EAPIC Lesson 5

Lesson 5
Double Vowels and Phrase Stress

Credit: Anna Shaw

Double Vowel Blues (Song)

“Double vowel blues, double vowel blues
6w 11w 6w 11w
Boy, do you know how I can lose . . .
8y 11w 11w 9w 6w 6y 11w
These tense-vowel-plus-offglide, pronunciation blues?”
1y 6w 6y 3y 11w

Y-on-glide

You! [yuw] Yee! [yiy]

Yo! [yow] Yeah! [yey

Yeow! [yaw]

Yay! [yay]

Yoy! [yƆy]

Yooop! [yUp] Yip! [yIp]

Yaw! [yƆ] Yep! [yɛp]

Yuck! [yʌk] Yack! [yaek]

Ya! [ya]

READ

Seven vowels have two parts and end in either ‘w’ or ‘y’
Those vowels are: 1y, 3y, 6y, 6w, 8y, 9w and 11w
The MT4s for DBL vowels are done like this: One hand, with the fingernails, scratches palm of the other hand and then
On 1y, 3y, 6y the left hand then continues to slide up the palm of the right hand and stops, as the y is spoken.
On 8y the right hand then continues to slide up the palm of the left hand and stops.
On 6w, 9w and 11w, the right hand does a quick loop and the tip of the middle finger touches the palm of the left hand.

Double vowels training (1y, 3y, 6y, 8y, 6w, 9w, 11w)

11w [uw] “Moo!” 1y [iy] “Me!”

9w [ow]. “Mo!” 3y [ey] “May!”

8y [Ɔy] “boy!”

6w [aw] “cow” 6y [ay “My”

Me! Moo! May! Mo! My Cow-boy!

1y 11w 3y 9w 6y 6w

Double vowel practice

1y E key

3y A K

6y I why

8y soil royal

6w Wow! cow

9w O crow

11w too few

READ: Phrase, clause or sentence stress

The strongest word in the sentence:

For example, in a sentence:

I’m practicing my pro-nun-ci-A-tion!
Or, in a clause:
I’m washing the DIshes, and then,

I’m practicing my [pro-nun-ci-A-tion]!

Lesson 5 EOR: Meet the New Neighbor

Note: If there is more than one rhythm group in a sentence, the strongest group, the sentence stress, is in braces {…} and said a little louder.

Situation: A new neighbor meets one of his neighbors for the first time.
Mood: VERY friendly!

Note: Only one double vowel is indicated in each rythm, on the stressed in the stressed word!

1A: Good EVEning. I'm Tom {MAYS.}
1y 3y
B: Nice to MEET you. I'm Bill {Owens.}
1y 9w
2A: We've just MOVED here | from {VanCOUver}
11w 11w
B: WE’VE lived here | for {TWO} years.
1y 11w
3A: My WIFE works | at HOME. I work at {TOY} Town.
6y 9w 8y
B: I’m teaching JUNior high | and KAty | is teaching in {PREschool.}
11w 3y 1y
4A. Had TIME | to get to KNOW | the {NEIGHborhood,} yet?
6y 9w 3y
4B: ONly a little, but we {REAlly} | LIKE it.
9w 1y 6y
5A: If you NEED something | just Email me, {ok?}
1y 1y 3y
5B: Much apPREciated. That'd be {GREAT.}
1y 3y
6A: LAter this week, can you stop {BY?}
3y 6y
6B: That’d be NICE. I’ll check with KAty. See you {SOON.}
6y 3y 11w

Vowels Review from Lesson 4 and 5

11w [uw] "Moo” 1y [iy] “Me!”

10 [ʊ] “cook” 2 [I] “chicken”

9w [ow] “mow” 3y [ey] “may”

8 [Ɔ] “salt” 4 [ɛ] “best”

8y [Ɔy] “boy” 12 [Ə] “a” 5 [ae] “fat”

7 [ʌ] “luck”

7r [Ər] “herbs”

6 [a] “hot/pot”

6w[aw] “cow” 6y [ay] “my”

A chicken cooks best with salt, fat, luck, and herbs in a hot pot.

Me! Moo! May! Mo! My Cow-boy!

Homework: (Every day!)

A. Warm up

B. Review one or more previous EORs

C. Do training

D. Do EOR

E. Keep notes

F. Use some MT4s on your target words and phrases

G. Do Vowel review!

For info and to enroll in the Wednesday sessions, email me at 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.)

HICPR

EAPIC Lesson 5

Lesson 5
Double Vowels and Phrase Stress

Double Vowel Blues (Song)

Y-on-glide

Double vowels training (1y, 3y, 6y, 8y, 6w, 9w, 11w)

Double vowel practice

Lesson 5 EOR: Meet the New Neighbor

Vowels Review from Lesson 4 and 5

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EAPIC Lesson 5

Lesson 5 Double Vowels and Phrase Stress

Double Vowel Blues (Song)

Y-on-glide

Double vowels training (1y, 3y, 6y, 8y, 6w, 9w, 11w)

Double vowel practice

Lesson 5 EOR: Meet the New Neighbor

Vowels Review from Lesson 4 and 5

No comments:

Post a Comment

Lesson 5
Double Vowels and Phrase Stress