200905121405269. Topic 5 new.pdf

7/27/2019 200905121405269. Topic 5 new.pdf

1/21

PART 2: SPEAKING

INTRODUCTIONSpeaking is a skill that needs to be developed and practised independently of thegrammar curriculum. Speaking entails not only knowing the vocabularygrammar, and pronouncing words and sentences properly, but also the

interactive element, namely, the management of turn-taking. In this situation,therefore, some of the basic elements in speaking are pronunciation, articulation,stress and intonation. Words and sentences correctly voiced help get across theintended message. To a certain extent, pronunciation errors can inhibit successfulcommunication. For example, if in a restaurant, soupis pronounced as soap, thiscan lead to confusion among the waiters and waitresses. Generally, learnerswould often like their pronunciation mistakes brought to their attention eventhough they do not have much difficulty in communicating.

By the end of this topic, you should be able to:1. Pronounce words clearly;2. Enunciate them clearly;3. Employ correct intonation, word and sentence stress;4. Employ rhythm; and5. Modulate and project your voice using the correct projection.

TTooppiicc55 Speaking:

Speech

Training

LEARNING OUTCOMES

7/27/2019 200905121405269. Topic 5 new.pdf

2/21

TOPIC 5 SPEAKING: SPEECH TRAINING66

There are five components in this topic, as outlined in the learning outcomesabove. Learners will be introduced to each component and guided through eachsection. Rules and other information relevant to the component are also given.

PRONUNCIATION

In this section, we will learn the 26 letters of the English alphabet and the manysounds some letters have. One way to know how to pronounce words correctly isto listen to the way good speakers of English articulate them. In addition, creatinga list of words and practising them helps learners to perfect their pronunciation.

ACTIVITY 5.1

These are the 26 letters in the English alphabet. They can be divided into sevensound groups.

Complete the table below by writing the letters of the alphabet in their soundgroups.

1 2 3 4 5 6 7/eI) /i:/ /e/ /aI/ /u/ /u:/ /a:/

a b f i o u r- -

- - -- - - -

- - - - -- - - - -- - - - -- - - - - -

5.1

A G D S C V I R E

F B N U O H T Q P W

Y M L J X R Z

7/27/2019 200905121405269. Topic 5 new.pdf

3/21

TOPIC 5 SPEAKING: SPEECH TRAINING 67

ACTIVITY 5.2

Read and pronounce the words in their various letter groups.1. Initial a (aat the beginning of a word)

//: act apt add age aspirin average accidentai = /eI/: ate ache aim ailar =/a:/ : arm arc art apart announced affair attend

2. Initial e(eat the beginning of a word)/: edge enemy energetic examination/ I / equal even evening evil (/i:/)/ I / elastic event embarrass (ifstress ison the second syllable, the eis pronounced)

3. Initial i(iat the beginning of a word)/I/ intelligent important invitation inn imprison/aI/ ice icy idea ideal idle identify iron islanditem

4. Initial o(oat the beginning of a word)/a/ obvious off operate// obey occasion official (if stressis on the second syllable,the ois pronounced)

5. Initial u(uat the beginning of a word)/^/ uncle umbrella until unable unimportant/ ju:/ universe unit university ukelele

6. Letter c/k/ (hard sound): call company cap candidate camp/s/(soft sound): ceiling cell cycle circle// If cis followed by ia, ea, iouor ien, it is normally pronounced so.

special ocean precious ancient

Exceptions: science scientist scientificNote: When there are 2 cs in a word; the first c is a hard sound and the otheris a soft sound. accept succeedExceptions: tobacco accomodationoccasion

,

7/27/2019 200905121405269. Topic 5 new.pdf

4/21


7. Letters ch/t/ church Richard children chide/ k/ ache anchor architect chaos

chemist// chalet chaueffeur chef moustache8. ea/ i:/ eat beat heat meal speak/ e/ head dead deaf

Exceptions:/e/ create/ / reaction/eI / break great/I/ idea ideal real

9. ear/I/ ear dear appear/3:/ earn early pearl/e/ wear bear swear

10. ei/i:/ deceive receipt/eI/ eight neighbour freight veils vein/aI/ height/e/ leisure// foreign

11. g/g/ (hard sound) glass great magazine girlguilty/d3/ (soft sound) change age geography giant

gypsy

gu is also pronounced as /g/: guard guest figureExceptions: gu isprounuced as /gw/: guava guano12. ie/i:/ chief field niece relief

/e/ friend// conscience ancient/I/ convenience fierce

7/27/2019 200905121405269. Topic 5 new.pdf

5/21


/aI/ quiet science scientist/aI/ die diet/ju:/ view review

13. ng/g/ reading song singer strong ringing/g/ hunger hungry single stronger/ndg/ strange challenge14. oa/ u/ boat road float coat

/J:/ roar oar broad broad

15. oo/u/ book foot took cook/u:/ boot too fool pool school moonExceptions/d/ blood flood/d:/ door floor/u/ poor16. or/J:/ for horse corner

/3:/ work worse worship worldworm/o/ moral forest corridor foreignorange/^/ worry thorough

17. ou/au/ about house plough/^/ young rough/u:/ soup you

18. ough/_f/ cough/^f/ enough tough rough/u:/ through/au/ bough plough// thorough borough/J:/ brought bought ought thought/ u/ although dough

7/27/2019 200905121405269. Topic 5 new.pdf

6/21


19. our// our flour

UJ ) course tourException: /^/ courage

20. ow/au/ how towel crowd/u/ below show pillow21. qu e)/kw/ queen liquid/k/ quay quiche cheque

Say these tongue twisters quickly. Quick liquor and quiet quiche. The liquid squid questions the quarelling queen mosquito.

22. th//At the beginning of a word, th is pronounced as inthing, theatre.// In the middle of a word, the this pronounced.father clothing otherExceptions:

(pronounced as )

athletics authority author nothing something methodAt the end of the word, it is pronounced as //

cloth breath bathExceptions:(pronounced as /t/)

with smooth breathe

In a few words, this pronounced as /t/.Thames Thailand thyme Thomas

23. Adding eIf the eis added to a short word, pronounce the vowel.

bat ... bate pet.... Pete bit ... bite hop... hope cut ... cutehat ... hate shin... shine cap ...cape plan... plane not ... note

7/27/2019 200905121405269. Topic 5 new.pdf

7/21


24. Final seAt the end of the word seis pronounced either /s/ or /z/.These words are pronounced with an /s/.

nurse mouse promise purpose sense loose base

These words are pronounced with a /z/.rise noise vase please increase cause lose

But take note of some differences. These words can be pronounced as /s/ or/z/ depending on what part of speech it is.

/s/ A closething. (adjective)

Closeby was a farm. (adverb)/z/ Closethe door. (verb)

/s/ The useof arms is banned. (noun)/z/ Usethe red pen. (verb)

/s/ There was a lot of refuseoutside. (noun)/z/ He refusedto do it. (verb)

/s/ She gave an excuse. (noun)

/z/ Please excuseme. (verb)

25. Final yIn one-syllable words where yfollows a consonant, it is pronounced /aI/.

why fly buy

In multi-syllable words where yfollows f, it is pronounced as /aI/,modify simplify

and in the following common words:deny reply rely apply supply July multiply

In other multi-syllable words, when y follows after a consonant, it ispronounced as /i:/.

many equality key money

7/27/2019 200905121405269. Topic 5 new.pdf

8/21


26. Past EndingsThe regular past ending -ed can be pronounced in three ways, dependingon the final sound of the root word.

/d/ After voiced sounds

opened/d/ After vowel sounds covered/t/ After unvocied sounds stopped

27. Silent LettersSome words contain letters that are not pronunced. These silent letters can

be at the beginning, middle or end of a word.

At the beginning:pneumonia psychology honest hour knee know knitknife gnat gnaw wrong write WrightIn the middle:straight debt doubt science castle ghostisland stalks folk palm calm talk halfsword answer handkerchiefs receipt listenAt the end:

bomb hymnIn words beginning with wh, the h is silent.why, which wholeWords where the wis silent.who whole whose

28. HomographsSome word have the same spelling but are pronounced diffently indifferent contexts.e.g. lead to follow / lead a type of metal

These are some of the other words. For each make a sentence to show itsmeaning.

a) wind b) row c) tear d) bow e) read f) close g) use h) lives i)sows

7/27/2019 200905121405269. Topic 5 new.pdf

9/21


ENUNCIATIONVerbal enunciation is the act of speaking clearly. Good enunciation is the act of

speaking clearly and concisely. The opposite of good enunciation is mumbling,slurring or bad pronunciation. When people dont bother to pronounce eachsyllable of each word properly and words get slurred together, they sounduneducated. Listeners often have a hard time hearing them especially if theresother noise around them or when they are speaking on the phone. For listeners, itis irritating to listen to poor speech habits, i.e. listening to a speaker who does notenunciate properly.

ACTIVITY 5.3

Enunciation ExercisesAs a warm-up practice and to enable you to open your mouth easily, say aloudthe following.

1. To open and close mouth easily, repeat:

2.

To loosen your jaw, repeat:

3. To loosen your lips:

5.2

Fah Fah Fah Fah Blah Blah

Sah Kah She Fah RahPah Kah She Fah RahWah Kah She Fah RahBah Kah She Fah RahDah Kah She Fah Rah

www www www bbb bbb bbb wbw wbw wbw

lll ldl www ldl wlwd

7/27/2019 200905121405269. Topic 5 new.pdf

10/21


4. Now say these lines for precise articulation:

(Adapted from Susan Ward: Speak for Success Speech Lessons)

Dont Drop Your g ExerciseDropping the g is a common example of poor enunciation. Sometimes, people say

goinor walkinorjoggin, instead ofgoingor walkingorjogging. If they say theformer, then they are g-droppers.

Say this list of words out loud:

Did you say go-ing or did you say go-in? If you said go-in (or walk-in, jog-gin, etc.), youre a g-dropper.Note: Pronouncing words in isolation is different than what we normally dowhen we speak.

Say these sentences out loud:

Did you drop any gs? Did you enunciate each syllable of each word?

ACTIVITY 5.4

The tip of the tongue, the teeth and the lips. Lah lee loo lee. Zip e do da. Repetition, repetition, repetition. We'll weather the weather whatever the weather,

whether we like it or not.

going walking ogging

thinking striking selling

singing running jumping

We are going to have to rethink that bid.Waiting to hear from the bank is very nerve-wracking and stressful.Before starting my business, I looked at a lot of different businessopportunities.Theres more to learning than just reading, writing and arithmetic.

7/27/2019 200905121405269. Topic 5 new.pdf

11/21


ACTIVITY 5.5

Tongue TwistersSay each of the following sentences out loud three times, as quickly as you canwhile fully enunciating each word.

1. Keeping customers content creates kingly profits.2. Success seeds success.3. Bigger business isnt better business but better business brings bigger

rewards.4. Wanting wont win; winning ways are active ways.5. Seventeen sales slips slithered slowly southwards.6. Dont go deep into debt.

7. Ensuring excellence isnt easy.8. Time takes a terrible toll on intentions.

Repeat this exercise as many times as you wish.

ACTIVITY 5.6

Speech Exercise: The Mirror TestThe mirror can help you enunciate properly. When you enuciate properly, your

mouth, tongue, lips and jaw move.

Stand in front of the mirror and say out loud the sentences given at the end ofActivity 5.4. For example, when you say the sentence, We are going to have torethink that bid, notice your lips when you say the words go-ing and bid.Notice how your lips purse and retract when you say go-ing. Notice how yourlips jut out when you say the b in bid.

Now say the sentences out loud again in front of the mirror. But this time, slowdown your rate of speech and exaggerate your facial movements.

Do this five minutes every day.You will notice that you will soon be conscious ofthe way you speak and begin to speak more clearly.

7/27/2019 200905121405269. Topic 5 new.pdf

12/21


STRESSStress and intonation are important in speech. They signal meaning, attitude and

grammar. There are two kinds of stress: word stress and sentence stress. In wordstress, stressing certain syllables signal their meaning. In a sentence, stress picksout the most important words. They point to new and unknown information inthe sentence.

Example: REfuse garbage reFUse do not want to.

CAN you come here now! (Ordering/requesting firmly)Can YOU come here now! (Stressing the person)Can you come here NOW! (Stressing time)

WORD STRESSIn word stress, the emphasis can fall on the first, middle or end syllables.Example:

Ooo oOo ooOSYLlabus

SUBstituteTECHnical

enGAGEmentbaNAnaphoNEtic

usheRETTEkangaROO

underSTAND

A rough guide to word stress is as follows (adapted from Gerald Kelly: How toTeach Pronunciation):

Core VocabularyMany everyday nouns and adjectives of two syllables are stressed on thefirst syllable.

SISter BROther MOther WAter PAperTAble COFfee LOvely

Prefixes and SuffixesPrefixes and suffixes are not usually stressed.QUIetly oRIGinally deFECtiveExceptions: BIcycle DISlocate

Compound WordsWords formed from two words tend to be stressed on the first element.

POSTman NEWSpaper TEApot CROSSword

5.3

7/27/2019 200905121405269. Topic 5 new.pdf

13/21


Words Acting as Nouns and VerbsThe noun will tend to be stressed on the first syllable.The verb will be stressed on the last syllable

IMport (n) imPORT (v)

Sentence StressThe use of stress in a sentence helps us to both understand and deliver meaningin long utterances.

Look at this example:

he LIVES in the HOUSe on the CORner

This sentence conveys three separate ideas: a male resides in a house ....and not in a flat or a bungalow the location of the house is at a junction listeners are probably familiar with this junction.The stressed words are content words and they convey the most important ideasin the sentence: lives, house, corner.

When questions are asked, notice how the required information in the answers isstressed.

(a) Where is Johns house? Its on the CORner.(b) Where did you say John lives? He lives in a HOUSE on the CORner.(c) John lives in a block of flats on the corner, doesnt he?

NO, he lives in a HOUSe on the CORner.(d) Johns buying the house on the corner, isnt he?

NO, he already LIVES in the house on the corner.

How Can We Say the Same Thing in Different Ways by Using Stress?(i) When we say words of two or more syllables in isolation, we stress one of

the syllables.

(ii) When words are arranged in a sentence, certain syllabes will be stressed toconvey the message.

(iii) Intonation is used to give further subtleties of meaning to the syllables thatare deliberately stressed.

7/27/2019 200905121405269. Topic 5 new.pdf

14/21


ACTIVITY 5.7

Word StressA Look at these words. Stress the correct syllable to show the noun and theverb forms respectively.

1 permit 2 rebel 3 increase 4 export 5 decrease6 insult 7 content

B Put these words in the correct columns according to the stress pattern.Use a dictionary if you have to.

Oo Ooo oOo Oooo ooOo

ACTIVITY 5.8

MisunderstandingsWork in pairs. Read the dialogue below and vary your expressions. Stress thewords correctly.

Learner A Learner BId like a big, red, cotton skirt,

please.

Here you are. Abig, red, cotton skirt.No, I said a big, red, cotton shirt. Here you are. Abig, red, nylon shirt.No, I said a big, red, cotton shirt. Here you are. Abig, blue, cotton shirt.No, I said a big, red, cotton shirt. Here you are. Abig, blue, cotton shirt.No, I said a big, red, cotton shirt. Sorry, we dont have one.

plumber electrician doctor ournalist

musician shop assistant teacher soldiernovelist architect carpenter actorpoliceman fireman lecturer florist

businessman artist farmer scientistresearcher gardener designer

7/27/2019 200905121405269. Topic 5 new.pdf

15/21


Learner A Learner BIts a pity you werent at thedinner.

I was at the dinner.

Did you say you were at theparty?

No, I was at the dinner.

Did you say you were at thedinner?

Yes, I was at the dinner.

ACTIVITY 5.9

Guessing the MeaningWork in pairs. Take turns reading the sentences in three different ways by

stressing different words. Your partner has to guess what the intended meaningis.

1. I said you are not to go.2. Can I see that letter?3. You have to come early tomorrow.4. Im sorry you cant take part in the concert.5. I said the car is at the workshop.

ACTIVITY 5.10

Play-actingWork in pairs. Read out the dialogue in three different ways. Decide on thecharacters and the mood they are in before reading aloud.

A: So you have to go.B: Yes.A: But why cant you stay?B: Because I have to go, thats why.

A: Thats not a good reason, if I may say so.B: Im bored thats why.... terribly bored of everything!A: That cant be true. I thought you were the one person who enjoyed life the

most!

7/27/2019 200905121405269. Topic 5 new.pdf

16/21


INTONATIONThe way our voice goes up and down in speech is referred to as intonation. This

is an important aspect of language that we are sensitive to but mostly at anunconscious level. In turn-taking, for example, rise and fall is often used to signalwhen to speak and when not to. If you want to continue speaking, you shouldremain at high speech. A fall, on the other hand, shows you have completed whatyou have to say and that someone else can now take the floor.

Intonation can be used to mark new information.

Question Intonation MeaningWhat time does your trainleave?

Fallingintonation

A question asking for newinformation.

What time does your trainleave?

Risingintonation

A question asking forconfirmation of somethingthat has already been said.

5.4.1 Grammar and IntonationSome attempts have been made to show the connection between intonationpatterns and types of grammatical structures. Here are some examples:

Grammatical Item Intonation Example1. Information questionswith

Who, What , Where,etcFallingintonation

if asking forthe first time

Whats your name?

Whats the time?

Where do you live?

2. Questions expecting ayes/no answer.

Risingintonation

Is it the small one?

Did you take my book?

3. Statements Falling He lives in a house on thecorner.

Its here.

4. Imperatives Falling Close the door.Put the bags down.

5. Question tags expectingconfirmation Falling Youre Thai, arent you?Shes pretty, isnt she?

5.4

7/27/2019 200905121405269. Topic 5 new.pdf

17/21


6. Question tags showing lesscertainty Rising Youre Thai, arent you?Shes pretty, isnt she?

7. Lists of items Rising, rising,and finallyfalling

You need a pen, some colouredpencils and a sheet of paper.

The stall sells ribbon, beads,elastic thread and buttons.

5.4.2 Intonation and Attitude

Intonation can also signal attitude toward a situation. For example, in respondingto an invitation, the words That would be nicecan be said in several ways toindicate enthusiasm, mild pleasure, relief, surprise, sarcasm or boredom.However, in face-to-face communication, many things contribute to how themessage is delivered and understood, such as the speakers body language,his/her personality, and his/her choice of words.

ACTIVITY 5.11

Read these sentences using different intonation patterns to signal the differentattitudes.

1. That would be nice.(pleasure, sarcasm, boredom, relief)2. Can I see that? (anger, interested, curious)3. Thats a beautiful dress. (sincerity, disinterested)4. What terrible fellows! (fear, amused, disgusted)5. Im just waiting for the holidays. (tired, desperate)6. I hope this is going to be good! (firmly, hopefully)

RHYTHM

Every language has a speech rhythm or various speech patterns that become thebasis for basic pronunciation and general communication in that language. In thisrepsect, speech rhythm exercises often help learners improve their pronunciationand increase their confidence. In reading aloud, when learners apply speechrhythms, they will feel a greater sense of control over their pronunciation ofwords and phrases.

Speech rhythm is simply a way of breaking down sentences into component partsso that learners become aware of the way they can simplify structures.

5.5

7/27/2019 200905121405269. Topic 5 new.pdf

18/21


Example: Prepositional phrasesin the evening, after the show, at night, across the street

These are tightly knit word groups that carry meaning and familiar rhythms.

Example: After lunch, I went to the library to get a book.

It should be read as follows:

After lunch/I went to the library/to get a book.

When reading aloud, it is important to pause at the end of each word grouping.In normal speech, however, the pauses may not be distinct. On the other hand, at

business meetings and in drama, speech patterns take on more deliberate

characteristics that allow for thoughful consideration and explanation.

ACTIVITY 5.12

Read these sentences out loud. But before doing so, mark the pause at the end ofthe word groupings.1. Eggs are natures perfect food containing every known nutrient except for

Vitamin C.

2. Look for free-range eggs, preferably organic, as commercial eggs come from

battery-farm-raised chickens which are typically under-nourished andbadly treated, leading to inferior eggs.

3. Free-range chickens are birds that live the way their ancestors would havelived during caveman times, meaning they are free to run and move about.They eat a variety of plants and animal foods. They are free of antibiotics,hormones and other growth promoters. Unlike the poor chickens in acommercial farm, they are not under pressure to produce more eggs thannormal cycles allow.

7/27/2019 200905121405269. Topic 5 new.pdf

19/21


VOICE MODULATION AND PROJECTION

In public speaking one should be able to project ones voice so that people at the

back of the room can hear. However, remember that projection is more than justloudness. It is about distance, clarity and 'connection' with the audience.

In this respect, there are two key areas of voice projection: breathing techniquesand resonators (the speakers in our head).

Breathing technique: Good voice projection requires efficient working of thelungs, intercostal muscles and diaphragm. The diaphragm is an umbrella shapedmuscle which helps push air out of the lungs.

ACTIVITY 5.13

Work in pairs. Whisper these sentences as loudly as you can. This will force youto open your mouth as wide as possible and make you breathe through yourstomach to push your voice.

A: Do you want to hear a secret?B: What?A: Its about so-and so and so-and so.B: Who?A: You know... them! (pointing)B: Who?A: Mary and John!B: What?A: They are going to get married!B: Oh! Thats old news!

ACTIVITY 5.14

Locating the diaphragmWork in pairs.

1. Locate your diaphragmby placing your hands with fingertips touching,across your body below the rib cage.

2. Now breathe out making the sound 'huff'. Feel the diaphragm working andsee your fingertips being pushed apart. This allows you to experience howproper voice production should feel.

5.6

7/27/2019 200905121405269. Topic 5 new.pdf

20/21


ACTIVITY 5.15

Work in pairs.

1. Hold your nose and say Many mighty men making much money in themoonshine with as much force as possible.

2. Now let go of your nose and say the same phrase.3. Notice the difference in the force of your vocal sound.[Note: Humming before speaking is another way of improving voice projectionthrough resonation (though this should be done before you go to the speakers'platform, of course!)]

ACTIVITY 5.16

Recite a well-known nursery ryhme in angry, puzzled, anxious and many othervoices.This helps to modulate the voice.

ACTIVITY 5.17

Work in pairs. Take turns reading your texts.

1. Choose a paragraph from any text.

2. Underline words and create accents at the words you would like theaudience to really remember.

3. Plan and practise and then read it out in front of the whole group. Changemodulation, pace, pause and effect.

In this topic you learnt how to:

Pronounce words clearly Enunciate words well. Employ correct intonation, word and sentence stress Employ rhythm. Modulate and project your voice.

7/27/2019 200905121405269. Topic 5 new.pdf

21/21


Enunciate

Intonation

Modulate

Project

Pronounce

Rhythm

Voice

Word stress

Digby,C., Myers, J (1993). Making sense of spelling and pronunciation.Prentice Hall.

Kelly, Gerald (2000). North Star: How to teach pronunciation.Longman.

200905121405269. Topic 5 new.pdf

Documents

Transcript of 200905121405269. Topic 5 new.pdf