From Affect to Effect

From Affect to Effect :
Teaching Rhythm and Stress in EFL in
The College or
University Context in Japan
Debrah
Breaking
The Vow of Silence
This paper will address
an academic
problems
viewpoint.
of the approach,
of teaching
practical
the teaching
and a practical
give the rationale
syllabus.
with a minimum
included
of teacher
It is the writers
while
the
the practical
third
are all classroom
will give a
amount
pronunciation
in
of student
on-task
behaviour
intervention.
the sounds,
language
rhythms
as English
are also extremely
speech
which
tested and have been
belief that while one cannot
with mastering
of such a different
native-like
The first part of the paper will
as a basis for teaching
to provide a maximum
affective factors
from both
Finally some actual lessons will be included
class. The practices
difficulties
of pronunciation
the second will address
pron unciation,
can be used by the teacher
proven
A.Huber
patterns
and stress
patterns
is for the Japanese
learner;
relevant
in the lack acquisition
of
to literature
for a moment,
Maxine Hong Kingston
(1973), gives a very sensitive
and eye opening
account
of silence in her novel The Woman Warrior .
of the meaning
It was when
I found
that the silence
time that
Turning
ignore the physical
out I had to talk that
became
a misery.
I did not speak.
I read
-64-
school
I did not speak
aloud
became
a misery,
and felt bad each
in first grade,
though,
and
From Affect to Effect
heard the barest whisperwith little squeaks come out of my throat.
"Louder
," said the teacher, who scared the voice away again. The
other Chinese
girls did not talk either, so I knew the silence had
to do with being a Chinese girl. (p.193)
This
eloquently
different
expressed
from the expected
it is, perhaps
verbal
expression
norm, but also puzzled
what many young learners
first they meet the foreign
of a self, not
teacher.
only
and confused
of English
by
encounter
when
Where they were required
to sit
obediently
and take notes (or at least be quiet) they are now expected
to discuss,
disclose
and generally
behave in very non-Japanese
Ways which are at odds with the behaviour
expected
norms
constrained
(in Japan
confines
the foreign
culture
of the EFL classroom).
class tend towards
lessening
occur in the learner
at specific
being
The tasks which
individuals,
by the cultural
within
are utilized
any anxiety or apprehension
of a foreign language.
expectations
The
formalization
in the
November
given
the
designation
learning
and
t eaching
of the
culture
issue
teaching.
is put upon all mistakes
of communication
target
of the classroom.
the behaviour
of "OLLY'
This
of the teacher
between the
and the students
culture"
of The Language
culture
as
expecta-
next.
of "classroom
In the
in my
They are usually not aimed
and an emphasis
tions of silence are discussed
the
which may
being a positive part of the learning process. Compromise
teachers
ways.
was
Teacher.
or the
culture
authors
discussion
through
language
culture
and
has
its own
the learner.
-65-
Thus,
a topic
This
discussed
culture
of oral
they
was
language
separate
the
activities
from
the
definitive
rules
for
there
are:
Debrah A. Huber
actions
(wait-time,
eye-contact,
gesturing..)
(paired practice is better than individual
tasks
are better than rote-memory
to the teaching
Hunter
of and learning
The Language
and
assumptions
practice, information-gap
tasks ...) which are particular
about oral language
Teacher
analysis, how the expectations
and
the
differ
post-secondary
purpose
educational
generally
institution.
and
expectations
engagement
Of particular
in an
of non -involvement.
gamut of possible
comprehensive
the foreign
behavioural
teacher
and
the instructor.
/ Furthermore,
tenets that the instructor
or not the students
of pronunciation
expectations
the
For example:
in the activity, namely producing
of
the
or ask questions
of
belief system includes
the
around
in the
and should lecture whether
The implications
skills is immediately
students
(1993) cover the
should not move the students
are listening.
of
are the expectations
make eye contact,
should not ask direct questions
the
and have come up with a
the student.
the students
Japanese
interest.for
and
Greene & Hunter
expectations
should not approach,
classroom,
activity
list which shows how diverse
language
of teachers
homogeneous
of this essay is conflict between the teachers
participation
student
in
&
Nov. 1993:9).
They describe, in a detailed
learners
(Greene
for the acquisition
evident for without
comprehensible
engagement
speech, no progress
will be made.
Traditional
Patterns
These
difficulties
classical
themselves
belief
system
consciously
Underlying
within
Student
the
which
classroom
the
be aware.'
Classroom
students
This
-66-
system
have
their
Behaviour
roots
themselves
is exemplified
in the
may
not
by the
From
kotodama
doctrine
Affect
to
Effect
which
is used to substantiate
the view that uniquely
for the Japanese
name and reality coincide ...which in turn leads to a'concurrence
of word. and deed'...in behavior and the'unity
interpersonal
relationships
to resist individualizing
himself, opposed
of self and other'...in
Thus, the national
consciousness,
character ...is said
which
to the world, and alienated
sets man against
from others.
(Dale
1986:101).
With social cohesion
as a core belief and furthermore
formed from the standpoint
other languages
the foreign
that one is unique
lack peculiarly
language
in the world and that
deed confluence
is seen as entirely
student belief that the instructor
formula
word/
a world view
alien
it follows that
and unusable.
The
should not breach the social distance
is pre-set within this doctrine.
the rules
laid down
conveyed
to the individual
throughout
observable
in the student
who returning
Thus, foreign teachers
in a rigidly codified
social
system
break
which
are
his / her school life. This is
from a stay abroad may go
to great pains to avoid showing any ability to speak in the classroom,
for to do so would set the student
individual
from the social milieu.
Motivation
It would appear
which
factors
apart and would likely alienate that
that in the majority
the native-speaking
come
pronunciation.
in the EFL Classroom
into play
If social
teacher
of teaching
finds him / herself
to preven t the
cohesion
-67-
environments
within
acquisition
the
group
a number
in
of
of native-like
is a primary
Debrah A. Huber
motivation
for EFL students
behoove
teachers
to acknowledge
motivation
within
motivation
is more
students
then it is logical to assume
the learners.
the
prevalent
of ."attaining
reading technical material,
than
to integrate
EFL student
notable and infrequently
is going to study / live abroad
student
motivation.'
goals: furthering
The
a career,
and so forth" (Brown 1987:115).
is rarely to become
of the target
occurring,
instrumental
of cases, more for the purposes
instrumental
with, the culture
Rather the motivation
integrative
translation,
The goal of the Japanese
in attitudinal
In the EFL context
learn English, in the majority
of as a means
distinctions
that it would
language.
part of, of
(Of course
exception to this is a student
for some significant
amount
a
who
of time.)
is often induced by the desire on the part of the
to achieve a good grade.
As such the motivation
stems from outside e.g., as a school system requirement.
generally
It the goal is,
for the most part, to pass a test, then the native-speaking
teachers
egalitarian
class structure
with this style
of teaching
put the instructor
The rest of this paper
program
designed
English
instruction.
somewhat
will focus upon a 12 week pronunciation
situation
female students
The
practices
more male oriented
interests.
from,
pronunciation
Japanese
and the learner at odds with each other.
The teaching
students.
Pronunciation
separate
classes
the
pair
are
are taught
held
English
in language
often
-68-
the majority
in addition
class
of
lesson
can easily be altered
In most cases segmentals
distinctions
and the example
as they comprise
generally
communicative
classes
teachers.
with minimal
confusion
to fit within the larger context of three months
given is biased towards
of the writers
and the students
often
Often
labs presided
to fit
to, and
these
over by
are the focus of the lesson
being
preceded
by "sammy
From Affect to Effect
diagrams".
Japanese
be both competent
instructors
who undertake
and comfortable
with this task.'
case there is, I believe, no need to duplicate
concentrates
upon
communicative
suprasegmentals
of both the teacher
probable
the Japanese
critical
as they
and the student.
why
(in the
EFL classroom.
In teaching
language teacher
periods
of acquisition
factors
which influence
closer
pronunciation
the native
also be familiar
the difficulties
but with virtually
in the
students
have,
all the communicative
of English as a foreign language.
create
a class
Of The Syllabus
to the
best
attempting
a more
native-like
the affective
barrier
increase
of their
ability
oral
which
speech
production
will
without
pronunciation.
to English
the
Task
atmosphere
participate
To
experience)
are very rarely found in
and should
Teachers
2.
various
needs to be aware of issues such as age and
The Goals
To
within
from the perspective
writers
pronunciation
not only with pronunciation,
1.
occur
A focus will be placed upon some
of native-like
sociolinguistic
aspects
This being the
the process. This syllabus
of the goals of the syllabus
reasons
approximations
speaking
to
activities.
After a discussion
of the
this task appear
allow
fear
students
of ridicule
Hopefully
to
when
this will lower
production.
of questions
directed
to the
teacher.
3.
To
amongst
encourage
themselves
comprehensibility
4.
To
raise
students
and
to use
to
have
clarification
them
speech
appreciate
patterns
their
own
or lack thereof.
the
students
conscious
-69-
awareness
of how
mispro-
Debrah A. Huber
nunciations
and
speech
lead,
can
breakdown
lack
of rhythm
if not
and
stress
patterns
to incomprehensibility,
in a stream
then
at least
fear
of ridicule
of
to a
of communication.
The Goals
Of The Syllabus
The Students
1.
To
use
shaming
2.
English
stress
comments
and
rhythm
by the teacher
To ask questions
without
and the other
in the classroom
both
or
students.
of the instructor
and
of each other
3.
To ask for clarification
of spoken
English
when
something
is
not understood
4.
To use more
native-like
stress
and rhythm
patterns
in their
speech.
5.
To learn
the
or key words
information
role of focus
and to reduce
to which
and prominence
formal
the student
words
ought
in sentence
in a sentence
function
to clarity
the
pay attention.
The Syllabus
The goals
While
attitudes
12 weeks
English
short
is too
or develop
of the barriers
in terms
of this
towards
and the
comprehensibility
short
native-like
of pronunciation
speech
program
that
students
repetition
or clarification
a time
period
pronunciation,
a definite
it is hoped
an increased
awareness
role its patterns
of vowel
Another
to feel comfortable
and
goal
-70-
More
bias.
change
that
some
specifically
of the rhythm
reductions
of the
with requests
to be able
affective
to drastically
goal will be lowered.
is stressed.
encourage
include
to evaluate
of
have on
syllabus
is to
for information
themselves
by
From Affect to Effect
listening
to their own tape-recorded
The majority
of students
a) had the majority
speech.
the writer comes in contact
of their target
language
with have:
classes with non-native
speakers, b) have not had extensive contact with native speakers, c) have
learned what English
they do know through
exercises and d) arefurthermore
oftenfearful
reading
and translation
and or bored with language
classes. This being the case the tasks within the syllabus
be both motivating
and student
centred
in terms
of interests
actual needs of students.
By this I mean that lecture
the class
are minimized,
and the tasks
recourse
books emphasize
activities
as opposed
communicative
Carolyn
by college
Graham's
and
use of jazz chants
university
individual
being
excellent
contrast
of a segment
devoid
of
instructors
First, they function
embarrassed.
Secondly,
slightly f ast rate pushing
pronunciation
provide
has been received very well
as a whole
to practice
out. Furthermore,
to the
without
the chants
pronunciation
Thus, the chants
as ice-breakers.
class
any one
provide
and
an
give the
fulfill a variety
of
This is effective as the
upon the chant as opposed
and using a lot of Japanese
are having.
from texts or
in communicative
at all levels
allows students
singled
whole class is focused
chants
students
more speech variation.
functions.
of
meaning.
warm-up, activity which
student
teaching
and
components
both chosen
learning while engaged
to explicit
are meant to
to being scattered
or singling people out and having them feel
the speed of the chants
the students
is at a natural
to
beyond their current (fossilized)
rates. Thirdly,
when given as a dictation
activity these
the instructor
to pick out the problems
the students
In one chant in particular
having a lot of difficulty
distinguishing
-71-
found
that the students
were
the words in the line "It costs
Debrah A. Huber
a lot to live in the city" hearing it rather as it cost lot living in the city."
Graham
(1986) designed
reduced
the chant to practice
the following:
vowel sounds in does, it and to and the sound and use of
the indefinite
articles a / an as illustrated
in a lotl an awfuLlt
also
offers practice in the third person s in costs and the plural s in days.
(p.50)
It would be extremely
suprasegmentals
difficult
and furthermore
design a classroom
out there
prevalent
without
not completely
versed in
much preparation
time to
activity which packs so much into a fairly short
easily comprehensible
point
for someone
mini-lesson.
are two
-method
As Pennington
approaches
of teaching
to teaching
segmentals
heading
of a bottom-up
approach
emphasis
on phonemes
as the principal
& Richards
phonology.
falls under
in which
(1986)
there
The
the general
is a "traditional
units of pronunciation."
(p.209)
However, more recently there has been a shift to include phonology
being
amongst
top-down
provide
included
those
or "global"
practice
skills which
approach.
The utilization
with features
of stress
from a
of Graham's
and intonation
chants
which
are
in the realm of the:
so-called prosodic,
with the related
or suprasegmental,
coarticulatory
overlapping
of sounds
stress
pitch
and
stretches
The
can also be approached
as
question
phenomena
of the blending
in fluent speech ...involve relative
within
of speech.
domain, I which I together
syllables,
(Pennington
of how a Japanese
words,
& Richards
student
-72-
phrases,
and
levels of
and longer
1986.210)
is going to develop
their
From Affect to Effect
top-down
schema
generally
confined to the classroom,
classroom
is problematic.
Contact
and as previously
is not a place in which
practice
of verbal
aversion
students
skills to be appropriate.
to taking
approaching
with the target language
the
risks
comprehensible
necessary
consider
The chants
a pre-task
the
is often a strong
to developing
pronunciation.
totality of the lesson by also providing
pointed out th e
generally
There
is
something
fit into the
focus on asking how
much does x cost. This is easily adaptable to further practice in asking
"how much do they cost
." The dialogues which follow the chant allows
further
reinforcement
and perhaps
prosodic
features
students
into a communicative
language
to be used. In the dialogues
decide whether
or
practiced
some transfer
task. The dialogue leads
activity, but does not overly dictate the
the options
allow the student
he/ she thinks the item being discussed
reasonable.
communication
somewhat
in the preceding
of the pitch and
This
is
designed
which
although
to
shift
still classroom
the
to
is expensive
focus
bound
towards
is at least
authentic.
Wong (1987a.) notes that often:
...students
do not listen to each other. Many students
that they cannot understand
other nonnative
speakers
and they feel that to listen to them would adversely
pronunciation.
overcome
before students
communicative
following
work
This initial obstacle
contexts
on the chants,
have said
of English,
affect their own
to communication
has to be
can begin to focus on pronunciation
(p.22)
pair-work
-73-
activity
allows
many
chances
in
Debrah A. Huber
of confirming information. It also takes the focus of off the teacher as
"the expert" without whose e
xplicit approval of a communicative
activity the students
a continuing
or whatever
feel reluctant
emphasis
to continue. In my classes
there is
that despite this function, pronunciation
it is, being practiced
in the classroom,
point
they should realize
that in real life there will be no textbook telling them what to say. Thus,
they need to start depending
understood
upon their own skills to make themselves
however they can. dust as the instructor
does in Japan).
For instance, the student may ask for repetition of a price given by the
"Shop clerks
." In addition the task may be somewhat
loaded to
included
the segment / s / and / th / as well as / i / and / iy / . This can
be introduced
thirty
for example by having the contrast
or sixteen
to approach
and thirteen
of numbers
sixty and
on the price list. It may be a good idea
this in a more systematic
way.
Conclusion
.In conclusion
the purpose
of this paper has been to try to draw
together not just the phonological
such
as differing
sociological
students
pitch,
reasons
intrinsic
started
rhythm
of social
motivation
thinking
and
cohesion
of the
to produce
among those factors
and a frequently
fluent
speech.
seen lack of
Having only recently
in a more formalized
way I think
(1987) puts it well when she says:
The one glaring,
omission
having problems
with fully integrating
teaching
but also some
speech. Primary
about this problem
that Celce-Murcia
stress,
difficulties
which may lead to an inability on the part of our
to develop native-like
are the elements
aspects of pronunciation
of English
in my current
pronunciation
approach
stress
is that I am still
and intonation
into my
...This is an area that I and other
-74-
From
teachers
must continue
Affect
to
Effect
to work with and improve
Hopefully, with time, the new knowledge
pronunciation
ability
knowledge
various
will become
to comprehend
gained in the Phonology
more fully integrated
the
various
into the classroom
(p.10).
ways
and usable.
of incorporating
may well lead
a general rise in consciousness
in making
greater
enjoyment,
of the importance
The
this
to improvements
activities Those activities which were designed
tested have led to the student
and
in
and classroom
and there has been
of suprasegmentals
speech comprehensible.
1 The traditional culture referred to here is that of the Nihonjinron or the so-called
literati. In other words the scholars who set the intellectual tone, which interacts
upon and with the daily mundane lives of individuals in ways which they
themselves may not be consciously aware of.
2 While recognizing
Graham's
(1984) distinction
between integrative
and
assimilative motivation in this paper the writer is referring to the distinction made
when acquiring a language is, as is usually the case in Japan, a matter of necessity
rather than actual need . It seems therefore, that the older use of instrumental and
integrative is more useful in this case than the newer dichotomy of integrative vs.
assimilative.
3 However, it must be said that despite the specific teaching of segmentals it has
produced no evincible results..
-75-
Debrah A. Huber
12 WEEK
S YLLA BUS
KEY
TF-Teacher
Fronted
PW-Pair
WG-Whole
GW-Group
Work
Work.
Group / Class Activity.
I usually four's or six's
CR-Consciousness
T - SS-Teacher
Activity.
Raising Activity.
asks questions.
SS-Students
-76-
Whole Class responds.
Theme/Goal
Week
Week
I
Student Needs
Assessment
This
serve as a pre-test
post-test
measure
Activities
'T
ape
Materials
in
1
1 -record'
1 11.
Teacher
assessment.
`
gindividual
will students speech production using a dialogue.
~:,,
f have an assessment activity for other students
and
of to avoid chaos)
I See Wong 1987-211
Diagnostic
placement
Tims
10Dialogue
of a 3/min.
conversati
n
student
test.
approx. 90
min. class.
improvement.
'G
etting
to know
each1 1. "WG Unit 2 # 3 "I'm Glad to Meet You. I've Heard
so Much About You" focus on I'm/I've. Plural/s/
other.
Goals:
become
changes.
Week
2
Students
will Shifting Stress.
aware of pitch 2. *CR. record the dialogues which students
listen to and attempt
to analyze the pitch
establish the situation and the participants.
Students
will learn how
to tell teacher
when they
don't
comprehend
a
spoken
stream
of speech
3. T-SS.
Speed Control. Pre-teach
will
and
any potentially
difficult vocab. Read the dictation to the class.
Student's write! (an introduction to the teachers
interests hobbies nay be useful) to the class. S'S
encouraged
to shout "stop"
or "go back to x" this
is to help them take control
of their learning
process
from the start of the program.
4. "MT-Timed
Activity-students create as many
questions
as they can
instance I was born in
born?
from
the dictation.
For
Where were you
1. Small Talk Unit 2 # 3
2. Wong 1987:62-63.
15-20 in'in.
A written or taped outline
5-10 min.
of
teachers
hobbles/
interests and/or a brief life
C
history.
C
Student
work
checked
from previous
activity.
5 min.
Getting
Other
Week
3
To Know Each
your name? Where
are you from?"
1. Small Talk 2 # 4
10 min.
Reductions and High Frequency Q. words.
2. "Review
of questions
2. *CR. Stress Patterns and Rhythm of Question from last week
Goals:
words.
Students will learn
3. "All dialogues analyzed
rhythm
and stress
of 3. *CR. TF Adaptations of Focus and prominence for pitch and stress.lSee
high frequency Q words. dialogues
Wong 19871-68-69)
Student will learn how to 4. '*PW S'S work in pairs to interview each other.
4. *A/B pair work sheets
use Focus and
A: Where do you LIVE?
with different information
Prominence
to
B: in CHIba. how about YOU?
on both.
discriminate
importance
of information
relative
A: in saiTAMA.
within
dialogue
Talking
- 11100
I
L *WG "What's
about daily
Goals:
life
a
Emphasize
the need to ask for
15 min.
15-20
1.*WG "Can You Come Over" Practice of reduction
"I'd"
and reduced vowel in "for" and "tonight"
1. Small Talk Unit 5 # 3
20 min.
Students will learn to use 2. -:'GW in Ts Use "Cathy" cartoon strip story to
"focus" and
Week
4
prominence"
to
facilitate
interstudent
working
Week
5
&
Restaurants
with numbers
Goals:
2. 7 sets
1. *WG "What're
1. Small Talk Unit 9 # 2
to ensure
that
students
listen
to
each
other
carefully
and to
encourage
them
to ask
for clarification.
form
of going
and shifting stress
2. "TF-Review
numbers-three,
numbers
You Gong To Have"
to-gonna
and
what
Reduced
of cartoon
strips
C
C-rt
10 min.
in What are you going to have.
2. "T. dictates
correct
number
SS circle
the
They hear.
15 min.
from firs-ttenth
3. *PW Cloze exercise for hearing numbers.
adapted material so that the task becomes mutual 3. Adapted text containing
dictation A dictates B writes then B dictates and numbers (roughly based
upon Gilbert 1984:92)
A writes.
Check
together
is to go over completed
10 min.
are-what're
stress
and syllable
formation
for
thirteen,
thirty.
Teach
the ordinal
information
sheet
C-t
C-
encourage student questions and communication.
see attached copy of cartoon.
communication.
Food
min.
clarificatiorif have students sit across from each
other to answer questions. If they are side by side
there is too much Mmptationjust to read the text)
Week
6
Restaurants
1. WG "I'd like a sandwich"
Goals:
To enable
students
distinguish
the
Pronunciation
to
of food
Contraction
of I'd 1. Small Talk Unit 9 # 3 #
10 min.
2. Adaptation
from CelceMurcia 1987:9 as hand-out
segmentals/i/&/Iy/in the 2. *PW Focusing on/I/ /ly/
context of a
Restaurant role play
communicative task
1. `WG "How Much Does it Cost? It Costs a Lot."
Shopping
To have
Week
7
Goals:
Reduced vowels in "does it" Indefinite article a/an.
students
Third person/s/.
:-PW Pick out from
distinguish between
stressed and unstressed
patterns
of speech
Shopping I Cont'd)
dictation
which
words
8
10-15
min.
are
1. *WG
for fluent
Review
speech
"How
Much
and
0
speed
Does
It Cost?"
Goals:
To have students
realize
that
they
must
pay
attention
to the speech
Week
Small Talk Unit 10 4 2
formal which are functional
and any reduces
vowels.
:,PW Listen to tape to confirm and check in groups .
Practice
- 111
10 min.
items.
*'TF Small Talk -as dictation
2. *TF Practice shopping dialogues for rhythm and
stress. Gradually delete dialogues leaving only key
words on board.
3. *'PW Role Play-Explain
Nleman-Marcus
and
of the other students and Macy's to Students.
Set-up pictures
and store
independently
check
directory on board and give directory to sales clerks
to practice the phrases "the shoe department
is on
information gathered.
the x floor "etc. Delegate shop keepers. Finally have
shoppers
work
in pairs
to make
sure
they
got
1. Last weeks
Small Talk
chant
from
15-20
min.
2. Dialogues on board
I hour
3. Shopping
Lists
shoppers
Price Lists
0
for
and
Store Guides (Selbu has a
decent one) for sales clerks
the
same prices for their items. f T I Take notes on odd
pronunciation
Week
9
Sports/ Hobbles Goals:
To use the intonation
patterns
of tag Question
and to review ordinals
number.
1. `VG
or awkward
wording
"If I Can Do It You Can Do It" Reduction
of vowel in "can" in the body of a sentence
2. ':-'TF/sh/ /ch/ /r/ /I/Story is how Sherry and
Cherry placed in a skating competition. Qs Who/
Yes-No/How/What/Tag/.
T-SS
elicit
the
information
of
the
Teacher models question
,:,PW
students ask each other questions
story
then
1. Small Talk Unit 7 # 3
2. T dictates
students.
pictures
10 min.
to
20-30
min.
Sports/Hobbies
Goals:
Week
10
1. *SS Listening Quiz for previous weeks1story
square)
1. Listen
correct
sheet..
and
answer
Circle
on
the
the
SS will learn to
2. *PW Johan Square-Find something both can do,
distinguish
each others something only one can and the other can't, and
copies
speech patterns
and to something both can't do.
clarify
when
of quiz for students
2. Draw
model
on board
and demonstrate.
necessary..
Dating and Marriage
1. '*WG "Let'sMake
a Date" for contractions
of 1. Small Talk Unit 15#2
"Let's
Goals:
2. Teacher prepared story
.....I'm .....That's .....I'd .....Eight's,"
Student
will be able to 2. -:TF-WG
answers Pre-Activity
review asking about a girl on a date.
ask for specific
for missing information by using prepared dialogue
information
which
was with important information replaced by a nonsense
not
10 min.
word or sound e.g. T. Reads 'Junko often goes to
with her boyfriend" SS Where does she go? T.
understood
"to the park"
Week
5-6 min.
10 min.
11
etc
.,.
15 min.
I
oc
C:)
I
3. *PW
activity
with
information
gap
about
what
A & B work
sheets
preferences
female students have in men.
A: and B: have totally different sheets therefore
must listen to each other and ask for clarification
C-CD
(students should be sitting either across class in
rows or back to back in order to assure
no reading
of each others questions.)
Overall Testing for
previous weeks. &
Mid-Term taping
Goals:
Week
12
Student
and
self-assessment
Teacher
of progress.
SS complete
listening
tasks.
Various
Tasks
taken
from
the work completed
in last
12 weeks.
TF Students dialogue individually taped (on their
own cassette) to compare first week with the 12th.
CD
C-
Emphasis
comprehension
on
listening
assessment
Same
students
dialogue
at
week period.
start
read
of
by
12
90 min.
From Affect to Effect
Teachers
Guide
Theme: Shopping
I-Pronunciation
Goals:
To practice
rhythm,
linking
and emphasis
patterns.
2-To review asking
information
3-To
ask
for information
(numerical)
and to write that
down.
for
a
repetition
of
specific
information
to
assure
comprehension
Methods
Materials
1. Put on board
Adapatation
of
Carolyn
Graham's
Small Talk.
Time
listen
and repeat
Stressing
the rhythm
and
linking
patterns
of
the chant.
2. Practice
using the
pictures
for the
plural
e.g. "how
much do they
cost?"
"They
cost
lot"
3. Erase function
words to make
a
rational
cloze.
Dialogue:
board
copy
or on
Practice
1.
ss
customer
nonsense
Change that's
price
to "that's
sorry
that"
a great
really
expensive.
Do you have
anything
cheaper?"
-81-
To develop
smoother
pronunciation
of
sentences
(rhythm
and
and
linking
reduction)
a
Dialogue:
practice
as
T. inserts
word
after
ss Practice
"I'm
I didn't
catch
10-15
Min.
Goal
10-15
Min.
To
practice
for clarification
specific
item.
asking
of a
Debrah
Two copies
of Price
list
to
designated
sales-clerks
Copies
of shopping
lists
to
everybody
else.
A. Huber
Assign
the
salesclerks
and
them not to show
price
items
tell
the
list of the sales
to the
customers
(unrealistic,
but
we
want to practice
asking
for
information
not
reading
it)
Customers
can i.pick
up item
cards
and
carry them to the SC
ii. Just
look
at the
items on the board or
table and then go and
find the price
-82-
Up to
I
Hour
To Increase
Fluency
in the shopping
context.
To review
and asking
clarification
numbers
for
From Affect
Adapted
Small
From
to Effect
Practice the dialogue.
C. Graham's
add plural items.
Talk
I gloves, glasses
How much
It costs
does
C: How much does this cost?
it cost?
SC: It costs $
a lot.
How much
It costs
does
C: I'm sorry I didn't catch that!
it cost?
How much was it?
a lot.
I can't
believe
how much
SC: $
it costs.
It costs
a lot an awful
It costs
a lot to go shopping
1
C: That's a great price!
lot.
SC: It really is. Will you take it?
these
C: Yes. And would you mind
days.
How much
It costs
It
!
does
it cost?
gift-wrapping it for me?
SC: Certainly. Will that be cash
a lot.
costs
these
a lot
to buy
or charge?
presents
C: That'll be cash!
days.
How much
It costs
does
it cost?
Now do the same conversation, but
a lot.
practice as if the items are
i.ncredibly expensive. Also don't
forget those plural ztems.~
-83-
Debrah
A. Huber
My Holiday
Item
Safari
Ralph
For:
shopping
Macy's
Perfume
Lauren
Paloma Picasso
Perfume / Lipstick
Borghesse
Perfume / Body
Kyolic
Pills
Garlic
Power Bar
Apple / Berry
Nike
2010
12
Air
Casio Sports
Pulse-check
Ellese
watches
Chanel
Paris
Sunglasses
Glen Models
Cashmere
coat
with
Fake Fur collar
Burberrys
Handbags
House of Fraser
Fall Sweaters
House
Black
of Fraser
Leather
coat.
Aris Gloves
Silk Lined Leather
Gold Earrings
Pierced
Carushka
Body-Wear
-84-
list
Nieman-Marcus
Best-Price
From
Affect
to
Effect
Nieman-Marcus
Item
Safari
Ralph
Cost
Perfume
Lauren
Nike
2010
$47.00
50.ml
Borghesse
Perfume
Item
/ Body
Perfume
Body
Eau
$260.00
$66.00
Cost
Air
$163.99
Casio Sports
Pulse-check
$203.35
de Cologne
$70.00
Kyolic
Pills
Garlic
Ellese
watches
$12.55
for 80 tabs
Power
Bar
Apple / Berry
Paloma
Perfume
Lipstick
12
Chanel
Paris
Sunglasses
12 for $13.93
Picasso
Glen
Fake
Perfume $93.99
Lipstick $23.33
Burberrys
Handbags
Silver
$99.99
Silver & Gold
$113.95
$116.95
Models
Fur
$230.99
House
of Fraser
Fall Sweaters
$55.00
$85.99
Glen Model
Black Cashmere
coat with fake
fur collar
Gold Earrings
Pierced
Rossetti
Shoes
Aris Gloves
Silk Lined
Leather
$415.99
Carushka
Body-Wear
$250.45
Fall $66.99
Summer $38.95
-85-
$133.95
Leotards
Tights
Jog-bra
$73.33
$$22.99
$27.98
Debrah
A. Huber
Macy's
Item
Safari
Ralph
Cost
Perfume
Lauren
Borghesse
Perfume
/ Body
Item
Nike
2010
$35.00
50m]
Perfume
Body
Eau
$250.00
$35.67
Cost
Air
$136.00
Casio Sports
Pulse-check
$163.00
Ellese
Silver
$96.00
Silver / Gold
$103.16
de Cologne
$65.77
Kyolic
Pills
Garlic
Power
Bar
$16.99 for 50
watches
tabs.
12 for $15.99
Chanel
Paris
Sunglasses
Apple / Berry 12
$113.95
Perfume $83.19
Lipstick $19.95
Glen
Fake
Burberrys
Handbags
$63.45
House
of Fraser
Fall Sweaters
Glen Model
Black Cashmere
$337.00
Aris Gloves
Silk Lined
Leather
$153.65
Gold Earrings
Pierced
$213.99
Carushka
Body-Wear
Leotards
tights
Jog-bra
Rossetti
Fall $59.99
Summer $33.95
Paloma
Perfume
Lipstick
coat with
fur collar
Picasso
$213.36
fake
Shoes
Models
Fur
-86-
$93.35
$63.00
$18.99
$23.14
From
Affect
to Effect
BIBLIOGRAPHY
Brown,
Douglas
H. (1987). Principles
Teaching. Englewood
Celce-Murcia,
Cliffs, N.J.: Prentice
Marianne.
Communication.
of Language
(1987).
In
Current
Pronunciation
Perspectives
Dale, P.N. (1986). The Myth ofjapanese
and
Hall Regents .
Teaching
(P.P.1-12). Joan Morley (ed.). Washington,
Learning
On
as
Pronunciation.
D.C.: TESOL.
Uniqueness. Kent , G.B.: Crown
Helm.
Graham,
Carolyn.
(1986). Small Talk: More Jazz Chants. New York:
Oxford University
Press.
Greene, David. & Hunter,
Language
Learners
Lawrie. (1993). The Acculturation
and Instructors
of Oral
in EFL. In The Language
Teacher No. 11, 9-16.
Hong-Kingston,
Maxine. (1975). The Woman Warrion Memoirs
.Girlhood Among Ghosts
. New York: Random House.
Pennington,
M. & Richards, J. (1986). Pronunciation
Quarterly,
Wong,
R.
revisited.
of a
TESOL
20, 207-226.
(1987a.).
Considerations
Learner
in
Variables
Teaching
Perspectives
on Pronunciation.
Washington,
D.C.: TESOL.
Chapter
(p.p.13-28).
3. Englewood
Regents.
-87-
Prepronunciation
Pronunciation.
Wong, R. (1987b.). Teaching pronunciation:
and intonation.
and
Joan
In
Current
Morley
Focus on English
(ed .).
rhythm
Cliffs , N.J.: Prentice
Hall