided & Free Practice a)Can produce vocabulary for most topics in some detail Evidence of student being able to use vocabulary for a 5 common subjects b) Can explain 'vocabulary gaps' by using other words Evidence of student explaining a 'vocabulary gap' in 'natural speech' c) Most vocabulary used correctly. 80% of all vocabulary used correctly / accurately. Practice speaking with your partner and check that they use words correctly d) Meaning is clear. Student able to clearly convey meaning in a range of contexts. Rehearse using English for everyday situations What objective are you going to achieve and how are you going to do it? Practice using vocabulary for the following: • Travel • Hobbies and interests • The weather • Working / studying • Technology Practice explaining words check with a dictionary
What objective are you going to achieve and how are you going to do it? You can also expand your passive vocabulary by: • Reading English stories for pleasure • Watch English TV programmes and films • Read an English language newspaper: • www.dailymail.co.uk • www.telegraph.co.uk • Learn word families • Learn word roots • Play crosswords, word games and do cloze procedures
Pronunciation Not just about your Chinese accent it is about how easy it is to understand you and your use of: • Word stress • Sentence stress • Intonation • Varying speed of speaking • Elision
IPA for English plosives diphthongs long vowels
Phonology The most common mistakes Chinese learners of English make are: Tendency to omit final consonant or substitute it with a vowel especially when the word ends with a plosive. English has more vowel sounds than Chinese, resulting in the faulty pronunciation of words like ship/sheep, it/eat, full/fool. Diphthongs such as in weigh, now or deer are often shortened to a single sound.
Tongue Twisters So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and the batter was not bitter. So 'twas better Betty Botter bought a bit of better butter. Betty Botter had some butter, "But," she said, "this butter's bitter. If I bake this bitter butter,it would make my batter bitter. But a bit of better butter--that would make my batter better."
Tongue Twisters D - Don't doubt the doorbell, but differ with the doorknob. E - Eight gray geese in a green field grazing. F - Fine white vinegar with veal. The free thugs set three thugs free. G - Grab the groundhog from the glazed grass. A - Around the rugged rocks the ragged rascal ran. B - Big black bug bit a big black bear and the big black bear bled black blood. C - Can I cook a proper cup of coffee in a copper coffee pot? http://plays.about.com/od/actvities/a/enunciation.htm
Intonation Unlike English, Chinese is a tonal language. This means that it uses the pitch (highness or lowness) of a phoneme sound to distinguish word meaning. In English, changes in pitch are used to emphasize or express emotion, not to give a different word meaning to the sound.
Intonation Practice A: Waiter! Waiter! There's a fly in my soup! B: A fly in your soup? What's it doing there? A: I have no idea. B: Well, what do you want me to do about it? A: I want you to come and get it out. B: All right. Calm down. I'll be there in a few minutes.
Practice the dialogue with appropriate intonation, substituting the words below: Police! Police! - There's a rhinoceros in my backyard! Waiter! Waiter! - There's a spider in my spaghetti! Mommy! Mommy! - There's a kangaroo in the living room! Daddy! Daddy! - There's a gorilla in the garage! Teacher! Teacher! - There's a scorpion in my school bag! Help! Help! - There's a hippopotamus in the bathtub! Jimmy! Jimmy! - There's a lizard in my slipper!
Stress Word stress placed on different parts of a word e.g. /tˈəmaːteʊ/ When words are spoken slowly this stress will often shift Sentence stress placed on content words e.g. the most important words in a sentence
Speed and Pauses A panda eats shoots and leaves A panda eats, shoots and leaves