Unit 15 ESOL Pronunciation Thought Groups

Download
Share  Add to  Flag Embed
Views:
 
Category: Education
     
 
License:   Some Rights Reserved

Presentation Description

No description available.

Comments

Presentation Transcript

Say these two sentences to your partner…:

Say these two sentences to your partner… John said, “The boss is absent.” “John,” said the boss, “is absent.” What’s the difference?

Slide 2:

John “The boss is absent.” The Boss “John is absent.” John said, “The boss is absent.” “John,” said the boss, “is absent.”

Read these two sets of numbers to your partner…:

Read these two sets of numbers to your partner… 66-86963 668-6963 Remember this?

Unit 15: Thought Groups:

Unit 15: Thought Groups ESOL Pronunciation Ms. Shoup

Unit Objectives:

Unit Objectives Identify thought groups by pauses by falling pitch Thought Group Rules 1 and 2 Either/or questions Series of items Summary of focus and thought groups

Thought Group:

Thought Group A group of words that belong together. A short sentence or part of a longer sentence. Each thought group has a focus word.

Say the following to your partner…:

Say the following to your partner… I’d like six oranges, and two wedges of cheese. What are the two thought groups? What are the two focus words?

The Good News!:

The Good News! EVERYONE can master Thought Groups because EVERYONE can pause !

A, page 129:

A, page 129 Listen to the sentence in green. Repeat it to your partner. Note: In written sentences, punctuation marks often indicate a thought group. , . ? ; ()

Do you remember Focus Words?:

Do you remember Focus Words? How do speakers emphasize these words in a sentence? louder longer higher pitch

C: Signaling the end of a Thought Group with a Pause:

C: Signaling the end of a Thought Group with a Pause Page 129-130 Pause at the end of each major thought group to help listeners understand you better. Listen to the sentences. Where are the pauses? Thought Group Rule 1: There is often a pause at the end of a thought group to signal that the thought group is finished.

D: Using Pauses with Numbers:

D: Using Pauses with Numbers Pause when there is a space or punctuation mark! Listen and practice.

E: Pair Work, page 131:

E: Pair Work, page 131 Partner A  Read the number to your partner. Use the appropriate pauses. Partner B  Circle the number you heard. Check. Switch.

F: Using Pauses in Math Problems:

F: Using Pauses in Math Problems (3X3) + 5 = what? 3 X (3+5) = what? 14 2 4

F: Pair Work, page 132:

F: Pair Work, page 132 Partner A  Read the math problem to your partner. Partner B  Say the answer of the problem you heard. Check. Switch.

Falling Pitch:

Falling Pitch This is another way to signal the end of a thought group. Sometimes, both a pause and falling pitch are used. Sometimes, the speaker is talking very quickly, and only uses falling pitch. G, pages 132-133 Listen , repeat, and practice.

Thought Group Rule 2:

Thought Group Rule 2 There is often a fall in pitch at the end of a thought group to signal that the thought group is finished. Note: A BIG fall in pitch means the end of a sentence. A VERY BIG fall in pitch means the end of a person’s turn to speak. Note: Questions may end in a fall or rise in pitch.

Close your books, please.:

Close your books, please.

Who’s talking?:

Who’s talking? John The boss.

Who’s talking?:

Who’s talking? Alfred That clerk

Who’s talking?:

Who’s talking? The teacher That student

Who’s talking?:

Who’s talking? Lisa My dog

H: Pair Work – page 133:

H: Pair Work – page 133 Student A  Say the sentence to your partner. Pause wherever there is a comma (,). Student B  Tell your partner who’s talking.

Close your books.:

Close your books.

Read these sentences to your partner…:

Read these sentences to your partner… Would you like black or brown? Are you going east or west? I, page 134. Listen and practice.

Let’s practice either/or questions!:

Let’s practice either/or questions! Would you like to work or rest? Was the movie good or bad? Is the chain silver or gold? Will you go by bus or by train? Do you want soup or salad?

Close your books.:

Close your books.

Read these sentences to your partner…:

Read these sentences to your partner… I visited the museum, the library, and the park. We ordered soup, salad, coffee, and pie. K, page 134. Listen and practice.

Let’s practice saying series of items!:

Let’s practice saying series of items! The shirt is red, blue, and green. The pants are red, blue, green, and yellow. They saw a Ford, a Toyota, and a Honda. We have a computer, a fax, and a scanner. The zoo has elephants, tigers, bears, and lions. His suitcase contains socks, ties, shirts, and some books.

Let’s listen for thought groups!:

Let’s listen for thought groups! Dialogue on page 135 (M) Listen three times. Put a slash / at the end of each thought group. Underline the focus word in each thought group. Let’s check… Then practice.

What did your teacher say?:

What did your teacher say? Do you want a Super Salad? Do you want a soup or salad?

N: Pair Work – Identifying Thought Groups (page 136):

N: Pair Work – Identifying Thought Groups (page 136) Student A: Say sentence a or b. Then ask the question underneath the choices. Student B: Answer the question.

Summary of Focus Words and Thought Groups:

Summary of Focus Words and Thought Groups Read P – page 138. What do you think? Do you follow these steps when speaking to a native speaker?

Pronunciation Achievement Factors:

Pronunciation Achievement Factors Research article by Richard Suter . Let’s read and discuss.

Remember…:

Remember… This course was meant to teach you HOW to study pronunciation. You now have all the tools to improve your specific pronunciation problems. You just have to PRACTICE, PRACTICE, PRACTICE!