Topic

5 Speaking:
Speech Training

PART 2: SPEAKING
LEARNING OUTCOMES
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; and 5. Modulate and project your voice using the correct projection.

INTRODUCTION
Speaking is a skill that needs to be developed and practised independently of the grammar curriculum. Speaking entails not only knowing the vocabulary grammar, 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 the intended message. To a certain extent, pronunciation errors can inhibit successful communication. For example, if in a restaurant, soup is pronounced as soap, this can lead to confusion among the waiters and waitresses. Generally, learners would often like their pronunciation mistakes brought to their attention even though they do not have much difficulty in communicating.

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

5.1

PRONUNCIATION

In this section, we will learn the 26 letters of the English alphabet and the many sounds some letters have. One way to know how to pronounce words correctly is to listen to the way good speakers of English articulate them. In addition, creating a 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 seven sound groups.

G D S C V

F B N U O H Y M L J X

T Q P W R Z

Complete the table below by writing the letters of the alphabet in their sound groups. 1 /eI) a 2 /i:/ b 3 /e/ f 4 /aI/ i 5 /u/ o 6 /u:/ u 7 /a:/ r -

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ACTIVITY 5.2
Read and pronounce the words in their various letter groups. 1. Initial a (a at the beginning of a word) // : act apt add age aspirin average ai = /eI/: ate ache aim ail ar =/a:/ : arm arc art apart announced

accident affair attend

2.

Initial e (e at the beginning of a word) /: edge enemy energetic examination /I/ equal even evening evil (/i:/) /I/ elastic event embarrass (if stress is on the second syllable, the e is pronounced) Initial i (i at the beginning of a word) /I/ intelligent important invitation inn /aI/ ice icy idea ideal idle identify item Initial o (o at the beginning of a word) /a/ obvious off operate // obey occasion official the o is pronounced)

3.

imprison iron island

4.

(if stress is on the second syllable,

5.

Initial u (u at the beginning of a word) /^/ uncle umbrella until unable unimportant / ju:/ universe unit university ukelele Letter c /k/ (hard sound): /s/ (soft sound) : / /

6.

call company ceiling cell

cap cycle

candidate circle

camp

If c is followed by ia, ea, iou or ien, it is normally pronounced so. special ocean precious ancient science scientist scientific

Exceptions:

, Note: When there are 2 cs in a word; the first c is a hard sound and the other is a soft sound. accept succeed Exceptions: tobacco accomodation occasion

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7.

Letters ch /t/ / k/ // church ache chemist chalet Richard anchor chaueffeur chef children architect chide chaos

moustache

8.

ea / i:/ /e/

eat head

beat dead

heat deaf

meal

speak

Exceptions: / e / / / /eI / /I / 9. ear /I/ /3:/ /e/ ei /i:/ /eI/ /aI/ /e/ // create reaction break great idea ideal

real

ear earn wear

dear early bear

appear pearl swear

10.

deceive eight height leisure foreign

receipt neighbour

freight

veils

vein

11.

g /g/ (hard sound) guilty /d3/ (soft sound) gypsy

glass change

great age

magazine geography giant

girl

gu is also pronounced as /g/: guard Exceptions: gu is prounuced as /gw/: 12. ie /i:/ /e/ // /I/

guest guava

figure guano

chief field friend conscience convenience

niece ancient fierce

relief

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/aI/ /aI/ /ju:/ 13. ng /g/ /g/ /ndg/ oa / u/ /J:/

quiet die view

science diet review

scientist

reading hunger strange

song singer strong ringing hungry single stronger challenge

14.

boat roar

oar

road broad

float coat broad

15.

oo /u/ /u:/ Exceptions /d/ /d:/ /u/ or /J:/ /3:/ worm /o/ orange /^/ ou /au/ /^/ /u:/ ough /_f/ /^f/ /u:/ /au/ // /J:/ / u/

book boot

foot too

took fool

cook pool

school moon

blood flood door floor poor

16.

for work moral worry

horse worse forest thorough

corner worship corridor

world foreign

17.

about young soup

house rough you

plough

18.

cough enough through bough thorough brought although

tough plough borough bought dough

rough

ought

thought

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19.

our / / ( UJ ) Exception: our flour course tour /^/ courage

20.

ow /au/ /u/ qu(e) /kw/ /k/

how below

towel show

crowd pillow

21.

queen quay

liquid 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 in thing, theatre. / / In the middle of a word, the th is pronounced. father clothing other Exceptions: (pronounced as ) athletics authority author nothing something method At the end of the word, it is pronounced as / / cloth breath bath Exceptions: (pronounced as /t/ ) with smooth breathe In a few words, th is pronounced as /t/. Thames Thailand thyme 23.

Thomas

Adding e If the e is added to a short word, pronounce the vowel. bat ... bate pet.... Pete bit ... bite hop... hope hat ... hate shin... shine cap ...cape plan... plane

cut ... cute not ... note

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24.

Final se At the end of the word se is pronounced either /s/ or /z/. These words are pronounced with an /s/. nurse mouse promise purpose These words are pronounced with a /z/. rise noise vase please increase

sense

loose

base

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/ /z/ /s/ /z/ /s/ /z/ /s/ /z/ 25. A close thing. (adjective) Close by was a farm. (adverb) Close the door. (verb) The use of arms is banned. (noun) Use the red pen. (verb) There was a lot of refuse outside. (noun) He refused to do it. (verb) She gave an excuse. (noun) Please excuse me. (verb)

Final y In one-syllable words where y follows a consonant, it is pronounced /aI/. why fly buy In multi-syllable words where y follows 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 is pronounced as /i:/. many equality key money

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26.

Past Endings The regular past ending -ed can be pronounced in three ways, depending on the final sound of the root word. /d/ After voiced sounds opened /d/ After vowel sounds covered /t/ After unvocied sounds stopped Silent Letters Some 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 knife gnat gnaw wrong write Wright

27.

knee

know

knit

In the middle: straight debt doubt science island stalks folk palm calm sword answer handkerchiefs receipt At the end: bomb

castle listen

ghost talk

half

hymn

In words beginning with wh, the h is silent. why, which whole Words where the w is silent. who whole whose 28. Homographs Some word have the same spelling but are pronounced diffently in different 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 its meaning. a) wind sows b) row c) tear d) bow e) read f) close g) use h) lives i)

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5.2

ENUNCIATION

Verbal 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 each syllable of each word properly and words get slurred together, they sound uneducated. Listeners often have a hard time hearing them especially if theres other noise around them or when they are speaking on the phone. For listeners, it is irritating to listen to poor speech habits, i.e. listening to a speaker who does not enunciate properly.

ACTIVITY 5.3
Enunciation Exercises As a warm-up practice and to enable you to open your mouth easily, say aloud the following. 1. To open and close mouth easily, repeat: Fah Fah Fah Fah Blah Blah

2.

To loosen your jaw, repeat: Sah Kah She Fah Rah Pah Kah She Fah Rah Wah Kah She Fah Rah Bah Kah She Fah Rah Dah Kah She Fah Rah

3.

To loosen your lips: www www www bbb bbb bbb wbw wbw wbw lll ldl www ldl wlwd

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4.

Now say these lines for precise articulation: 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.

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

ACTIVITY 5.4
Dont Drop Your g Exercise Dropping the g is a common example of poor enunciation. Sometimes, people say goin or walkin or joggin, instead of going or walking or jogging. If they say the former, then they are g-droppers. Say this list of words out loud: going thinking singing walking striking running jogging selling jumping

Did you say go-ing or did you say go-in? If you said go-in (or walk-in, joggin, etc.), youre a g-dropper. Note: Pronouncing words in isolation is different than what we normally do when we speak. Say these sentences out loud: 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 business opportunities. Theres more to learning than just reading, writing and arithmetic. Did you drop any gs? Did you enunciate each syllable of each word?

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ACTIVITY 5.5
Tongue Twisters Say each of the following sentences out loud three times, as quickly as you can while fully enunciating each word. 1. 2. 3. 4. 5. 6. 7. 8. Keeping customers content creates kingly profits. Success seeds success. Bigger business isnt better business but better business brings bigger rewards. Wanting wont win; winning ways are active ways. Seventeen sales slips slithered slowly southwards. Dont go deep into debt. Ensuring excellence isnt easy. Time takes a terrible toll on intentions.

Repeat this exercise as many times as you wish.

ACTIVITY 5.6
Speech Exercise: The Mirror Test The 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 of Activity 5.4. For example, when you say the sentence, We are going to have to rethink 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 your lips jut out when you say the b in bid. Now say the sentences out loud again in front of the mirror. But this time, slow down your rate of speech and exaggerate your facial movements. Do this five minutes every day.You will notice that you will soon be conscious of the way you speak and begin to speak more clearly.

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5.3

STRESS

Stress and intonation are important in speech. They signal meaning, attitude and grammar. There are two kinds of stress: word stress and sentence stress. In word stress, stressing certain syllables signal their meaning. In a sentence, stress picks out the most important words. They point to new and unknown information in the sentence. Example: REfuse garbage CAN you come here now! Can YOU come here now! Can you come here NOW! reFUse do not want to. (Ordering/requesting firmly) (Stressing the person) (Stressing time)

WORD STRESS In word stress, the emphasis can fall on the first, middle or end syllables. Example: Ooo SYLlabus SUBstitute TECHnical oOo enGAGEment baNAna phoNEtic ooO usheRETTE kangaROO underSTAND

A rough guide to word stress is as follows (adapted from Gerald Kelly: How to Teach Pronunciation): Core Vocabulary Many everyday nouns and adjectives of two syllables are stressed on the first syllable. SISter BROther MOther WAter PAper TAble COFfee LOvely Prefixes and Suffixes Prefixes and suffixes are not usually stressed. QUIetly oRIGinally deFECtive Exceptions: BIcycle DISlocate Compound Words Words formed from two words tend to be stressed on the first element. POSTman NEWSpaper TEApot CROSSword

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Words Acting as Nouns and Verbs The noun will tend to be stressed on the first syllable. The verb will be stressed on the last syllable IMport (n) imPORT (v) Sentence Stress The use of stress in a sentence helps us to both understand and deliver meaning in 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 ideas in the sentence: lives, house, corner. When questions are asked, notice how the required information in the answers is stressed. (a) (b) (c) (d) Where is Johns house? Its on the CORner. Where did you say John lives? He lives in a HOUSE on the CORner. John lives in a block of flats on the corner, doesnt he? NO, he lives in a HOUSe on the CORner. 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) (ii) When we say words of two or more syllables in isolation, we stress one of the syllables. When words are arranged in a sentence, certain syllabes will be stressed to convey the message.

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

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ACTIVITY 5.7
Word Stress A Look at these words. Stress the correct syllable to show the noun and the verb forms respectively. 1 permit 6 insult B 2 rebel 7 content 3 increase 4 export 5 decrease

Put these words in the correct columns according to the stress pattern. Use a dictionary if you have to. plumber musician novelist policeman businessman researcher Oo Ooo electrician shop assistant architect fireman artist gardener oOo doctor teacher carpenter lecturer farmer designer journalist soldier actor florist scientist

Oooo

ooOo

ACTIVITY 5.8
Misunderstandings Work in pairs. Read the dialogue below and vary your expressions. Stress the words correctly. Learner A Id like a big, red, cotton skirt, please. No, I said a big, red, cotton shirt. No, I said a big, red, cotton shirt. No, I said a big, red, cotton shirt. No, I said a big, red, cotton shirt. Learner B Here you are. A big, red, cotton skirt. Here you are. A big, red, nylon shirt. Here you are. A big, blue, cotton shirt. Here you are. A big, blue, cotton shirt. Sorry, we dont have one.

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Learner A Its a pity you werent at the dinner. Did you say you were at the party? Did you say you were at the dinner?

Learner B I was at the dinner. No, I was at the dinner. Yes, I was at the dinner.

ACTIVITY 5.9
Guessing the Meaning Work in pairs. Take turns reading the sentences in three different ways by stressing different words. Your partner has to guess what the intended meaning is. 1. 2. 3. 4. 5. I said you are not to go. Can I see that letter? You have to come early tomorrow. Im sorry you cant take part in the concert. I said the car is at the workshop.

ACTIVITY 5.10
Play-acting Work in pairs. Read out the dialogue in three different ways. Decide on the characters and the mood they are in before reading aloud.
A: B: A: B: A: B: A: So you have to go. Yes. But why cant you stay? Because I have to go, thats why. Thats not a good reason, if I may say so. Im bored thats why.... terribly bored of everything! That cant be true. I thought you were the one person who enjoyed life the most!

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5.4

INTONATION

The 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 an unconscious level. In turn-taking, for example, rise and fall is often used to signal when to speak and when not to. If you want to continue speaking, you should remain at high speech. A fall, on the other hand, shows you have completed what you have to say and that someone else can now take the floor. Intonation can be used to mark new information. Question Intonation Meaning A question asking for new information. A question asking for confirmation of something that has already been said.

What time does your train Falling leave? intonation What time does your train Rising leave? intonation

5.4.1

Grammar and Intonation

Some attempts have been made to show the connection between intonation patterns and types of grammatical structures. Here are some examples:

Grammatical Item 1. Information questions with Who, What , Where, etc

Intonation Falling intonation if asking for the first time Rising intonation Falling

Example Whats your name? Whats the time? Where do you live? Is it the small one? Did you take my book? He lives in a house on the corner. Its here. Close the door. Put the bags down. Youre Thai, arent you? Shes pretty, isnt she?

2. Questions expecting a yes/no answer. 3. Statements

4. Imperatives 5. Question tags expecting confirmation

Falling Falling

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6. Question tags showing less certainty 7. Lists of items

Rising

Youre Thai, arent you? Shes pretty, isnt she?

Rising, rising, You need a pen, some coloured and finally pencils and a sheet of paper. falling 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 responding to an invitation, the words That would be nice can be said in several ways to indicate enthusiasm, mild pleasure, relief, surprise, sarcasm or boredom. However, in face-to-face communication, many things contribute to how the message 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 different attitudes. 1. 2. 3. 4. 5. 6. That would be nice. (pleasure, sarcasm, boredom, relief) Can I see that? (anger, interested, curious) Thats a beautiful dress. (sincerity, disinterested) What terrible fellows! (fear, amused, disgusted) Im just waiting for the holidays. (tired, desperate) I hope this is going to be good! (firmly, hopefully)

5.5

RHYTHM

Every language has a speech rhythm or various speech patterns that become the basis for basic pronunciation and general communication in that language. In this repsect, speech rhythm exercises often help learners improve their pronunciation and increase their confidence. In reading aloud, when learners apply speech rhythms, they will feel a greater sense of control over their pronunciation of words and phrases. Speech rhythm is simply a way of breaking down sentences into component parts so that learners become aware of the way they can simplify structures.

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Example:

Prepositional phrases in 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 of the word groupings. 1. 2. Eggs are natures perfect food containing every known nutrient except for Vitamin C. Look for free-range eggs, preferably organic, as commercial eggs come from battery-farm-raised chickens which are typically under-nourished and badly treated, leading to inferior eggs. Free-range chickens are birds that live the way their ancestors would have lived 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 a commercial farm, they are not under pressure to produce more eggs than normal cycles allow.

3.

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5.6

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 just loudness. It is about distance, clarity and 'connection' with the audience. In this respect, there are two key areas of voice projection: breathing techniques and resonators (the speakers in our head). Breathing technique: Good voice projection requires efficient working of the lungs, intercostal muscles and diaphragm. The diaphragm is an umbrella shaped muscle 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 you to open your mouth as wide as possible and make you breathe through your stomach to push your voice. A: B: A: B: A: B: A: B: A: B: Do you want to hear a secret? What? Its about so-and so and so-and so. Who? You know... them! (pointing) Who? Mary and John! What? They are going to get married! Oh! Thats old news!

ACTIVITY 5.14
Locating the diaphragm Work in pairs. 1. 2. Locate your diaphragm by placing your hands with fingertips touching, across your body below the rib cage. Now breathe out making the sound 'huff'. Feel the diaphragm working and see your fingertips being pushed apart. This allows you to experience how proper voice production should feel.

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ACTIVITY 5.15
Work in pairs. 1. Hold your nose and say Many mighty men making much money in the moonshine 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 projection through 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 other voices.This helps to modulate the voice.

ACTIVITY 5.17
Work in pairs. Take turns reading your texts. 1. 2. 3. Choose a paragraph from any text. Underline words and create accents at the words you would like the audience to really remember. Plan and practise and then read it out in front of the whole group. Change modulation, 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.

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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.