|
One aim of this syllabus is to offer activities to students who may face some challenges in English pronunciation. A second and equally important aim is to provide an opportunity for learners to become familiar with forms and formulas in English. The ultimate aim is the creation of opportunities to use the content of these files for communication in and beyond the activities presented here.
The following files are presented in a game format but can be used in more formal situations or even by students studying independently. There are vocabulary exercises in the first activity and role play creation activities in more advanced files which. These ’extensions’ will enhance the overall learning process. Further, there is an assessment form at the bottom of this page as a means of student evaluation. |
|
Minimal Pairs-3 Set One “B” and “V”
|
|
Minimal Pairs-5 Set One “P” and “F” |
|
Brockley, T. (2006) The Language Works Online English Curriculum. http://www.eslenglishclassroom.com
Brockley, T. (2008) Teaching Pronunciation: Case Study Parameters for Korean Elementary School Learners. Click Here
Celce-Murcia, M., Brinton D., Goodwin., J. (1996) Teaching Pronunciation. Cambridge University Press. |
|
Minimal pairs are words that have similar sounds and are often confused by second language learners (“r” and “l” is a common pair). Also, in some cases, consonants and/or vowels in English don’t appear in other languages. You may find such sounds in the files below. Instructions appear on the second slide. |
|
Minimal Pairs-1 Set One “R” and “L”
|
|
Sentence Stress Set One |
|
Click an icon below to open a file. Click the slide screen once to go the next slide. Click the slide again for audio. To move one step back, use the back button on the small toolbar at the bottom right corner or use the back arrow on your keyboard. The files will open more quickly the second time they are used. |
|
Click Here for an in-depth description. Activity procedures can be found on the second slide of each flash file. |
|
Attention Consonants Set One– word initial/internal stops |
|
The following activities address what is called ‘epenthesis’. No, it is NOT a disease, it simply means, among some second language learners, an additional vowel sound is placed at the end, middle or beginning of a word (for example, ‘cheese-ah’ or ‘wash-id’ ‘s-u-ports’ or ‘Es-Spanish’). |
|
Attention Consonants Set Two— consonants-final stops 1 |
|
Click Here for an in-depth description. Activity procedures can be found on the second slide of each flash file. |
|
Sentence Stress Set Two |
|
‘Sentence stress’ is a term used for the amount of stress given to each word in a sentence. Some words have more stress than others. English is a ‘stress-timed’ language which means that the stresses in the sentence (utterance) DO NOT depend on the syllables, rather, on the placement and number of stresses. Weaker stressed words are spoken more quickly; stronger stressed words (nouns and verbs) more slowly. |
|
Click Here for an in-depth description. Activity procedures can be found on the second slide of each flash file. |
|
Intonation Set One |
|
Intonation Set Two |
|
Intonation is a pattern of pitches that occurs when we speak. Each of these patterns has a particular rhythm as well. One important aspect of intonation is that it provides various signals to the participants in a conversation (for example, the intention and mood of a speaker). In this activity, some basic intonation contours/patterns are presented in context with their meanings. |
|
Click Here for an in-depth description. Activity procedures can be found on the second slide of each flash file. |
|
Meaning-focused Exercises and Tasks |
|
Latest Language Works effort... |
|
Original Non~Audio Activities |
|
© COPYRIGHT The Language Works and its licensors 2006 ~ 2009. All rights reserved. |
|
Attention Consonants Set Three— consonants-final stops 2 |
|
Attention Consonants Set Four— regular past-final stops
|
|
Sentence Stress Set Three |
|
Sentence Stress Set Four |
|
Intonation Set Three |
|
Intonation Set Four |
|
Minimal Pairs-4 Set Two “B” and “V”
|
|
Minimal Pairs-6 Set Two “P” and “F” |
|
Minimal Pairs-2 Set Two “R” and “L”
|
|
Ideas about Language and Learning |
|
Attention Consonants Set Five— mixed forms-1 |
|
Attention Consonants Set Six— mixed forms-2 |
|
An Ecological Approach to Language Learning |
