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Contrastive Grammar and Pronunciation

Contrastive Grammar and Pronunciation. Bethany Zornek CLIU December 15, 2008. On a piece of paper…. Do you teach grammar? How do you teach it? What kinds of practices do you do? What grammar points are most difficult to teach? Why do you think that is?. Grammar Differences.

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Contrastive Grammar and Pronunciation

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  1. Contrastive Grammar and Pronunciation Bethany Zornek CLIU December 15, 2008

  2. On a piece of paper…. • Do you teach grammar? • How do you teach it? • What kinds of practices do you do? • What grammar points are most difficult to teach? Why do you think that is?

  3. Grammar Differences • Omissions • Additions • Differences • Order • Meaning / Use

  4. Grammar Observations Tokyo niikimasu ka? Hai, Tokyo niikimasu. Iie, Tokyo niikimasen. Kyoto karakimasu ka? Hai, Kyoto karakimasu. Iie, Kyoto karakimasen. Eigowakarimasu ka? Hai, eigowakarimasu. Iie, eigowakarimasen.

  5. Look Again: Tokyo niikimasu ka? (Are you going to Tokyo?) Hai, Tokyo niikimasu. (Yes, I am going to Tokyo.) Iie, Tokyo niikimasen. (No, I’m not going to Tokyo.) Kyoto karakimasu ka? (Are you from Kyoto?) Hai, Kyoto karakimasu. (Yes, I’m from Kyoto.) Iie, Kyoto karakimasen. (No, I’m not from Kyoto.) Eigowakarimasu ka? (Do you understand English?) Hai, eigowakarimasu. (Yes, I undestand English.) Iie, eigowakarimasen.(No, I don’t understand English.)

  6. How well do you know the grammar rules? The vapy koob desacked a muskant molently. The vapy koobs desacked a muskant molently. The vapy koobs desacked muskants molently. The vapy koobs molently desacked muskants. The vapy koobs are molently desacking muskants. The vapy koob is molently desacking muskants. The vapy koob molently desacks musktants. Muskants are molently desacked by the vapy koob. A muskant is molently desacked by the vapy koob.

  7. Using Sentence Strips • Word order • Word by word • Phrases • Exploring possibilites • Specific grammar points • Examples: “s” endings, noun clauses

  8. A word about grammar in context Teaching grammar in context helps • to make comprehensible input for students • to make grammar more relevant (and easier to remember) • to make grammar more interesting (so that students are more motivated) • to support content material

  9. Reflection – Think-Pair-Share • Think back to what you wrote at the beginning of this presentation. • Can you think of a way to address one of your challenging grammar points with sentence strips in any way? How? • Is there a grammar activity that you do that works very well? What?

  10. On a piece of paper…. • Do you teach pronunciation? • How do you teach it? • What kinds of practices do you do? • What pronunciation points are most difficult to teach? Why do you think that is?

  11. Possible Pronunciation Differences • Rhythm and Stress • Intonation • Individual sounds • Vowels • Consonants

  12. Rhythm and Stress • Syllable-timed language – all individual syllables receive equal time • Stress-timed language – emphasis is put on certain syllables (in content words), so there are long and short syllables mixed together

  13. Syllable-timed

  14. Stress-timed

  15. Example of Stress Patterns in English The book on the table belongs to my father.

  16. Example of Stress Patterns in English The book on the table belongs to my father.

  17. Intonation • Rising and Falling • Statements • Questions • Yes/No • Wh- • Tonal Languages

  18. Individual Sounds - Vowels • Placement in mouth • Front-back • High-low • Lip shape • Tense / Lax

  19. Tense and Lax Vowels Tense beat bait boot boat Lax bit bet book bought

  20. Individual Sounds - Consonants • Place of articulation • Tongue position • Lip position • Manner of articulation • How the air is obstructed • Stops, fricatives, affricatives, nasal • Voicing

  21. Voiced and Voiceless Sounds Voiced b d g v z th (that) j su (measure) m, n, ng l, r, w, y Voiceless p t k f s th (think) ch sh h

  22. Teaching Techniques – Individual Sounds • Listening and recognition • Mouth Awareness • Mirrors • Physical “feelings” • Minimal Pairs • Story Squares • Phillip Knowles

  23. Reflection – Think-Pair-Share • Think back to what you wrote at the beginning of this par to the presentation. • Can you think of a way to address one of your challenging pronunciation points with one of the techniques suggested? How? • Is there a pronunciation activity that you do that works very well? What?

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