Teaching English Pronunciation Using the Prosody Pyramid Cambridge Day Korea 2012 Judy B. Gilbert

1. Teaching English Pronunciation Using the Prosody Pyramid • Cambridge Day Korea 2012 • Judy B. Gilbert

2. Primary Goals A. Discourse cues (rhythm and melody) B. Top priority sounds: • Peak vowels • The letters S and D at the end of words • Aspiration for P, T, and K

3. 안녕하세요 What happened to 녕?

4. 1 The spoken language is different from the written language Contractions and reductions in English: cannot→ can’t Wednesday laboratory

5. Dictation: prosody • A. ____________________________ • B. ____________________________

6. Prosody is the framework

7. 3 Syllables are the building blocks  easeeasy easily six seven seventy rice ice cream icicle

8. Contractions can … not = can't I … would = I'd I … am = I’m he … is = he’s do … you =d’you

9. Problem: • All elements of the prosody pyramid are interdependent. • They tend to occur at the same time. • But we can’t teach everything at the same time. Solution: Template sentences.

10. Quality repetition provides templates • Use choral repetition to establish mastery of a chunk of English, “like a little song”. • Use this chunk as a template for later analysis of specific elements.

11. Template Sentence How do you spell “easy"?

12. The different elements

13. How can the template be used?One element at a time.

14. 4 Peak vowels are the peak of information

21. Word Stress 5 Each word has one primary stress Stress depends on contrast with the other syllables.

22. Stress

24. easy easily excuse me

27. Stress Practice 1. lemon, spelling, Canada, Korea 2. telephone, economy, economical 3. English muffin, instant coffee

28. Aspiration for stress Unlike Korean ㅍ ㅌ ㅋ, English uses aspiration of /p/,/t/, /k/ to signal the beginning of a stressed syllable. Tip: most English nouns begin with a stressed syllable.

29. Aspiration in monosyllabic words

30. Aspiration in multisyllabic words

31. 6 Each thought group has one focus word.

33. First function of intonation: to contrast New Information and Old Information Reporter: Follow that car! Cab Driver: Which car? Reporter: The blue car. The blue car with a bad guy in it!

35. The Thought Group is the foundation 7 The thought group is the foundation

36. Partner Challenge Student A Student B 1. a. I wanted a cup of soup. Not coffee? b. I wanted a cup of soup. Not a bowl? 2. a. We asked for five oranges. Not apples? b. We asked for five oranges. Not six? 3. a. I believe that tea is mine. No, this one is yours. b. I believe that tea is mine. Aren’t you sure?

37. 8 Some sounds are highest priority 1. Vowels in the peak syllables. 2. Consonants that come at the end of words, spelled with the letters S or D book – books spell – spelled • Aspiration for -p, -t and -k at the beginning of stressed syllables

38. SUMMARY • The spoken language is different from the written language. • Prosody is the framework. • Syllables are the building blocks. • Peak vowels are the peak of information. • Each word has one primary stress. • Each thought group has one focus word. • The thought group is the foundation. • Some sounds are highest priority.