HICPR: EAPIC Lesson 3 - 'th' and using (th)e Dictionary for Pronunciation

EAPIC Lesson 3 - 'th' and using (th)e Dictionary for Pronunciation

Lesson 3 – Consonants I: th and using (th)e Dictionary

Objectives:

• Improve th

• Get pronunciation from the dictionary . . .FAST!

Warm up: W-on-glide

Wooo!                        Weee!
Whoops!            Which!
Whoa!          W Way!
Wall!                  Wet!
What?                    Whaap!
Wop!

[θ] Protocol

1. SCRATCH tip of tongue with tip of stick
2. PRESS stick strongly against lips with edge of stick
(anchored just below the nose and on chin)
3. SET tip of tongue on stick, very lightly.
4. START air or touch voice box (count of 3x and circle with left hand)
5. SAY word: “thin” or "the" (3x)
6. SAY word: path, with quick stick touch on ‘th’

thin pathway path
thought northwest north
thing southwest south

[ð] Switch to voicing, instead of "air"

though weather smooth
the father with
them mother breathe

Lesson 3 EOR: A Great Vacation

Vacation plans (consonants)

Situation: Friends are arguing about the best place to go on vacation.
MOOD: Energetic, fun

Instructions:
• Using a stick, do each ‘th’ three times!
• Go through the EOR, touching the stick lightly on each ‘th.’

a. "Air" only on voiceless th: x or X

b. "Voice" only on voiced th: [x] or [X}
• Do the entire EOR using Tai Chi Widget on the stressed syllables.

1A: THINK that | I’ll go NORTH | for this vaCAtion.
X [x] X [x] X

B: I’d rather go SOUTH, | mySELF, | better WEAther there!
[x] X X [X] [x]

]
2A: But the Northwest| can be breathtaking!
[x] x X X
B: My brother lived there. | And so do my other relatives.
[X] [x] [X]

3A: My father and mother | grew up there, too.
[x] [X] [x] X
B: Whether or not you go though, | good luck with the weather!
[X] [X] [x] [x] [X]

4A: I heard that near Portland | there were thouands of dead fish.
[x] X [x] x X
B: Another reason | to avoid the Northwest!
[X] [x] [x] X

5A: Maybe | to tell the truth | that is a great area.
X X [x] X
B: A voyage along the northwest coast | would be the best.
[x] x X [x] X

6A: Have to avoid that. | My other girlfriend | does not go for those cruises.
[X] [X] X [x]
B: Well then, | bon voyage |wherever you wind up this vacation!!!
X [x] X X [x]

How to get good pronunciation from the dictionary!

A. Find a word in the dictionary. For example,
“pronunciation” --- pro-nun-ci-‘a-tion --- prə-ˌnən(t)-sē-‘ā-shən

B. Count the number of syllables on hands and fingers.
Right hand fingers touch on the stressed syllable. pro-nun-ci-‘a-tion.

C. Do the word using the Boxing/fluency MT4 to help remember it.
Hands touch on the main stressed syllable:

pro-nun-ci-‘a-tion

D. To remember grammar, do this sentence using a Rise-Fall MT4:
“It’s a noun!” “It’s a verb!” “It’s an adjective!”

E. Do the word using the Boxing/fluency MT4.

pro-nun-ci-‘a-tion

F. To help remember the meaning,
Do the word using a Flat MT4 in “robot-like” voice:
“. . . the way a word is pronounced . . . ”

G. Do the word using the Boxing/fluency MT4.

pro-nun-ci-‘a-tion

H. To remember how a word is used,
Do a sentence from the dictionary or make up one yourself!
a. Identify rhythm groups
b. Identify the main stressed word of each rhythm group.
c. Use Fall MT4, if it is a statement.
       d. Use a Rise MT4 if it is a yes/no question.
                    Fall MT4: “I am working on my pronunciation.”

Rise MT4: “Are you working on your pronunciation?

I. Do the word using the Boxing/fluency MT4.

pro-nun-ci-‘a-tion

Homework

Thursday: (Today!) Do the video. Print out copy of this blog page! .
Friday: Do the warm up, training, embodied oral reading (EOR), 4x and keep notes!
a. Do the MT4s of each line (before speaking)
b. Do each rhythm group slowly, with voice and MT4
c. Do entire EOR with comfortable rhythm. using Tai Chi MT4
d. Do entire EOR with as much expression as you can, 2x.
Saturday: Do the warm up, training, EOR, Dictionary Protocol and keep notes!
Sunday: Take the day off with me!
Monday: Do the warm up, training, EOR, practice your target words.
Tuesday: Do the warm up, training, EOR, Dictionary Protocol, and practice your target words.
Wednesday: Come to the live feedback 60-minute class on Google Meet (or practice by yourself!)

Contact me for more information or to enrol for the course: wracton@gmail.com

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What is haptic pronunciation teaching?

Basically, it is using gesture, touch and movement to teach pronunciation of English (or any language). What makes this method unique is that it is based on controlled and systematic use of gesture in doing that. (Often the problem with gesture use in language learning is that it can be "crazy" or random or intimidating or inconsistent, or not well-developed and tied to clear outcomes.)

The earlier "Essential Haptic-integrated English Pronunciation (EHIEP) approach," now KINETIK, does a better job of enhancing presentation, modelling, feedback and correction. The method is simple and easy to follow. Once a 30-minute module is finished, teacher and students have a set of techniques to use in class anytime a pronunciation problem or opportunity comes up!

Haptic Preliminaries

I often begin workshops or papers with the comment that in about 40 years in the field I have had just one idea: that the systematic use of body movement is essential to effective and efficient pronunciation instruction. That has never been more relevant than today, with the general deemphasis on pronunciation and introduction of technology into the field. From both perspectives, the "haptic" perspective approach developed here offers great promise. I can at least promise you a "moving" experience!

What is the KINETIK Method?

KINETIK is the name of the new v6.0 haptic pronunciation teaching system. About six years earlier we were using the acronym, "Haptic Integrated Pronunciation for Other/Extended Circle English Speakers" (HIPOECES)--still there in the url of this blog!

Haptic-integrated clinical pronunciation is:

A different way to learn pronunciation, based in part on Arthur Lessac’s notion of “Training the body first.” It is also based on research in the use of movement and touch in learning and training. It:

Looks somewhat like a combination of aerobics, sign language and Taichi

Provides a basic foundation for continued, self-directed pronunciation learning and classroom instruction

Designed for use by relatively untrained teachers but appropriate for all teachers (and learners) of all levels

Focuses on pronunciation used in conversation (not all words in English)

Is a highly “brain-and-body-friendly” system that promotes efficient learning of integrated tasks in general

Designed to promote integrated classroom pronunciation instruction and enable integration of conscious pronunciation work into spontaneous speaking.

Introduction

This blog was formerly named: HIPoeces (pronounced 'hI-pƏ-cIs), basically an approach to teaching English pronunciation to speakers of "outer and expanding" circle Englishes (including that population commonly termed: non-native speakers) but also compatible with the use of local models other than simply Standard" American" or RP. Using Kachru's "Inner, expanding and outer circles" model to characterize the breadth of Englishes and speakers of those, HIPoeces (now HICP) systems focus on developing haptically-centered pedagogical models and methods which can be adapted for teaching the pronunciation of various Englishes as they are spoken and taught by "owners" of those varieties.

In theory, the underlying principles can be applied to teaching the sound system of any language. Most language instructors intuitively use a great deal of movement and tactile anchoring in the classroom. The essential question is how to use that resource systematically, especially so that those learners who are less "haptic" in nature are also "moved" by the method.

Simply put, the HICP model/method is based on the idea of speaking along with arm and hand movement, not all that different from that used in sign languages. Most movement patterns are taken from either typical classroom pronunciation instruction practice or from related fields, such as psychotherapy or sports.

Most blog posts link to research that relates to the general HICP model, that is studies dealing with the role of gesture, touch, movement, learning modalities, learning in output, use of the visual field in learning, and experiential learning.

DEFINITIONS:

"Haptic" techniques- procedures that involve both movement and touch (Obvious examples include clapping hands, tapping feet, or holding an object and shaking it to the rhythm of a poem.)

"HICP techniques" - procedures that are haptic and also explicitly coordinated with phonological structures and/or discourse prosody (For example, clapping hands on primary stressed syllables in multi-syllable words, or doing a dance step on key words in conversational turns.)

"Haptic integration"- The haptic dimension probably functions as much to anchor visual and auditory material as it does to assist the learner in getting the "felt sense" of the sound or sound process. Lack of integration into spontaneous speech being such a serious potential shortcoming of instruction, haptic engagement seems a promising bridge to more accurate fluency.

"Visual field" - in HICP extensive use is made of the visual field in front of the learner. (For example, a modified version of the IPA vowel chart is anchored haptically in the imagination of the learner, directly in front of the upper body, and used for several purposes throughout the program.)

EAPIC Lesson 3 - 'th' and using (th)e Dictionary for Pronunciation

Lesson 3 EOR: A Great Vacation

How to get good pronunciation from the dictionary!

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