Pronunciation Foundations 1 Generic Student

Pronunciation Foundations
A study course designed

to help students understand and practice pronunciation for better
communication
Dr. Paul R. Friesen
Course Name:
PRONUNICATION
FOUNDATIONS ELECTIVE
Class Code:
TBA
Class Location:
TBA
Semester & Day(s):

____________
Teacher:
TBD
Office & Office Hours:

TBA
paulfriesen@woosong.org
Textbook:
Pronunciation in Use / Cambridge 2003 or Students book
https://sites.google.com/site/pronunciationfoundations/home
Course Description:
This course focuses on building a foundation of understanding relations to why intonation and stress will
improve communication. Students will listen to videos, play games, have various exercisesplus homework. The
objective will be realized in the final test drama.
The general objectives for this course are to:
Develop a good understanding of how intonation and stress affects communication
Understand the physical places sounds are made.
Work in pairs/ groups to make conversation happen.
Prepare dramas for communication.
Demonstrate knowledge of syllable stress and intonation through practice / quizzes
Confidently communicate ideas using correct stress and intonation
At the end of this course you will have:
Done several dramas.
Written quizzes and fill out charts related to sounds and stress.
Demonstrated a good understanding through a final drama.
Teaching Strategies:
Video, group/pair work, role-plays, presentations, in-class preparation, and others.
Course Assessment:
Grade Curve:
Attendance = 20%
Homework & Participation = 20%
Midterm = 20%
Final = 40%
A+ ~ A0: 30%
B+ ~ B0: 40%
C+ ~ D0: 30%
F = at teachers discretion
Week 1
Review of rubrics / tests/

homework / syllabus
Movie learn a language in 6

months
2 Pronunciation:
Changing Meaning
through Word Stress
Worksheet (included)
Movie - word stress

~~~~~~~~~
Movie ~ Can and cant
~~~~~~
Intonation and Stress
in English
~~~~~~~~~
Worksheet fonetiks
American stress and tone
1 Introduction
3 How to Improve
Your Pronunciation
Week 2
~~~~~~
Rules list for test checking

~~~~~~
Mark up paragraphs in class
Sound Scripting
Listen and repeat exercises.

4
Word Syllable Stress
Patterns in English
(with audio) Add worksheets

for in-class work.
Quiz 1 FyF (FindyourFeet)
Game Hidden Names

Pronunciation games # B1 page 34
Movie
Words that look the same but are
Pronounced Differently! - English
Pronunciation Lesson
American Accent Training Videos
~~~~~~
Game find the rule /
pronunciation games B14 / page 69
Rebus rhymes
Assorted tongue twisters
(Supplemental section)
Englishclub.com
word stress 1
Englishzone.com
stress patterns
Englishzone.com
maze game
Movie Stress patterns
Lesson 8a
HOMEWORK DRAMA for next class
Week 3
5
Pronunciation Help Sentence Stress
(worksheetabout.com)
6
Foundations 2
Week 4
Make Pronunciation
Simple (book / Lesson
1)
Content and Function focus

(worksheet about.com)
Pronunciation Help Sentence
Stress
Pronouncing the vowels in

English
Pronouncing front /back

vowels (picture)
Homework drama 1
You want to give me money
Rubric
Alliterations
Spoonerisms
Pronunciation_ , r, d, TH, f, ,
n, t, k & icebreaker ( video file)
Video -
Week 4
7
Vowel Practice
Diphthongs /
Monophthongs (list)
Vowel Sounds Part 1: Monophthongs
Review the lists on page
Englishclub minimal pairs

Worksheets
American English worksheet
fonetiks single vowels
8
Pronunciation
Exercises
The letter B
o Sound Stress, intonation

o Pronunciation
o Introducing letter and sounds
(bye / buy) (Pronunciation in
use 2003) Unit 1
Movie
Diphthongs Vowels & Diphthongs English Pronunciation & Listening
Practice (Part 2)
American English stress and
tone (fonetiks)
Bridge activity Stuart Mills Fun with
Photography
Movie The Flap T! American
English Pronunciation
Week 5
9
Pronouncing the verb
TO BE (She was First)
(Pronunciation in use
2003) Unit 35
Content and Function Review

The ed endings
Content and function

(Bills English)
Pronouncing the ed worksheets
x4
Englishforeveryone pdf ed
Englishzone worksheets
Video ~~ Stressed vs. Unstressed
syllables_ My New Bike!
10
Introducing Syllables
2003)
Unit 21
Stress patterns englishzone

Homophone list review
Long E es/efl
( Eye, my, mine)
Game phone pro games

code B16 page 75
Homework 2
Video the Hamburger
~~ Create a drama to follow this
pattern. Should be 1 page 3+
syllable word ~~ scored on
pronunciation stress and
intonation + plus action and
emotion. (rubric)
Week 6
11
Introducing WORD
stress (Pronunciation
in use 2003) Unit 22
Saturday September 13th
Movie word stress plus 5 rules
use englishclub
EC_pronunciation-word-stress-5 3
syllable first and middle stress
Unforgettable
Stress in longer words
Pronunciation in use
2003) Unit 30
12
Stress in longer words
2 (Pronunciation in
use 2003) Unit 31
Introducing
SENTENCE Stress (r)
2003) Unit 23
syllable with second and third
stress
Public, publicity\
Sentence replies to questions
Remember, he told he
Week 7
Clarity; Contrast between Stops

and Continsuants.
Clarity; Puffs of Air.
~~~~
paulnoll.com
page 18
Stress patterns English Rhythm
Word stress patterns
Sentence stress patterns
Limerick patterns
14
Vowels
The color vowel has
different teaching
level ideas
Movie ~ Connected Speech:

Consonants + Consonants | English
Pronunciation Lesson
Clear English Limerick review ~~~
paulnoll.com page 19
Learn a lyric
Limericks homework
Write three limericks to send to
Woosong Review through their
website. Reading next week day
1 (w8/15)
The color vowel chart (empty chart
as worksheet)
Words with Schwa

The Schwa sound
Pronunciation of the schwa (with
answers)
The Schwa (BBC)

Sample lesson
15
Game used to / would

Usingenglish.com
Stress and tone
fonetics.com
Syllable rhythm rules

Limericks --- Rhythm Clarity,
Voicing, and Length of Syllable
13
Rhythm
(pollnoll.com)
Movie word stress sentence

position
Limerick reading and test review
Week 8
Movie ~~ The SCHWA in ENGLISH

()
The secret to improve your English
Teaching the Schwa (teachers)
Unstressed worksheet (stuart mills)
16
Written TEST
Single vowel sounds
Week 9
17
The Schwa
The invisible vowel
18
Stress in two-syllable
words (Pronunciation
2003) Unit 37
Week 10
19
Consonants
Consonant at the
start of syllables
Consonant s at the
end of syllables
20
Joining words
Joining words 1
Joining words 2
Week 11
21
Joining words 3
Understanding
conversation
The invisible vowel sounds

(schwa)
Vowel exercises
Homework ~ Team challenge

(1 A4 12 point conversation using
the two columns of contrasting
words. paulnoll.com
Clear English Vowel Exercises page
9
Movie ~ Listening Comprehension:
2 Syllable words, American English
Pronunciation (Rachaels English)
Record, reCORD
Pronouncing short words (a, of,
or)
Oh, no snow!
(Pronunciation in use 2003)
Unit 24
and 3 syllable first stress
EC-word-stress-game-PI9 second
syllable
Game ~ stress dice A6
page 19-21
EC-word-stress-game-PI2 first
syllable
Listening quiz
(Go goal gold) (Pronunciation

Pets enter, pet center

Unit 38
Movie
S Consonant Clusters -- American
English Pronunciation
Movie
How to Pronounce Stop
Consonants_ American English
After eight, after rate

Unit 39
EC-word-stress-game-PI1 first
syllable game
Greet guests, Greek guests

Unit 40
Movie How to Link K to a Voiced

Consonant: American English
Pronunciation
Could you say that again?

Unit 41
Game Link Maze C1

Pronunciation games 75,76
22
Triple Consonant
Blend Word Endings
(NCH / TCH / RCH)
Paulnoll.com
Strange spelling
Pronunciation
Sentences with all the words

stressed (Dont look now)
(Pronunciation in use 2003) Unit
32
ch cc wh
qu ck rh gh
amb imb omb umb
Clear English - Strange Spelling

Pronunciation worksheet +maze
Movie x2
Intonation_ Expressing Surprise
(Part 5) _ English Pronunciation
Lesson
Game: Dont Tell me (96,97)
Conversation
Week 12
23
Emphasizing
contrasting
alternatives
Emphasizing added
details
24
Emphasizing
corrections
Emphasizing
important words
Week 13
25
Grouping words
Understanding small
talk
26
Showing that you
want to continue
Week 14
Week 15
Chips or Salad
Unit 52
Movie
Lesson 7a - THOUGHT GROUPS English Pronunciation
Schwartz Pedro Schwartz Salad

Unit 50
Fifty? No, fifteen!
Unit 53
Movie
Lesson 7b - THOUGHT GROUPS English Pronunciation
I think youre in my seat

Unit 51
A shirt and a tie / a shirt and tie
Unit 43
Movie
Lesson 8a - STRESS PATTERNS English Pronunciation
I mean, its sort of like

Pronunciation in use 2003)
Unit 46
Ehm ,,,
Unit 44
Movie
Pronunciation Study Exercise:
Evening Plans American English
Reading aloud:
Was that the questions? he
pronouncing
punctuation (
Unit 42
27
Script review correction and practice
28
Discussion of final test rubric etc.
29
Script review and practice for final test
Video - Problems with English pronunciation FUNNY
30
Final Test ~~ Drama 4 page script / A4 / 12 point / 3-4 players /
intonation stress emotion special focus from week 11 - 13
7
A list of Homework /Participation tasks

Week 2
Quiz 1
Copy ~ This is a short quiz. Points are not given, but will count toward the participation total.
Week 3
Week 4
Homework 1 / DRAMA ~ You want to give me money ~

10 points
For information look in
http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt
This drama is outlined in the manual and has a rubric.
Bridge activity / Photo fun

Students will take photos of different age technology and discuss it in class
using a prescribed script base.
Points will be assessed as part of the participation total.
Week 5
Homework 2 / DRAMA
The Hamburger
10 points
Students will review a video file of the Pink Panther Hamburger episode. (A link
will be sent the students for review.) The students will then choose another 3 or
more syllable word and emulate the video. The key is to create different
variations of sounds for each syllable. A sample is included and a rubric score
required.
Week 7
Limericks
10 points
Students will be required to write and present three (3) limericks. Students will
be strongly encouraged to send to the Woosong Review for publication.
Rubric points will be considered for the point value.
Week 9
Conversation
Students will make a conversation comprised of 10 questions and answer
sequences. Suggestions are included in the manual. Participation points will be
given for this in-class task.
Week 1
Objective
Students will understand the question, Why intonation is
important? and use it effectively through practice.
Process
Students will be required to read about pronunciation stress and

intonation for test 1.
Students will be required to do worksheets for participation/practice/

and testing.
Students will view selected videos relevant to the daily topic.
Students will be required to do selected homework tasks for points,

scored by a rubric.
10
Pronunciation
Foundations
Pronunciation
Foundations
Professor Paul R. Friesen
2015 WSU Elective Class
Dear Students,
They say that pronunciation is often missed when you learn English. There are so many ideas to
learn and the rules of English hard to understand. In this class you will be challenged to say
things right, have fun doing the homework, and be required to do ALL the work in the student
book. You will see video and websites to bookmark so you can continue learning.
You will look at only a few of the things you may struggle with. Your participation score will
reflect what you do in class. Ask questions, write new words, work hard on the assignments,
and be ready for every class. You will be asked to make a limerick and post to the Woosong
Review website. This will give you a published article to put on your resume and show your
parents and friends.
Pronunciation can be boring, but we want to have a bit of fun. Over the last two semesters, the
students learned many words that they didnt know before. They learned them because they
didnt know that if they pronounce them wrong, people would think wrong. This made the
learning more challenging and expanded their vocabulary understanding.
In this class, you will hear the stress on intonation and rhythm often. This is because this is very
important to communication. If you hear right you can respond with intelligence. If you hear
wrong, you will sound silly.
Pronunciation is the most important part of communication. Work to improve your stress and
intonation which is different from you natural speaking style. Learn how you can continue
improving even after the semester is over. You do not always have time to go to a class, but you
can always keep improving by learning small practice ideas from class.
Lets have fun together,
Professor Paul R. Friesen
11
Week 1
Day 1
Introduction
Syllabus
Rubrics
Homework
Reading
Tests
Day 2
Meaning change Worksheet
Reading / speed /stress
Can / cant
Activity phone call worksheet
Worksheet / Stress and Tone fonetiks.com
Video x 2 - Lesson 11 a/b - CAN_ CAN'T
English Pronunciation (American Accent training)
12
Pronunciation: Changing Meaning

through Word Stress
Word Stress Explanation and Exercise
By Kenneth Beare English as 2nd Language Expert
http://esl.about.com/cs/pronunciation/a/a_wordstress.htm
When you are speaking English the words you stress can change the underlying meaning of a
sentence. Let's take a look at the following sentence:
I don't think he should get the job.
This simple sentence can have many levels of meaning based on the word you stress. Consider
the meaning of the following sentences with the stressed word in bold. Read each sentence aloud
and give a strong stress to the word in bold:

Meaning: Somebody else thinks he should get the job.

Meaning: It's not true that I think he should get the job.
I don't think he should get that job.

Meaning: That's not really what I mean. OR I'm not sure he'll get that job.
Meaning: Somebody else should get that job.
Meaning: In my opinion it's wrong that he's going to get that job.
Meaning: He should have to earn (be worthy of, work hard for) that job.
Meaning: He should get another job.
Meaning: Maybe he should get something else instead.
As you can see, there are many different ways this sentence can be understood. The important point to
remember is that the true meaning of the sentence is also expressed through the stressed word or
words.
13
Worksheet
Here is an exercise to help you develop the art of correct word stress. Take the following sentence:
I said she might consider a new haircut.
Say the sentence aloud using the stress word marked in bold. Once you have spoken the sentence a few
times, match the sentence version to the meaning below.

Not just a haircut.

It's a possibility.
It was my idea.
Not something else.
Don't you understand me?
Not another person.
She should think about it. Its a
good idea.
Answers to the word stress exercise:

I said she might consider a new haircut. / It was my idea. / Don't you understand me? /
Not another person. / It's a possibility. / She should think about it. it's a good idea. /
Not just a haircut. / Not something else.
Exercise: Write out a number of sentences. Read each of them stressing a different word each time you
read them. Notice how the meaning changes depending on which word you stress. Don't be afraid to
exaggerate the stress, in English we often use this device to add meaning to a sentence. It's very
possible that when you think you are exaggerating, it will sound quite natural to native speakers.
Sentence. __________________________________________________________-Meanings.
_______________________________________________________________________-_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
14
Intonation and Stress in English

Key to Understanding and Being Understood
By Kenneth Beare
http://esl.about.com/od/speakingadvanced/a/timestress.htm
Correct intonation and stress are the key to speaking English fluently with good
pronunciation. Intonation and stress refers to the music of the English language. Words
that are stressed are key to understanding and using the correct intonation brings out
the meaning. After students have learned basic consonant and vowel sounds, they
should move on to learning to differentiate between individual sounds by using minimal
pairs. Once they are comfortable with individual words, they should move on to
intonation and stress exercises such as sentence markup. Finally, students can take the
next step by choosing a focus word to help further improve their pronunciation.
The following exercise can be used by students and teachers to further help with
pronunciation by focusing on the stressing content words rather than function words in
the exercise below.
Intonation and Stress - Exercise Introduction
Say this sentence aloud and count how many seconds it takes.
The beautiful Mountain appeared transfixed in the distance. ( 5 seconds )
Now, try speaking this sentence aloud.
He can come on Sundays as long as he doesn't have to do any homework
in the evening. ( 5 seconds )
The beautiful Mountain appeared transfixed in the distance.
He can come on Sundays as long as he doesn't have to do any homework in the

evening
This simple exercise makes a very important point about how we speak and use English.
Namely, English is considered a stressed language while many other languages are
considered syllabic.
What does that mean? It means that, in English, we give stress to certain words while
other words are quickly spoken (some students say eaten!). In other languages, such as
French or Italian, each syllable receives equal importance (there is stress, but each
15
syllable has its own length).

Many speakers of syllabic languages don't understand why we quickly speak, or
swallow, a number of words in a sentence. In syllabic languages each syllable has
equal importance, and therefore equal time is needed. English however, spends more
time on specific stressed words while quickly gliding over the other, less important,
words.
Let's look at a simple example: the modal verb "can". When we use the positive form
of "can" we quickly glide over the can and it is hardly pronounced.
They can come on Friday. (stressed words underlined)
On the other hand, when we use the negative form "can't" we tend to stress the fact
that it is the negative form by also stressing "can't".
They can't come on Friday.
As you can see from the above example the sentence, "They can't come on Friday" is
longer than "They can come on Friday" because both the modal "can't" and the verb
"come" are stressed.
So, what does this mean for my speaking skills?
Well, first of all, you need to understand which words we generally stress and which we
do not stress. Basically, stress words are considered CONTENT WORDS such as:
Nouns e.g. kitchen, Peter

(most) principal verbs e.g. visit, construct
Adjectives e.g. beautiful, interesting
Adverbs e.g. often, carefully
Non-stressed words are considered FUNCTION WORDS such as:
Determiners e.g. the, a, some, a few

Auxiliary verbs e.g. don't, am, can, were
Prepositions e.g. before, next to, opposite
Conjunctions e.g. but, while, as
Pronouns e.g. they, she, us
16
Let's return to the beginning example to demonstrate how this affects speech.
The beautiful Mountain appeared transfixed in the distance. (14 syllables)
He can come on Sundays as long as he doesn't have to do any homework in the
evening. (22 syllables)
Even though the second sentence is approximately 30% longer than the first, the
sentences take the same time to speak. This is because there are 5 stressed words
in each sentence. From this example, you can see that you needn't worry about
pronouncing every word clearly to be understood (we native speakers certainly don't).
You should however, concentrate on pronouncing the stressed words clearly.
Now, do some listening comprehension or go speak to your native English speaking

friends and listen to how we concentrate on the stressed words rather than giving
importance to each syllable. You will soon find that you can understand and
communicate more because you begin to listen for (and use in speaking) stressed
words. All those words that you thought you didn't understand are really not crucial for
understanding the sense or making yourself understood. Stressed words are the key to
excellent pronunciation and understanding of English.
17
American English.......Stress & Tone
http://www.fonetiks.org/engsou7am.html
Tone
She's divorced.
Draw lines to show

the intonation of each
sentence or word.
She is married, isn't she?
Check the url to see

how you did.
She isn't married, is she?

Would you like some?
Yes, please. No, thank you
Yes please!
No thanks!
I'd love some!
Excuse me.
Sorry.
Sorry?
Cool.
Cool!
desert, dessert
establish
establishment
establishmentarian
unreal!
18
19
20
Week 2
21
Objective
Students will understand the idea of content and function and which
to stress for best communication.
Outcomes
Students will have a better understanding of content and function and their
relationship to the stress.
Students will understand the rules of stress and intonation through sound
scripting of paragraphs improving their reading skills.
Process
Students will be required to learn rules about pronunciation stress and intonation
for test 1.
Students will be required to do worksheets for participation/practice/

and testing.
Students will view selected videos relevant to the daily topic.
Students will be required to do selected homework tasks for points,

scored by a rubric. (Drama: You want to give me money)
A short quiz
22
Day 1
How to improve your pronunciation
Rules
Content / Function
Sound Scripting
Game ~ Find the Rule
Day 2
Word Syllable Stress Patterns in English
Listen and repeat exercises. (with audio) Add worksheets for

in-class work.
Englishclub.com
Englishzone.com
Stress patterns
Rebus Rhyme / Song
Game: Maze
Homework : Drama ~ You want to give me money

(due next class)
Englishzone.com
Quiz 1
23
How to Improve Your Pronunciation

By Kenneth Beare
http://esl.about.com/cs/pronunciation/ht/ht_prononce.htm
One of the most important aspects of learning English is pronunciation.

Without clear pronunciation, it is difficult to make yourself understood. However,
you might be surprised by the following statement: Pronouncing every word
correctly leads to poor pronunciation!
Good pronunciation comes from stressing the right words - this is because English
is a time-stressed language.
In other words, some words - the content words receive more focus, whereas other
words - function words - are less important.
Learn more below.
Difficulty: Hard
Time Required: Varies
Here's How:
1. Learn the following rules concerning pronunciation.
2. English is considered a stressed language while many other languages are
considered syllabic.
3. In other languages, such as French or Italian, each syllable receives equal
importance (there is stress, but each syllable has its own length).
4. English pronunciation focuses on specific stressed words while quickly gliding over
the other, non-stressed, words.
5. Stressed words are considered content words: Nouns e.g. kitchen, Peter - (most)
principal verbs e.g. visit, construct - Adjectives e.g. beautiful, interesting - Adverbs e.g.
often, carefully.
6. Non-stressed words are considered function words: Determiners e.g. the, a
Auxiliary verbs e.g. am, were - Prepositions e.g. before, of - Conjunctions e.g.
but, and - Pronouns e.g. they, she
7. Read the following sentence aloud: The beautiful Mountain appeared transfixed in the
distance.
8. Read the following sentence aloud: He can come on Sundays as long as he doesn't
have to do any homework in the evening.
24
9. Notice that the first sentence actually takes about the same time to speak well!
10. Even though the second sentence is approximately 30% longer than the first, the
sentences take the same time to speak. This is because there are 5 stressed words
in each sentence.
11. Write down a few sentences, or take a few example sentences from a book or
exercise.
12. First underline the stressed words, then read aloud focusing on stressing the
underlined words and gliding over the non-stressed words.
13. Be surprised at how quickly your pronunciation improves! By focusing on stressed
words, non-stressed words and syllables take on their more muted nature.
14. When listening to native speakers, focus on how those speakers stress certain words
and begin to copy this.
Tips:
1. Remember that non-stressed words and syllables are often 'swallowed' in
English.
2. Always focus on pronouncing stressed words well, non-stressed words can be
glided over.
3. Don't focus on pronouncing each word. Focus on the stressed words in each
sentence.
25
Sound Scripting Word Stress and Intonation

http://esl.about.com/od/speakingadvanced/a/sscripting.htm
Word stress and intonation within sentences is very important to correct English pronunciation.
Recently, while creating a course on presentation skills in English, I came across a wonderful
book by Mark Powell entitled Presenting in English. In it, there are "sound scripting" exercises
which help learners become more expressive by taking sentence intonation skills to the next
level.
These examples use a method of bolding key content words and CAPITALIZING the most
important words chosen for the best emotional impact.
This starts off with a simple sentence paragraph that an intermediate student might use to
practice and ends with a more advanced selection that is typical of a presentation.
Paragraph to be Read
Our school is the best in town. The teachers are friendly, and very knowledgeable about English.
I've studied at the school for two years and my English is becoming very good. I hope you will
visit our school and try an English class. Maybe we can become friends, too!
Paragraph with Sound Scripting Markup
Our school is the BEST in town. The teachers are friendly, and VERY
KNOWLEDGEABLE about English. I've studied at the school for two years and
my English is becoming VERY GOOD. I hope you will visit our school and try an English
class. MAYBE we can become FRIENDS! - Listen to Example
scripting_1.mp3
Paragraph to be Read
In this day and age, facts, statistics and other numbers are used to prove everything. Intuition,
gut feelings and personal preferences are all out the door. Of course, there are some who are
trying to battle this trend. Recently, Malcolm Gladwell wrote Blink, a best-seller which explores
the usefulness of making split-second decisions based on intuition rather than careful
consideration of all the facts and figures.
26
In this book, Gladwell argues that initial impressions - or gut-feelings - are quite rational.
However, that this "split-second" thinking process moves faster than what we usually associate
with thinking. If you are one of these people - and there are many of us - Blink provides "proof"
that you're actually quite a rational human being.
Paragraph with Sound Scripting Markup
In this day and age, facts, statistics and other numbers are used to prove
EVERYTHING. Intuition, gut feelings and personal preferences are all OUT THE DOOR. Of
course, there ARE some who are trying to battle this trend.
Recently, Malcolm Gladwell wrote BLINK, a best-seller which explores the
USEFULNESS of making SPLIT-SECOND DECISIONS based on INTUITION rather than careful
consideration of all the facts and figures.
In his book, Gladwell argues that INITIAL IMPRESSIONS - or GUT-FEELINGS - are quite rational.
However, that this "split-second" thinking process moves FASTER than what we usually
associate with thinking. If YOU are one of these people - and there are MANY of us - Blink
provides "PROOF" that you're actually quite a RATIONAL HUMAN BEING.
- Listen to Example
27
Have students make a rule to follow.

Make two groups and have students play one round for each rule.
28
Day 2
REBUS RHYME
Little Miss Muffet sat on a tuffet,
Eating her curds and whey.
There came a big spider,
He sat down beside her.
And frightened Miss Muffet away!
~~~~~~~~~~~~~~~~~~~~~~~~
Song
Pop ! Goes the Weasel
(Do the actions)
ALTERNATE create your own using the same rhythm.
All around the mulberry bush,
The monkey chased the weasel.
The monkey thought 'twas all in fun.
Pop ! goes the weasel.
A penny for a spool of thread,
A penny for a needle.
That's the way the money goes.
Up and down the city road,
In and out of the eagle,
That's the way the money goes.
Half a pound of tuppenney rice,
Half 1/2 a pound of treacle,
Mix it up and make it nice,
29
Word Syllable Stress Patterns in English

A syllable is a unit of sound which includes a vowel sound. You can check how many
syllables a word has by putting your hand under your chin. Each time your chin moves
to make a vowel sound count a syllable. For example, the word 'difficult' moves your
chin three times. Therefore, 'difficult' is three syllables. This guide will help you
recognize the most common syllable stress patterns in English for words with more than
one syllable.
In multi-syllable words the stress falls on one of the syllables while the other syllables
tend to be spoken over quickly. This leads to sounds that are not clear (muted) on
unstressed syllables. In order to improve your pronunciation, focus on pronouncing
the stressed syllable clearly. However, don't be afraid to "mute" (not say clearly) the
other unstressed vowels. Listen to the examples by clicking on "listen".
For example:
wordstress1.mp3
Listen to these specific examples:
PersonNEL
TOtally
InDUstrial
ToMAto
FanTAstic
Unstressed syllables keep the correct sound, but sound muted. Sometimes,
unstressed vowels become a schwa sound - like a soft "uh" sound.
For example:
wordstress2.mp3
Little

Repeat
Tomato
At other times, the vowel is pronounced but not stressed.

For example:
wordstress3.mp3
Industrial
Noisily
With this in mind, here are the eight common word stress patterns in English.
One Syllable - Stressed
All one syllable words have the stress on the one syllable.
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The intonation should go down.

EAT
DRINK
SIGN
wordstress4.mp3
Listen to the general pattern.
WELL
Two Syllable - First Syllable Stressed
wordstress5.mp3
Listen to the general pattern and these specific examples:
Giant
PICture
HEAting
Two Syllable - Second Syllable Stressed
wordstress6 second syllable.mp3
toDAY
aHEAD
aLLOW
Three Syllable - First Syllable Stressed
wordstress7 3 syllable first.mp3
ENergy
Operate
ORganize
Three Syllable - Second Syllable Stressed

wordstress8 3 syllable second.mp3
meMORial
asSUMPtion
caNAdian
Three Syllable - Third Syllable Stressed
wordstress8 3 syllable third.mp3
employEE
japanESE
voluntEER
Four Syllable - Second Syllable Stressed
wordstress10 four syllable second stress.mp3
psyCHOLogy
eVAporate
cerTIficate
Four Syllable - Third Syllable Stressed
wordstress11 four syallable thrid stress.mp3
poliTIcian
indiVIdual
repuTAtion
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Homework drama Stress and communication

http://www.eslcafe.com/idea/index.cgi?display:990687901-7981.txt
Ok, I got the idea from a book called Teaching Oral English K-8, but I've used it with my
undergrad and adult learners, all to wonderful effect.
1) Explain that in English you have to give stress to certain words to deliver certain meanings:
review examples like "Oh" and give emphasis to disappointment, anger, surprise, grasp idea
etc...
2) Model a sentence like
You want me to give you money
Throwing emphasis first on MONEY? and then GIVE? and YOU? etc...
3 ) This simple dialog can be committed to memory:
A: Hi, how are you?
B: Fine, thank you. And you?
A: Just great. What have you been doing lately?
B: Oh, not much. But I've been keeping busy.
A: Well...it's been good to see you.
B: Yes, it has...well, bye!
A: Goodbye.
Do group choral response till they seem to know it, then have them practice in pairs, still
keeping an uninflected normal neutral tone.
THEN: give each pair a situation, emphasizing that it's SECRET and they musn't show it to
anyone else, that they will act it out and others will have to GUESS who they are by their
inflection, gestures and body language. (I suggest writing the situations on index cards, very
simply: "You are two people who have just met but don't really know each other, and feel
obliged to make small talk on an elevator"....)
Some situations (be creative!):
1) Two athletes (boxers?) who will compete in a match tomorrow
2) A sick person in hospital and friend who visits
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3) Two old people who are all but deaf

4) A robot and his designer
5) A divorced couple
6) A couple whose love is doomed by marriage promised to others
7) A teacher and a student suffering from infatuation
8) Two people who are angry at each other
9) A landlady and her overdue tenant
10) A teacher who has given a student a bad grade, they meet years later
11) Two people who have met before, but can't remember where
12) Two spies who are meeting late at night
13) Two old friends who run into each other on a railway platform
14) Confucius meets Lao Tze in heaven?
15) A detective and a criminal
The idea is: they don't change the dialogue of A and B, just the inflection/intonation to suit the
situation...
4) After each pair has practiced about 5 min or so, hopefully they'll have committed the simple
dialogue to memory. Call each pair up and have them perform the dialogue. After each skit, the
class tries to guess the situation.
It's good to ask: "How does Shirley feel towards Joanna" in this skit? If it's not clear what's
happened in the skit. THen you give positive reinforcement to the actors by at least
acknowledging the emotion they were trying to convey.
I found the students got into it. Its short enough time on stage that they get a little more
comfortable airing their English in public, without directing it at just the teacher....
ADD more questions to ask after the skit.
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Week 3
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Week 3
Objective
Students will understand how to form the mouth for different
sounds.
Outcomes
Students will have a better understanding of how to form the mouth for different
sounds.
Students will strengthen their understanding of content and function.
Process
Students will be practice forming their mouth for different sounds.
Students will be view different videos related to different sounds.
Students will practice through alliterations / spoonerisms /
Students will present their drama: (You want to give me money)
Students will be challenged through the game of Dominoes.
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Day 1
Drama Presentation
Pronunciation Help - Sentence Stress
Day 2
Foundations II
Mouth Formation (Making Pronunciation Simple)
Video - Pronunciation_ , r, d, TH, f, , n, t, k & icebreaker
Pronouncing the vowels in English
Alliterations
Spoonerisms
Game four-sided dominoes (copy /laminate / cut )

o One copy per pair of students
40
Day 1 start with Drama Presentations with Rubric.

Worksheet About.com Pronunciation Help - Sentence Stress
Take a look at the following list of stressed and non-stressed word types.
Basically, stress words are considered CONTENT WORDS
(most) principle verbs e.g. visit, construct
Non-stressed words are considered FUNCTION WORDS
Mark the stressed words in the following sentences.
After you have found the stressed words, practice reading the sentences
aloud.
John is coming over tonight. We are going to work on our homework

together.
Ecstasy is an extremely dangerous drug.
We should have visited some more castles while we were traveling

through the back roads of France.
Jack bought a new car last Friday.
They are looking forward to your visiting them next January.
Exciting discoveries lie in Tom's future.

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Would you like to come over and play a game of chess?
They have been having to work hard these last few months on their
challenging experiment.
Shakespeare wrote passionate, moving poetry.
As you might have expected, he has just thought of a new approach to

the problem
Pronunciation Help - Sentence Stress

Take a look at the following list of stressed and non-stressed word types. Basically, stress
words are considered CONTENT WORDS such as .

(most) principle verbs e.g. visit, construct
Non-stressed words are considered FUNCTION WORDS such as

Mark the stressed words in the following sentences. After you have found the stressed words,
practice reading the sentences aloud.
John is coming over tonight. We are going to work on our homework together.
Ecstasy is an extremely dangerous drug.
We should have visited some more castles while we were traveling through the
back roads of France.
Jack bought a new car last Friday.
They are looking forward to your visiting them next January.
Exciting discoveries lie in Tom's future.
Would you like to come over and play a game of chess?
They have been having to work hard these last few months on their challenging
experiment.
Shakespeare wrote passionate, moving poetry. As you might have expected, he
42
has just thought of a new approach to the problem.
Foundations II
Make Pronunciation Simple
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47
48
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Spoonerisms ~~ Give students the left side only

fighting a liar
lighting a fire
you hissed my mystery lecture
you missed my history lecture
cattle ships and bruisers

nosey little cook
a blushing crow
tons of soil
our queer old Dean
we'll have the hags flung out
you've tasted two worms
our shoving leopard
a half-warmed fish
is the bean dizzy?
know your blows
go and shake a tower
tease my ears
nicking your pose
battle ships and cruisers

cosy little nook
a crushing blow
sons of toil
our dear old Queen
we'll have the flags hung out
you've wasted two terms
our loving shepherd
a half-formed wish
is the Dean busy?
blow your nose
go and take a shower
ease my tears
picking your nose
you have very mad banners
you have very bad manners
lack of pies
it's roaring with pain
sealing the hick
go help me sod
pit nicking
bowel feast
I'm a damp stealer
hypodemic nurdle
wave the sails
pack of lies
it's pouring with rain
healing the sick
so help me God
nit picking
foul beast
I'm a stamp dealer
hypodermic needle
save the whales
chipping the flannel on TV
flipping the channel on TV
mad bunny
I'm shout of the hour
lead of spite
this is the pun fart
I hit my bunny phone
flutter by
bad money
I'm out of the shower
speed of light
this is the fun part
I hit my funny bone
butterfly
wedding bells
bedding wells
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52
Week 4
53
Week 4
Objective
Students will understand how to form the mouth for different
phonetic sounds and increase vocabulary and vowel stress.
Outcomes
Students will have a better understanding of monophtongs and dipthongs

phonetic vowel sounds.
Students will strengthen their understanding of syllables and phonetic vowel

sounds.
Process
Students will be practice diphthongs and monophthongs ,
Students will view videos relate to vowel sounds.
Students will practice with minimal pairs.
Students will increase their vocabulary of single syllable words.
Students will be introduced to intonation.
Students will be challenged through the game of phonetic corssword
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Day 1
Mono /Dipthong review
Movie - Vowel Sounds Part 1: Monophthongs
Minimal Pairs introduction and practice
Single syllable review
Game - Phonetic Crossword
Day 2
Pronunciation Exercises
Introducing letters and sounds (Unit 1 Buy /bye)
Video - Diphthongs Vowels & Diphthongs - English
Pronunciation & Listening Practice (Part 2)
American English stress and tone
Bridge activity Fun with photography
(conversation making using technology with the letter B)
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Practice
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Minimal pairs
Intonation
Stress and intonation: One of the biggest problems that every ESL student faces is
putting the right emphasis on the right part of the word. This is something you can
learn by listening carefully and marking written words.
Consonant blends: If you are not accustomed to putting "t" and "h" together to form
"th", this can be a very difficult sound to reproduce. There are many consonant blends
that are difficult for ESL students. Again, this tends to depend on what their mother
tongue was.
Vowel blends: Sounds like "ou" and "ea" can be confusing to the ESL student, as well.
Native English speakers usually speak so quickly that it can be very difficult to pick
up the subtle blends of two or more vowels, making it even harder to repeat.
Depending on the student`s original language the following can also be issues: Certain
consonants: Japanese, Koreans and other Asian nationalities often have difficulties
pronouncing or distinguishing "l" and "r". Arabic speakers may confuse "z" with "j"
and Spanish speakers frequently use "b" when they are trying to say "v". German
speakers find it difficult to use the "d" sound, usually substituting "t" instead.
Adding or removing sounds: For some students, new sounds slip into words. For
example, French speaking students often add an "r", saying "hurt" instead of "hut".
Both Russians and the French tend to drop the "k" in blended endings, such as with
"link". Instead, they might say "lin" or even "ling".
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Day 2
62
63
64
65
American English.......Stress & Tone
Tone
She's divorced.
Draw lines to show

the intonation of each
sentence or word.
She is married, isn't she?
Check the url to see

how you did.
She isn't married, is she?

Would you like some?
Yes, please. No, thank you
Yes please!
No thanks!
I'd love some!
Excuse me.
Sorry.
Sorry?
Cool.
Cool!
desert, dessert
establish
establishment
establishmentarian
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unreal!
Fun with Photography
--
How many B words can you use when you ask/answer these questions. Points
will be given for each B word used. Collect them and WIN
Plan:
Pre-Speaking (20 minutes)
Write the word Technology on the board. Ask the class to give you some examples of different
technologies. Write a few on the board. Now, have the students each make a list of ten different
technologies.
Next, have them share their lists with the students around them. Ask some of the quieter and lower
level students to share some of the things on their lists. Write those things on the board too.
Now, ask the students to raise their hand if they have a camera on their cell phone. If everyone has a
camera, then there is no need to create groups. However, if someone doesnt have a camera, theyll
need to get into a group with someone who does. Create as many groups as are necessary (but no
more).
Finally, explain to the students that they should leave the classroom and take pictures of five different
technologies with their cameras. Tell them they have ten minutes to return to the classroom.
Speaking (30 minutes)
While the students are gone, write the following questions (and sample answers) on the board:
Is your technology big or small? It is big. / It is small. It is medium-sized.
Is your technology old or new? Its new. Its old.
When was your technology invented? It was invented about XX years ago.
Do most people use your technology? Yes, most people use this. / No, most people dont use it.
http://blog.stuartmillenglish.com/2010/07/14/fun-with-photography/ 2/5
When the students return, put them in pairs (or pair up the groups). Without
showing the pictures, they should ask each other questions that will help them
guess what the technology is. (Like twenty questions) After the item is guessed,
67
they should show their partner/other group the picture and do the next item.
(Before they start, model the activity with a couple students.)
For example
A: Is your technology big or small?
B: It is small.
A: Is your technology old or new?
B: It is pretty new.
A: When was your technology invented?
B: It was invented about 30 years ago.
A: Is it a computer mouse?
B: Yes! Here, look at the picture.
After the students finish, have them switch to a new person/pair and repeat the
process. While the students work on this, write the following on the board: Look
at your pictures. With a partner discuss these questions:
Which technology is your favorite? Why?
Which technology is the most important? Why?
How often do you use each technology?
Some technologies, like typewriters, arent used very much anymore. Which of these
technologies is the most likely to disappear in the future?
Who uses these technologies more: younger or older people?
After the students finish, have them switch to a new person/pair and discuss the questions
again.
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Week 5
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Week 5
Objective
Students will understand the different pronunciations of the ed
ending, and the stress of the verb To Be
Outcomes
Students will have practiced and become better in the use of the ed changes in
words.
Students will strengthen their understanding of syllables and words ednign in ed

and the use of the long E.
Process
Students will review the video about ed sounds.
Students will view videos
Students will practice with Pronouncing the verb TO BE - Unit 35 and 21 introduction to
syllables.
Students will increase understanding of the -ed pronunciation with worksheets.
Students will be challenged through the game Phonetic Code.
Students will review the video clip Hamburger to write their presentation script
for homework. (sample incuded)
70
Day 1
Review video Pronouncing the Flap T
Review Unit 35 She was first
Worksheets 3 ways to pronounce T/D w/ answers
Fill in the blank
English club
Option video (Content and Function Bills Eng)
Day 2
Video review My Bike
Review Unit 21 Introducing Syllables
Game phonetic code B16 (copy)
Worksheets Stress patterns
Long E sound
Video for homework Hamburger
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(send to students for review)

Sample script included due next class.
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Day 2
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81
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Hamburger homework sample (2 person)

(View the video for reference)
Instructions choose a 3+ syllable word.
create a script for presentation that reflects different
sounds from each syllable.
present with your partner in class.
I would like to buy an elephant I would like to buy an elmeggform
I would like to buy an elephant I would like to buy an aliphone
Nonono lets break it down
I I
I I
Would odd
Would wood
Would weird
Would would
like lake
like like
to to
to to
to to
buy bay
buy boy
buy bebe
a a
elephant ollehvent
elephant elendfront
elephant eliefont
el el
e e
phant front
I would like to buy an elephant I would like to buy an illehfant
Its not illehfant, elephant Im not saying illefant I said I would like to buy a illehfant
I would like to buy an elephant I would like to buy an elendfin
elephant I would like to buy a eilendfont
maybe we should stop we dont quit we do not quit again again
I would like to buy an elephant I would like to buy an elenphone
I would like to buy an elephant I would like to buy an aleggfrongt
I would like to buy an elephant I would like to buy an eliendfan
I would like to buy an elephant eldoehvant
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Week 6
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Week 6
Objective
Students will understand how to use stress in words and sentences
correctly enabling rhythm to become more natural.
Outcomes
Students will have a better understanding of syllable stress in longer words.
Students will strengthen their understanding of syllables and stress in different

positions of words.
Process
Students will view videos related tot stress.
Students will practice with worksheets.
Students will increase understanding through review of select units focused on

word and word position stress.
Students will be challenged through the game used to and would.
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Day 1
Video - English Pronunciation Vowel Length
Affected by Ending Consonant American Accent
Review Unit 22 Word stress
Worksheet Word Stress 5
Review Unit 30
Worksheet Word Stress 9
Day 2
Video Word stress sentence position
Review Unit 31
Game Used to / Would
Review Unit 23
Worksheet Stress and tone
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Day 1
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Day 2
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Week 7
100
Week 7
Objective
Students will understand the shwa and how important it is to English
pronunciation.
Outcomes
Students will understand the places where the voice produces vowels
Students will strengthen their understanding of syllables and stress in relation to

their pronunciation rhythm.
Process
Students will view videos related to connected speech.
Students will increase understanding through writing limericks.
Students will be will be challenged to use their rhythm through homework.
Students will fill out a chart for vowel sounds.
Students will do in-class worksheets related to the schwa.
Review for test. (Written)
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Day 1
Video Worksheet
Limerick writing homework review
Day 2
Introduction to Vowels (schwa)
Worksheet _ Vowel chart
Video The Schwa
Review for test
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Day 1
Rhythm
pollnoll.com
A. Each language has its own rules for rhythm. Clear English speech depends on
the way varying lengths of syllables produce a characteristic rhythm. You will be
much easier to understand if you use a proper English rhythm.
Syllable rhythm rules:
1. Clear vowels are full (long).
Unclear vowels are reduced (short).
._____
along
_____
above
_____
around
2. Vowels in succession are usually of different length.

a. ____
mama
_______
banana
b. ___ _______
a basket
____
Alaska
_______
Nebraska
___ ______
the record
c. _______ _____ _____

absolute Have some
_____
fruit.
__________
impossible
___ _______
It's possible.
.
3 When two or more full vowels are spoken in succession, length is added to
each vowel. This makes the speech sound emphatic (strong).
a.
_____ _____ ____ ____ ____ ____ ____ ____
passport
mailbox
airport
maintain
B. Listen to the following limerick to practice rhythm.
A STUdent was SENT to TACOma
InTENding to EARN a diploma
He SAID, "With the RAIN,
I don't WANT to reMAIN,
I THINK I'd preFER OklaHOma."
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Clear English Rhythm -- Page 17
C. In the following sentences, the last three words are dramatically slowed
down because there are three vowels in succession. Practice saying
them.
1. Give me your permission to go right now.
2. We're all very proud of that fine young man.
3. The government intends to stop all drugs.
D. Practice the rhythm of the following words.

3 syllables
reduction
suggestion
correction
obligation
registration
intention
frustration
4 syllables
opposition
dedication
interaction
5 syllables
administration
examination
simplification
clarification
justification
6 syllables
identification
reinterpretation reunification
8 syllables
internationalization
~~~~~~~~~~~
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reexamination
rejustification
Limericks
Clear English Review -- Page 18
A. English Rhythm
Listen to this limerick and practice the rhythm. Notice that "young maid" and "most" are
lengthened because they have full vowels in succession. This makes them more emphatic.
There was a young maid from Madras
Who had a most magnificent ass;
Not rounded and pink,
As you probably think--It was grey, had long ears, and ate grass.
B. Clarity; Voicing and Length of Syllable

Practice the following words. Lengthen the vowel before the final voice sound.
1. have half
2. save safe
3. use (verb) -- use (noun)
4. prove proof
5. rode wrote
6. bed bet
7. rag rack
8. bug buck
9. cab cap
10. close (verb) close (adjective)
C. Clarity; Contrast between Stops and Continsuants

Practice saying these sentences.
1. What color is rust? Usually orange.
2. What color is dust? Usually gray.
3. Tammy thinks they teach that theory too much.
D. Clarity; Puffs of Air

Practice saying these word pairs.
1. pan ban
2. pole bowl
6. tense dense
3. pace base
7. came game
4. tie die
8. could good
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5. toe doe
9. cash dash
Clear English Review -- Page 19
E. Stress Patterns
Practice saying these words.
relative
photograph
photography
discipline
arrangement
automatic
indication
agency
participate
anyhow
alternate
argumentative
agreement
economic
absolutely
F. English Rhythm
A word said by itself is like a small sentence.
It must have all the rhythm and emphasis of a sentence.
Word Stress
1. atTRACtive
2. absoLUTE
3. reSPONsible
4. ElectrifiCAtion
Sentence Stress
5. It is ACtive.
6. Have some FRUIT.
7. It's POSSible.
8. She went to the STAtion.
G. Limericks
Practice the following limericks. Tap the emphasis to be sure of the rhythm.
I KNEW a MAN from ArkanSAS
Who ATE a ROCK
that BROKE his JAW.
"WHAT do you THINK"
He SAID with a WINK,
"PerHAPS it's BAD
to EAT them RAW."
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There was a young lady one fall

Who wore a newspaper dress to a ball.
The dress caught fire
And burned her entire
Front page, sporting section and all.
Once in the rain I saw a man,
Strolling with an umbrella in hand.
When I said it was insane
To walk in the rain, He said "Well then,
I'll just stand.
Homework
Write 3 limericks or 1 three verse limerick for publication in the Woosong Review (optional in
classes outside of Woosong)
Present one or whole to the class for scoring. Scoring will focus on the use of rhythms and
word stress combined with the story and rhyme.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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Day 2
The Schwa
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American English Pronunciation: Vowel Sounds
http://www.fonetiks.org/engsou2am.html 1/2
Schwa The Invisible Vowel Sound

The schwa // is the most important sound in English for three simple reasons:
It is always weak
It is the most common vowel sound (1 in every 3 vowels we say is a schwa)
It is neutral the tongue lips and jaw are relaxed.

The key problem for learners of English pronunciation, is that the schwa is also invisible!
It can be spelt with any of the vowels of English:
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a as in amazing /mez/
e as in father /f:/
i as in lentil /lentl/
o as in computer /kmpju:t/
u as in supply /spla/
How can a student of English master the schwa sound?
Firstly, learn to pronounce it. Relax the jaw, lips and tongue and say //.
(Download the free sample of The Sound of English to hear it).
Secondly, look for the stress in a word the schwa is never stressed, it will only appear
on weak syllables.
Thirdly, make friends with your dictionary. The IPA transcriptions will show you exactly
where to pronounce the schwa eg. /f:/
Fourthly, listen carefully. Remember that one in three vowels in English speech is a
schwa, so try and train your ear to hear it.
EXERCISE
In the following words there is one schwa sound can you spot where it is? If you
cannot, use a dictionary to help:
alert
cupboard
corrupt
submit
perhaps
ankle
fossil
London
water
persist
compile
collide
Schwa is covered extensively in The Sound of English as a sound and a structure of speech.
Review for test.
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Week 8
119
Week 9
120
Week 9
Objective
Students will understand the schwa and how syllable stress can
change meanings.
Outcomes
Students will understand the schwa through exercises.

Process
Students will view video related to listening.
Students will increase understanding through a game.
Students will be will be challenged to use their rhythm through writing a

conversation.
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Day 1
Review the test points
Worksheet Vowel exercises
Team challenge conversation
Day 2
Stress in two-syllable words Unit 28 and 37
Review the worksheet on syllable stress
Play a game copy two-sided and have students
fill out their own game with words
from the week.
122
Schwa The Invisible Vowel Sound.

The schwa // is the most important sound in English for three simple reasons:
It is always weak
It is the most common vowel sound (1 in every 3 vowels we say is a schwa)
It is neutral the tongue lips and jaw are relaxed.

The key problem for learners of English pronunciation, is that the schwa is also invisible!
It can be spelt with any of the vowels of English:
a as in amazing /mez/
e as in father /f:/
i as in lentil /lentl/
o as in computer /kmpju:t/
u as in supply /spla/
How can a student of English master the schwa sound?
Firstly, learn to pronounce it. Relax the jaw, lips and tongue and say //.
(Download the free sample of The Sound of English to hear it).
Secondly, look for the stress in a word the schwa is never stressed, it will only appear
on weak syllables.
Thirdly, make friends with your dictionary. The IPA transcriptions will show you exactly
where to pronounce the schwa eg. /f:/
Fourthly, listen carefully. Remember that one in three vowels in English speech is a
schwa, so try and train your ear to hear it.
EXERCISE
In the following words there is one schwa sound can you spot where it is? If you
cannot, use a dictionary to help:
123
alert
cupboard
corrupt
submit
perhaps
ankle
fossil
London
water
persist
compile
collide
Schwa is covered extensively in The Sound of English as a sound and a structure of speech.
Clear English /
Vowel Exercises - Page 9
B: Practice saying the following questions and giving the answers.

1. Is it a big cat?
No, it's a dog.
2. Is it a big cut?
No, it's not too deep.
3. What's a buck?
It's one dollar.
4. What's a book?
The thing you read.
5. Was it cut?
No, it was broken.
6. Was it caught?
No, it's still free.
7. What's a skull?
It's the protection for your brain.
8. What's a school?
It's a place for learning.
9. Do you need many?
No, I only need a few.
10. Do you need money?
Yes, I need ten dollars.
11. What's a goal?
It's an aim or purpose. (Not porpoise)
12. What's a gull?
It's a seabird.
124
A. Hey! I see something crossing the street. Did you see it?
B. Yeah! Is it a cat?1
A. No, it is a dog. A small dog. Was it caught?2
B. No, it's still free. ________________?
C: Practice contrasting the columns of words. (The pronunciation of the E / i)
He
Him
1. read
2. teach
3. reach
4. bean
5. speak
6. needle
7. seem
8. keep
9. thief
10. cream
11. theme
12. spleen
gift
picnic
nickel
little
Britain
symbol
syllable
myth
pickle
simple
list
hiss
D. Practice saying the following questions and their answers.

1. Why did you sleep?
I was tired.
2. Why did you slip?
The floor was wet.
125
Challenge: Team of 2 persons

Write a 10 Question / Answer conversation using
some of these combinations.
The focus is on using the E and the i sounds in the words. Use the vocabulary in
the columns above. Students must add things to the conversation to make it fit
the idea to follow. Underline the words as you use them.
This should be about 1-2 A4 pages 12 point font and sent to your professor.
(Choice of an in-class activity or homework video.)
A: Why did you sleep?
B:
I was tired. I slipped on some cream.
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _____________________________________________________________________________
B: _____________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
126
A: _________________________________________________________________________________
B: _________________________________________________________________________________
A: _________________________________________________________________________________
B: _________________________________________________________________________________
American English..Single Vowel Sounds

the, a, seven, letter, calendar, an, and, but, madam, normal, ocean, Arab, comedy,
courageous, nation, woman, around, controversy, circuitous, to, at, from, for*
bird, heard, herd, work, world, were, curl, urge, girl, early, firm, circuit
beat, seat, sheet, receive, brief, pier, fear, seizure, obscene, here, hear, beer,
serene, prenatal, breathe, the (before vowels), leisure, we, he, she
bit, kit, mint, hill, hymn, women, it, which, av(e)rage, cyclical, bicycle, pretty,
forage, pigeon, lettuce, busy, business, build, Jesus's, mountain, waited, beloved
bet, let, set, weather, whether, when, pleasure, measure, friend, breath, ahead,
instead, feather, realm
air, where, wear, there, their, they're, various, pear, welfare, fair, aware, hair, care,
scare, scarce, square
bat, cat, hat, add, madam, and (strong form), back, have, can, can't, ask
bad, mad, sad, glad, man, ma'am, land, fast, last, rather, class, half, halve
father, palm, balm, calm
cart, heart, arm, radar, hard, charm, guard
but (strong form), putt, cup, some, mother, come, other, above, shovel, love,
enough, tough ('gh' = 'f')
127
should, put, good, would, could, wood, wool, woman, wolf

shoe, to ('strong' form), two, too, true, food, wooed, lieutenant, chew, cruise, new,
knew, flu, you, who, whose, sue, through, poor, moor, tour, sure, dour
cot, hot, dog, got, God, on, from (final), what, walk, controversy, caught,
bought, taught, ought**
more, mourn, tore, door, four, sore, roar, pour, pore
* This is the commonest sound in the English language, called the

Schwa. "To", "the", "at", "from" and "for" are pronounced like this
except at the end of a phrase, in which case the 'strong' form (Eg 'to'
rhyming with 'shoe') may be used. The strong forms of "the" (rhyming
with "tea") and "to" may also be used before a vowel. The strong forms
of "and" and "but" are used for emphasis. See Other Sounds to hear
Schwas in a sentence.
128
Day 2
129
130
131
132
133
134
135
136
137
Week 10
138
Week 10
Objective
Students will understand the stress and rhythm to use when a
consonant is in the joined to other words.
Outcomes
Students will understand the consonant stress both in the front and end
of words.

Process
Students will view video related to pronunciation of consonants.
Students will increase understanding through a game.
Students will be challenged to use their rhythm when joining words.
139
Day 1
Review the team challenge conversation
Oh, no snow!
Unit 24
Listening quiz handout one sheet for students to be

copied
Review the video Consonant Clusters

Go goal gold Unit 25
Day 2
Pets enter, pet center
Unit 38
Video --How to Pronounce Stop Consonants

After eight, after rate
Unit 39
140
141
142
143
This is a 4-part section to test the students ability to determine the sounds. Copy
ONLY section 4 for the student to read out loud.
Option is to have one student say part 1 for the class. Have students write what
they hear. See how correct they are. DO NOT GIVE THEM THE WORDS.
Wait and Gate
Part 1: Recognition:
Number 1 to 6. Ill say 3 words, which is different (1,2, or 3)
Example: wait gate wait

1. won won gun
2. wood good wood
3. ways gaze gaze
4. gill will will
5. wane gain wane
6. row rogue rogue
Part 2: Recognition: Which do you hear?

Ill say a word. Is it W or
G sound?
Example: wait
1. gird
2. Way
3. Wail
4. wizard
5. girth
6. Doughy
7. Ogre
8. gobble
Part 3: Which do you hear?

1. a. Did you see the gizzard?
b. Did you see the wizard?
2. a. Whats its worth?
b. Whats its girth?
3. a. She got a nice wig.
b. She got a nice gig.
4. a. They wave to everyone.
b. They gave to everyone.
5. a. What is this wage for?
b. What is this gage for?

144
QUIZ
Photocopy for students
Section 1 Spell what you hear

1______ 2______ 3______ 4______ 5_____ 6_____
Section 2 W or G
1______ 2______ 3______ 4______ 5_____ 6_____
Section 3 What do you hear
___ gird
___ girth
___ way ___ wail ___ wizard

___ doughy ___ ogre
___ gobble
Part 4: Sentences to practice

1. They met their guests at the door and invited them in.
2. How many ways can we say we love you?
3. They were thoroughly geared up for the marathon.
4. The cookies they made were rather gooey.
5. Some people like to eat chicken gizzards.
6. He saw a large cougar in the mountains.
7. She only knows a few words in that language.
145
146
147
148
Week 11
149
Week 11
Objective
Students will understand the stress and rhythm to use when a
consonant is in the joined to other words.
Outcomes
of words.

Process
Students will view video related to intonation when expressing surprise.

Students will view video related to intonation when linking the K to a voiced
consonant.
Students will practice with worksheets on pronunciation with triple consonants,

ch cc wh
qu ck rh gh amb imb omb umb
Students will increase understanding through a game

Link Maze and Dont tell me?
Students will be challenged to use their rhythm when joining words.
150
Day 1
View the movie:
How to Link K to a Voiced Consonant
Review Units 40 and 41
Game Link Maze (Photocopy game board)
Day 2
View the movie:

Intonation_ Expressing Surprise (Part 5)
Review Unit 32 - Dont look now
Triple Consonant words w/ word maze
Game: Dont tell me (copy the two sheets)
Movie emphasis is review for the final test intonation and stress.
Any extra time should be used to work on the final

project.
151
Day 1
152
153
154
155
156
Day 2
Triple Consonant Blend Word Endings -NCH, -TCH, -RCH
Lets get technical!
There are 26 letters in the alphabet.
A E I O U are the vowels (and sometimes Y). The rest are consonants.
The most usual sound of CH by itself in words is chuh:
Examples: Charlie had a chop and the children had chicken and chips.
CH - can sound like kuh in words that have come into English from Greek
Examples: ache, chorus, character
CH - can sound like shuh in words that have come into English from French
Examples: machine chauffeur champagne
Combined with a third consonant in -tch, -nch and -rch, the same thing applies.
Most commonly, the chuh sound is blended with the, t, n, or r but
occasionally the other pronunciation is possible:
Example: architect ( ar keh tect)
Another point is that words ending with -tch, -nch, -rch add -es to make plurals ditches, branches, marches.
See Worksheet The CH Sound for the three sounds of CH.
Exercise 1 : Words with -nch

lunch French drenched munching
hunch quench lynch inches
crunch wrench henchmen branch
157
Fill the gaps with a suitable word from the box above:
1. It made me feel hungry to watch him - - - - - - - - on a big sandwich and I
decided I had to have some - - - - - quickly.
2. In the storm, a heavy - - - - - - fell off the tree, just - - - - - - from where she
was standing.
3. I had a - - - - - he would turn up as soon as food was mentioned.
4. His German is excellent and he speaks quite fluent - - - - - -.
5. The order was given to - - - - - - all lights in case the enemy would discover
them.
6. They came in out of the rain, totally - - - - - - - - and in a foul humour.
7. I like an apple with plenty of - - - - - -.
8. Every time I go to do a job, I find he had pinched my tools and Im short a
screwdriver or a - - - - - -.
9. The police were waiting and arrested him and his - - - - - - - - as soon as they
appeared.
10. 10. The crowd was so angry that the police were afraid they would - - - - them if they could not get them away in time.
158
Exercise 2 Word Find -Words with -tch

Find the words in the grid.
The words can be horizontal, vertical or diagonal, and forwards or backwards.*
1. butcher 2. kitchen 3. stretch 4. fetch
9. botch
10. watch
11. Crutch
B
U
T
N
E
H
B
S
O
H
G
W
A
U
F
E
T
C
H
T
F
C
A
M
O
C
T
H
A
T
C
R
H
T
V
R
D
R
B
C
F
O
A
E
C
O
T
C
5. hitch 6. scratch 7. catch 8. Scotch

12. Dutch 13. itch 14. Clutches
H
C
O
T
H
F
S
H
R
B
C
H
F
I
F
I
C
E
T
C
U
R
H
A
A
B
T
K
T
O
R
T
T
E
J
Q
E
C
G
B
O
B
E
A
C
D
K
P
H
S
I
N
C
I
T
C
H
U
I
O
T
R
C
E
S
S
C
R
A
T
C
H
S
T
R
E
T
C
H
T
C
C
R
N
P
C
A
B
C
L
U
T
C
H
E
S
View the movie listen and note the stress in the

sentences.
159
160
Week 12
161
Week 12
Objective
Students will understand the stress and rhythm to use when
emphasizing details.
Outcomes
of words.

Process
Students will view videos related to thought groups.
Students will begin their script writing for the final using related materials.
162
Day 1
View the movie:
Lesson 7a - THOUGHT GROUPS - English
Final test script writing.
Students should plan and write their script to
include thought groups and contrasting
alternatives.
Day 2
View the movie:

Lesson 7b - THOUGHT GROUPS
Students should plan and write their script to
include corrections and important words.
163
Day 1
164
165
166
167
Day 2
168
169
170
171
Week 13
172
Week 13
Objective
Students will understand what is required in the final test in terms
of script and speaking.
Outcomes
Students will write more on their script to include ideas found in the
chapters studied.
Students will practice their intonation and stress of their script.
Process
Students will view video related to stress patterns and conversation.
All free time will require students to continue working on their

script for review and counseling related to stress and intonation.
173
Day 1
View the movie:
Lesson 8a - STRESS PATTERNS
Students will add elements of this chapter to their
script.
Day 2
View the movie:

ESL PRONUNCIATION EXERCISE_ Free Time American English
Students will add elements of this chapter to their
script.
174
Day 1
175
176
177
178
Day 2
179
180
181
182
Week 14
183
Week 14
Objective
Students will focus on the writing and speaking of their script.
Outcomes
Students will understand the rubric and the problems they have in
intonation and communication.
Students will strengthen their understanding though practicing for the final test.
Process
Students will view a video.

Students will practice reading their script to correct intonation and stress.
*Rubrics can be found on the pronunciation Foundations website

https://sites.google.com/site/pronunciationfoundations/.
They are free to download and each has the topic listed at the top so choose the
correct one. Rubrics will help you include all the elements in your preparation and
practice.
184
Day 1
View the movie:
Problems with English pronunciation FUNNY
Review their script and practice intonation and
stress for the final.
Day 2
Review their script and practice intonation and
stress for the final.
The final day before the test.
185
Week 15
186
Week 15
The Final test
Script - email to professor
Reading of Script
recorded by professor.
Rubric scored by professor
Points 40
Script 10 / 40
Inclusion of all elements Length
Drama 30 / 40
o Balanced roles
o Balanced questions and
responses
o Correct stress and rhythm
o Correct syllabication
o Adequate emotion and action
187

Pronunciation Foundations 1 Generic Student

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Pronunciation Foundations

A study course designed

Dr. Paul R. Friesen

Semester & Day(s):

Office & Office Hours:

The general objectives for this course are to:

Develop a good understanding of how intonation and stress affects communication

Understand the physical places sounds are made.

Work in pairs/ groups to make conversation happen.

Prepare dramas for communication.

Demonstrate knowledge of syllable stress and intonation through practice / quizzes

Confidently communicate ideas using correct stress and intonation

At the end of this course you will have:

Done several dramas.

Demonstrated a good understanding through a final drama.

Review of rubrics / tests/

Movie learn a language in 6

Movie - word stress

Rules list for test checking

Listen and repeat exercises.

(with audio) Add worksheets

Quiz 1 FyF (FindyourFeet)

Game Hidden Names

Content and Function focus

Pronouncing the vowels in

Pronouncing front /back

Vowel Sounds Part 1: Monophthongs

Review the lists on page

Englishclub minimal pairs

o Sound Stress, intonation

Content and Function Review

Content and function

Stress patterns englishzone

( Eye, my, mine)

Game phone pro games

Saturday September 13th

Movie word stress plus 5 rules

Clarity; Contrast between Stops

Movie ~ Connected Speech:

Words with Schwa

The Schwa (BBC)

Game used to / would

Syllable rhythm rules

Movie word stress sentence

Limerick reading and test review

Movie ~~ The SCHWA in ENGLISH

The invisible vowel sounds

Homework ~ Team challenge

(Go goal gold) (Pronunciation

Pets enter, pet center

After eight, after rate

Greet guests, Greek guests

Movie How to Link K to a Voiced

Could you say that again?

Game Link Maze C1

Sentences with all the words

Clear English - Strange Spelling

Schwartz Pedro Schwartz Salad

I think youre in my seat

I mean, its sort of like

A list of Homework /Participation tasks

Homework 1 / DRAMA ~ You want to give me money ~

Bridge activity / Photo fun

Students will be required to read about pronunciation stress and