Oral Communication B

Transcription

Oral Communication B
Name:
Semester 1, 2016. (10311-005 & 10316-005)
Wednesdays 1st periods, Rm H25
Teacher: Andrew Blyth, PhD Candidate, MA ELT, CELTA, B.Sc
Contact: [email protected] (Don’t use mobile email); Twitter.com/winjeelelt; http://winjeel.com
Text: Haraguchi, T. (2011) シャドウィングであなたの英語が変わる―ナチュラルスピ
ードを手に入れる 3. Tokyo, Japan: Sanshusha.
Keller, E., and Warner, S. (2002) Conversation Gambits: Real English Conversation
Practices. Pearson Longman.
WordEngine.jp account, group code: Q2X62T.
Optional: Prochaska, E. Taylor, A. (2009) Reading for the Real World Intro, (2nd Ed). Compass
Publishing.
Materials required: Notebook, small pocket notepad (for vocabulary notes), computer (at home).
Wk Date
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
6 Apr
13 Apr
20 Apr
27 Apr
11 May
18 May
25 May
1 Jun
8 Jun
15 Jun
22 Jun
29 Jun
6 Jul
13 Jul
20 Jul
?
Content (subject to change)
Introductions & course orientation, needs analysis.
Topic 1a and communication skills.
Topic 1b continued.
Speaking test 1 (10%)
Topic 2a, and study skills introduced.
Topic 2b and communication skills.
Topic 3 and communication skills.
Topic 4a and communication skills.
Topic 4b and communication skills.
Special society topic and communication skills.
Special society topic and communication skills.
Communication skills review and practice.
Speaking test 2 begins and review (40%)
Speaking test 2 cont: and review
Homework
Read Topic 1
Topic 1 review
Review
Read Topic 2
Read Topic 3
Read Topic 4
Prepare for the topic
Review
Review
Review
Review
All skills review & exam preparation.
Exam (30%)
Enjoy life
NB: You may forfeit some of your marks if you miss an assessment
Contents
About .......................................................................................................................................... 2 Course Aims コースの目的 .................................................................................................. 2 Personal Goals ........................................................................................................................ 2 If you have problems… もし問題があったら… ................................................................. 2 Assessments 評価方法 .......................................................................................................... 2 Speaking tests (draft 案) ......................................................................................................... 3 How to pass this class............................................................................................................. 3 Practice 練習 .......................................................................................................................... 3 Conversation Structure (generic) v2 .......................................................................................... 4 Conversation Signposts / Gambits v4 ........................................................................................ 5 First Day Bingo (intermediate) .................................................................................................. 6 1st Day Find Someone who… (intermediate) ............................................................................. 7 First Day Get to know your textbook: Intermediate .................................................................. 8 Classroom vocabulary ................................................................................................................ 8 Choosing a News Topic ............................................................................................................. 9 Example of checking vocabulary ......................................................................................... 10 Reading for the Real World, Intro ............................................................................................ 11 Unit 2 Constantly Changing Music Media ........................................................................... 11 Unit 3 Pollution in Our Bodies ............................................................................................. 12 Unit 4 The Glass Ceiling ...................................................................................................... 13 OCB Sem1, Page 1 of 38
Unit 5 The Future of Water .................................................................................................. 14 Pronunciation Activities ........................................................................................................... 15 Pronunciation Practice: Japanese Names ............................................................................. 15 Join the dots: Introduction to IPA ........................................................................................ 16 Phonetic crossword .............................................................................................................. 17 Letters and Numbers dot to dot ............................................................................................ 18 English Intonation ................................................................................................................ 23 Sounds English ..................................................................................................................... 24 During speaking tests ............................................................................................................... 25 Pronunciation In Use ................................................................................................................ 25 Unit 5 Vowels....................................................................................................................... 26 Unit 6 Vowels....................................................................................................................... 28 Unit 28 Syllables .................................................................................................................. 30 Unit 29 Syllables .................................................................................................................. 32 Unit 44 Intonation: Old & new information......................................................................... 34 Speaking Test 1 Self-reflection v1.1 ........................................................................................ 37 Personal Goals ...................................................................................................................... 37 Include a lot of details: ......................................................................................................... 37 Speaking Test 2 Self-reflection v1.1 ........................................................................................ 38 Personal Goals ...................................................................................................................... 38 Include a lot of details: ......................................................................................................... 38 About
Course Aims コースの目的
To develop students’ speaking and writing communicative abilities. A very famous
Educational Psychologist, Vygotsky (1978), said that for either first or foreign language
learning is best done by using the language in meaningful social interaction. A lot of research
has shown that students who use language perform better on examinations. コースの目的は話し
たり書いたりするコミュニケーション能力の上達です。非常に有名な教育心理学者 Vygotsky (1978)は、
第一言語や外国語学習は重要な社会的相互作用に言語を使用することによって最も上達すると言って
います。多くの研究が、言語をよく使用する学生が試験の結果もよいといっています。
Vygotsky, L. (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, USA:
Harvard University Press.
Personal Goals
Write in your personal goals you’d like to achieve in this class. Use your ideas for 5&6
1. For pronunciation.
2. For fluency
3. For listening
4. For class participation
5.
6.
If you have problems… もし問題があったら…
A moment of shame of asking a question prevents a lifetime of not knowing (and on-going shame). A
western view is that if you don’t ask, you don’t learn; and that there is no shame is asking a question.
聞くは一時の恥。聞かぬは一生の恥。西洋の観点ではもし尋ねなければあなたは学ばないと考えられ
ています。質問をすることは決して恥ではありません。
Assessments 評価方法
Note: Because I have over 250 students, in many classes doing various courses with different
assessment schedules, it is difficult for any teacher to keep track of each student. So it is important that
you submit all work on time, otherwise please e-mail me in advance or bring a medical certificate to
OCB Sem1, Page 2 of 38
the next class if you have problems 注意: 私には 250 人以上の担当学生がおり、いろいろなコースを教
え、異なった評価日程を行っている為、各学生の動向をおさえるのは非常に困難です。その為、あな
た達は提出期限通りにすべての課題を提出する責任があります。 (もし病気で提出期限に間に合わな
かった場合はあらかじめ、私にメールするか、次のクラスに医師の同意書を持って来てください)。
Speaking tests, 50%
Vocabulary, 20%
Final exam, 30%
- Speaking tests 1 & 2
(10% & 40%):
Demonstrate a natural
conversation, and
critical thinking about
issues of society.
Join WordEngine.jp and improve your vocabulary.
Group name: OCB Wed1
Group code: Q2X62T
Time: about 30 minutes a week
Duration: 6th April to 20th July.
What: 2% for each week a goal is achieved.
Goal: 150 correct responses each week; 10 weeks.
- 1 or 2 randomly chosen
pronunciation activities
practiced in class.
- Vocabulary explanations.
- Write a dialogue (use
gambits, vocab, etc)
 Plagiarism (盗作) is not tolerated and you may receive 0%. You must actually do the task, no copy
& pasting or academic dishonesty.
 Communicative ability is much more important than grammar. You need to communicate your
ideas effectively using either writing or speaking. コミュニケーション能力は文法を学習するだけより
はるかに重要です。書いたり話したりする能力を使って有効にあなたの考えを伝える必要があります。
Speaking tests (draft 案)
Speaking test 1: In pairs, demonstrate having a
conversation. This is practice for speaking test 2.
Speaking test 2: In pairs, demonstrate good
communication ability, conversation skills,
fluency, topic knowledge, & good pronunciation.
How to pass this class
It is really easy to pass (if you try).
 Come to every class. すべてのクラスに出席
してください。
 Review and preview every class. 毎クラス予
習復習をしてください。
 Practice speaking in every class. スピーキン
グの練習を毎クラスしてください。
 Ask questions (I like answering questions). も
しわからないことがあれば恥ずかしがらず質
問してください。質問は大歓迎です。
 Have fun.  楽しんでください。
 Also, build up your vocabulary. Get a little
notebook (see right) and write in some
interesting words, expressions and sample
sentences each week during class. Research
shows that this is a very good learning
strategy (McCrostie, 2007).
また、語彙を増やしてください。小さいノート(上
記写真)を購入してください。そして、毎週、授業
中に出会ったいくつかの興味深い単語、表現方法、
例文を書いてください。研究では、これが非常に
良い学習方法であることを示しています。
McCrostie, J. (2007) Examining learner vocabulary notebooks. ELT Journal, 61(3), p246-255.
Practice 練習
Research by Hato (2005, cited in Fukuda & Yoshida, 2013) reports that on average, Japanese high
school students graduate with only 920 hours of English lessons. However, most Japanese people need
between 2,000 to 5,000 hours of study to attain basic proficiency of English (Nakashima, 2006, cited
in Fukuda & Yoshida, 2013). So, 90 minutes a week for 14 weeks (each semester), which is only 42
hours per annum, will not make you into a native speaker. You need to practice using English in class,
and outside of the classroom. Use the audio material that came with your textbook, look for interesting
and simple news articles on http://www.japantimes.co.jp/ and http://bbc.co.uk websites, and also listen
to podcasts. 羽藤の研究（2005 年福田&吉田 2013 年の引用）によると、日本の高校生は 920 時間の
英語の授業を受けていることになる。しかしながら、基礎的な熟達に到達する為には日本人のほとん
どは 2000 から 5000 時間の勉強が必要とである。(中島 2006 年、福田＆吉田 2013 年の引用)。従って、
1 学期 14 週間 1 週間 90 分即ち、1 学期 42 時間ではネイティブスピーカーになりません。教室外でも
英語を練習する必要があります。あなたの教科書についている CD を聞いたり、
http://www.japantimes.co.jp/ and http://bbc.co.uk の興味ある簡単なニュース記事をさがしたり、ポッドキ
ャストを聞いたりしてください。
Fukuda, S., and Yoshida, H. (2013) Time is of the essence: factors encouraging out-of-class study time. ELT
Journal, 67/1, p31-40.
Conversation Structure (generic) v2
1.
Meet & greet
A: Shall we chat? B: Sure. | Sorry, I’m about to talk to him/her there. | A: Great / ok.
A&B: Morning / Afternoon / Hello / Hi
2.
Small talk
A: How are you? / How are you doing/going? | B: Yourself?
A&B: I’m ________. / I’m doing / going __________.
fine, good, great, alright, ok, sleepy, tired, exhausted…
A: That’s a nice [shirt you’re wearing].
B: Thanks. I got it [from Gap]. And those are nice [ear rings]
Compliment
A: …
Monday: Q. How was your weekend? A. (tell a story of all the interesting things you did)
Any day: How is your day so far? A. It’s ______. (tell a story of all the interesting things
you did)
Any day: What’s new(s)? A. Well, ______. (tell about anything new in your life)
Tues, Wed, Thur: How’s your week going? A. It’s going _______. (tell a story of all the
interesting things you did)
Thur, Fri: How was your week? A. (tell a story of all the interesting things you did)
Fri: Do you have any plans for the weekend? A. (tell a story of the things you hope to do)
3.
Transition to the main topic (choose one)
A: Anyway, have you heard about… (news story, or interesting fact, etc)
B: I saw something about it on Twitter. | No, what’s that about?
A: [explain > main topic]
A: Changing the topic. Have you read the article Andrew gave us about [theme]?
B: Yeah, I did, but I don’t quite understand it. What did you get from it?
A: I’d like to ask you about something. Do you know anything about [topic]?
B: Not really. What? | Yeah, I know something about it. Why?
4.
5.
6.
Main topic discussion
Key roles of person B: student, doubter, advocate, devil’s advocate (opponent)
And see Conversation Gambits, Unit 63 Mini Conversations
Wrap up (end)
Excuse: Time is getting on, I have to get going.
Sorry, but I really must get going.
Respond: It was nice talking to you. / It was nice catching up with you. / Catch you later.
New partner
Q. Err… excuse me. Can we chat? A. Sure (go to No.1).
Conversation Signposts / Gambits v4
Use these to help you in your conversations. Each time you use one add a tally mark.
1a. (to your teacher)
1. (to your partner)
A: Excuse me Andrew. Could I just
A: Excuse me, I need to go to the toilet.
I’ll be back in a minute.
quickly run off to the toilet?
B: …
B: Sure, no problem.
1b. (Partner gone, joining a new group)
1c. (joining a new group)
A: Excuse me, could I join your group
A: Err… I don’t have anyone to talk
for five minutes?
to. Could I join you guys?
B: Of course. We’re talking about…
B: Of course, here’s a seat.
2. (Need a paper or from someone)
2a. (need to borrow something)
A: Err, excuse me. Could I have the
A: Excuse me, could I borrow a pencil
[title] handout?
for five minutes?
B: Sure, here you are.
B: Sure, here you are.
3. A: (sneeze)
4. (walking through a crowded room)
B: Bless you.
Excuse me, can I get through.
A: Thanks.
Pardon me, can I get past.
5. (Getting started)
6. (stating fact)
Ok, let’s get this show on the road.
You know… [+ fact]
[after small talk]: We can chin wag all
I read somewhere that… [+ fact]
day, but we need to get started.
Apparently, … [+info]
7. (Thinking, pausing, 考えたり、休止した
8. (Stating own opinion, 自分の意見、見
りすること)
解を述べこと時) I reckon that…
Hmm… / Erm… / Like…
It seems to me that…
9. What do you mean by that?
10. I get what you’re saying but…
What does _____ mean?
(Stating an opposite opinion, 間接に同意
(Asking for clarification, 説明を求めること)
しないこと)
11. (Asking for more info, 更に情報を求める
12. (Beginning an explanation, 可能な説
こと) Huh? / I don’t get it. / Why do you
明を始めること) It’s possible that…
say that?
I assume that…
14. (Interrupting)
13. I’m not sure, but…
Whoa, whoa! Back up a bit,
I haven’t seen any data on this, but…
+ what do you mean by…?
(Stating opinion, whilst acknowledging no
+ I have to disagree, because…
evidence, 証拠がないが、見解を述べること)
16. I don’t think so, because…
15. (Agreeing, supporting someone, 同意し
I find that hard to believe, because…
たり、誰かを支援すること)
(Indirect disagreeing, 間接に同意しない
I think so, too. / I agree.
こと)
I’ve heard that, too.
18. (citing information)
17. (Eliciting opinions, 意見を引き出すこと)
I read in the article that… [+info]
Do you agree with this, [name]?
According to Wikipedia, [+info]
How do you feel about this, [name]?
19. Q. What do you know about [topic]?
20. Q. Did you know that [info]? A. No,
A. Not much, why? / Erm, a bit, why?
I didn’t. / I heard something about it.
(Adding to a conversation, or changing
(Changing & introducing a new topic,
新しい話題を紹介したり、変更すること)
topic, 話題を追加したり、変更をすること)
21. By the way, …
22. Speaking of [keyword], …
Oh! Did you know that…
(Changing the topic of a conversation that
is going nowhere. The new topic is really
(Changing the topic to something related.
different, may be humorous).
Something you just suddenly remembered)
First Day Bingo (intermediate)
A: Have you…?*
B:
Yes, I have (+ extra info)
?? Oh… umm… I don’t remember
½ ? I don’t think I have, but…
x No, I haven’t, but… (I want to…)
A: How do you spell your name?
B: T-A-N-A-K-A
A: ‘p’ or ‘d’?
B: No, ‘t’ for ‘tomato’
A: Thank you.
B: No problem.
Write a story
in English
Eat
Vietnamese
noodles
* write > written
* eat > eaten
Drive a car
Make pizza
 write name ( 名前書きます )
 don’t write name ( 名前書きません )
Speak to a
non-Japanese
speaker
Drink coffee
Speak to a
Korean
Draw pictures
on a computer
Ride a
motorbike
Use a
computer
Play cricket
Sing an song
from another
country
Go hiking
Meet a Jpop
star
Sing enka
Drink Korean
green tea.
Read English
news
Listen to Kpop
Read English
novel
Be overseas
Dance in a
disco
Wear a kimono Do yoga
Download a
movie
Go ice skating
* wear > worn
Like = ~好きですか; do (yoga) = ~ヨガはしますか; have (an iPod) = [iPod]はありますか
Sing = ~歌う; make (pizza) = ~ピザは作りますか;
1st Day Find Someone who… (intermediate)
A: Err… Excuse me. How are you?
B: I’m …
A: Can I ask you a question?
B: Of course.
A: … (smile)
B: … (give a loooooong answer)
A: (+ one more question: Who, What, When, Where, How, Why, Which…)
B: … (give a loooooong answer)
Write one name and extra information for each.
Do you know a famous person? Example:
Do you know an English children’s song?
Yuki Tanaka. She knows Sakana-kun. She met him in a
supermarket. He was buying fish for dinner. Now, they play
badminton together.
Can you touch your toes?
Have you been to an Utada Hikaru concert?
Do you need English for business
communication?
Do you have a plan for the summer holidays?
Have you ever eaten Korean food?
Do you like to meet friends on Saturday
night?
Do you like watching motorsports in your free
time?
Do you have a Lady Gaga CD?
When you are sad, do you sing?
Do you have two brothers?
Do you think the teacher is handsome?
Have you ever owned a pet?
Is fashion important to you?
Have you cooked Thai food?
Have you played table tennis?
Are you wearing anything pink?
Free time = ___________; Important = ____________; motor sports = ______________; Table Tennis =
_________
First Day Get to know your textbook: Intermediate
Talk to your partner in English about your textbook.
1. Did you write your name in it? Where & when was the book published?
2. What do you think of the title and front cover? Who is this book intended for?
(children, teenagers, young adults, business people, housewives, travellers, etc)
3. What do you think of the pictures inside?
4. What kind of a book is it? (Grammar, vocabulary, communication, writing, skillsbased learning, knowledge-based, examination preparation, other)
5. Is this style of book new / different to you? How is it different? (list)
6. Is there any audio for this book? Have you listened to the audio for this book, yet?
What accents do you expect the textbook characters will
7. What is the most important feature of this book for you?
Classroom vocabulary
These phrasal verbs may be on the final exam vocabulary quiz. Please study these, and use them in
class. From: Gairns, R, and Redman, S. (2013) Oxford Learner’s Pocket Phrasal Verbs and Idioms.
OUP.
Choosing a News Topic
“News is something that someone, somewhere, wants to suppress. Everything
else is advertising” British author Lord Northcliffe.
Choose news articles that help develop into an intelligent person that are:
□
About an important social or political events
□
About issues or problems in society
□
That affect people’s lives (ie: political, business, economics, science, etcetera)
□
But don’t choose long, boring, or difficult stories. Please don’t choose sports or
entertainment stories, or other stories that are not related to the well-being of the
community or society.
Possible sources of news
BBC: http://bbc.com/news; Huffington Post: http://www.huffingtonpost.com; The
Guardian: theguardian.com; Japan Today: http://japantoday.com; Taipei Times:
http://www.taipeitimes.com, and many others (Don’t ever rely on just one news source).
Example of checking vocabulary
A larger and easier to read version is available on Winjeel.Com
Reading for the Real World, Intro
Made for Prochaska, E., and Taylor, A. (2009)
Reading in the Real World Intro. Compass.
Unit 2 Constantly Changing Music
Media
Concept Check
Discuss these questions with your partner.
1. (you can find photos on your smartphone to help explain) What does _____ mean? Media, vinyl records, formats, turntables, mp3 player. 2. What do these phrases mean? “release an album”, “sales plummeted”, “online store”, “hit record”, “top of the charts”, “artist”, “group”, “boy band”, “girl band” 3. How many music genres can you name? Discussion
Discuss these questions with a partner. Give long answers with lots of details.
1. What was your first reaction to this article? How long did it take you to read? What
was the level of difficulty for you? (was it really easy or kind of difficult?). How many
words did you have to check?
2. Can you give us your one minute summary of the article?
a. What are some important points about this? What was something important
you learnt from this? What surprised you? What did you already know?
b. Are there any points you disagree with? Why? Are there any points you agree
with? Why?
3. This article is very short. What more information would you like to know or learn
about? What information seemed a bit unnecessary?
4. How often do you listen to music? What kind of music do you like to listen to? Who
do you like to listen to? How much do you like music?
5. When do you listen to music? Where do you listen to music? How do you listen to
music? What kind of music player do you have?
6. How do you store your music files at home? Do you store your music at 92kbps or
256kbps? Do you prefer .wav or .mp3 format? Do you know what those questions
mean? 
7. What kind of headphones or earphones do you have? Do you think there is a
difference between cheap and expensive headphones? Some music fans say that the
Sony Walkman mp3 player is much better than the iPhone; does it matter to you?
8. Why were there changes in technology? What’s the future of music players?
9. [anything]
Unit 3 Pollution in Our Bodies
Vocabulary check
1. What does ____________ mean? 2. Which word is this, a physical surrounding, ie. Air, land, and water? I think it’s environment. Discussion
with? Why?
4. What beauty products do you use? Do you know if any of these are completely safe
for your body? Does any of your health and beauty products contain any of the
carcinogenic chemicals mentioned in the article? Which health and beauty products
are absolutely essential to you? Are these safe? What products can you live without?
5. What does ‘organic’ mean in food and health products? Do you know of any brands
that are safe for the environment, people, or organic? Do you know about The Body
Shop? (check their website) What do you think of this company?
6. Processed foods are food that are made in a factory, and usually are bought in tins,
plastic packages, or similar. Do you usually eat processed foods? Like what?
Processed foods usually contain many chemicals including preservatives.
Preservatives stop the food from spoiling. Do you like the idea of eating
preservatives?
7. What is the difference in point of view between companies and consumer protection
groups? Consumer protection groups are well-known in Europe and North America;
are there any in Japan? Why or why don’t you know about them? Do you really trust
claims made by companies about product safety? Why do they claim that their
products are safe?
8. Anything.
Unit 4 The Glass Ceiling
Comprehension check
Examples:
1. What does ____________ mean?
2. Which word is this, a sexual identity, male or female? I think it’s gender.
3. I don’t understand this part here, [read sentence]. Can you make head or tail of it?
NB: “working woman” can imply prostitute, so specify what you mean; or say “career
woman”
Discussion
with? Why?
4. Have you ever felt like you couldn’t advance because someone else had an unfair
advantage?
5. What does “The Glass Ceiling” mean? What gender-based stereotypes of men and
women in the workplace do you have?
6. In line 9, is it true that women are less committed to their jobs in Europe or North
America? How about Japan? Does this stereotype help women who really do want a
career?
7. In line 18, it says that women are more nurturing and that men are more aggressive. Is
this true? What do they mean by men being more aggressive in the workplace? Is a
nurturing attitude good for a workplace? How about aggressive?
8. How do you feel about the wage gap between the genders? If you and your friend (of
the opposite sex) got the same jobs, and shared the same schedules at Yoshinoya,
Starbucks, or Mos Burger, should you get the same salary? Why?
9. Japan is ranked second lowest in Asia for women in politics and the workplace. How
do you feel about countries like Vietnam, Cambodia, South Korea, Hong Kong and
Malaysia being better than Japan for career women?
Unit 5 The Future of Water
Comprehension check
Examples:
1. What does ____________ mean?
2. Which word is this, a product or things for sale? I think it’s commodity.
3. I don’t understand this part here, [read sentence]. Can you make head or tail of it?
Discussion
3. What are some important points about this? What was something important you learnt
from this? What surprised you? What did you already know?
4. Are there any points you disagree with? Why? Are there any points you agree with?
Why? Are you feeling a little thirsty?
6. Apparently, only one percent of the water in the world is drinkable, and about 5 billion
people do not have access to clean water. How do you feel about this? Additionally,
countries like Taiwan and South Korea that did have clean drinking water, then
suffered industrial pollution problems making their water undrinkable. Could this
happen to Japan?
7. Yokkaichi, Minamata, Fukushima had serious industrial pollution and accidents
affecting air and water quality. There were nuclear accidents in Tsuruga, Ishikawa,
and Ibaraki (see http://en.wikipedia.org/wiki/Minamata_disease and
http://en.wikipedia.org/wiki/Japanese _nuclear_incidents). Do you think Japanese
drinking water can always be guaranteed to be safe? Interestingly, the web address just
above does not have a link to the Japanese page. Why is this?
8. How do you feel about Denmark’s decision to ban a lot of substances that can affect
drinking water? Do you agree with Christie Whitman (line 39)?
9. What risks does global warming have? How do you feel about more frequent and
more intense typhoons? What about a flood of environmental refugees coming from
Pacific island countries, and from Japan’s own islands and coasts needing to come to
Nagoya?
10. How would you feel about paying ¥500 for a bottle of drink the future? What other
problems can you imagine in the future with serious shortages of drinking water?
Should water companies charge any price they want for water?
Pronunciation Activities
Pronunciation Practice: Japanese Names
When Japanese people say their names, they use Japanese pronunciation style, which is
almost impossible for a regular native speaker to understand. You should use English
phonology to make it easier for non-Japanese to understand you. Example:
A: Hi, I’ve not met you before.
B: Hi, I’m /murʌkʌmihʌɾuki/ 
A: Eh? Sorry? What? 
B: Oh, it’s /.hʌˡru.ki/ /.mu.rʌˡka:.mi/ 
a. What is the difference between the two ways to say the Japanese name? b. What do these symbols mean? 1. ˡ
2. .
3. / /
4. ʌ
5. ɾ
6. r
7. :
8. 
9. ә
10. ʤ
11. 
12. tʃ
13. f
14. ɸ
15. j
c. Draw lines to match the IPA to the correct word 1. Fumika
a. /ɸutɔn/
2. ふみか
b./ˡfu.mi.kʌ/
3. futon
c. /ˡæn.ʤru:/
4. ふとん
d. /ɸumikʌ/
5. Takashi
e. /ʌn:dɔɾju:/
6. たかし
f. /tʌkʌʃ:/
7. Andrew
g. /ˡfu:.tɔn/
8. アンドリュー
h. /.tʌˡkæ.shi:/
Join the dots: Introduction to IPA
Phonetic crossword
Letters and Numbers dot to dot
Japanese pronunciation of Roman letters is different to English pronunciation.
Listen and repeat: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z.
Which sounds different to Japanese?
Now practice numbers: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 30, 40, 50, 60, 70, 80, 90.
What’s the difference between fourteen and forty?
Dot to Dot
Listen to the teacher and draw one line, do not lift your pencil off the paper. Example: “Go
from A1 to B6. Now go from B6 to E2. Then from… to…”
1.
2.
3.
4.
5.
English Intonation
強い
（遠慮した）ためらう、ちゅうちょする
漠然とした
挑戦的な
中立的な
From: Halliday, M., and Greaves, S. (2008) Intonation in the Grammar of English. Equinox.
Practice:
1. I like it
4. I think you’re cute
2. I like cats
3. What did you say?
5. I lost my chicken
6. I love wombats
Sounds English
Inspired from Nolasco, R. and Arthor, L. (1987) Conversation. OUP
 This is my fox
 Where is my fox?
 /æ/
 I love you
 I lost my chicken
 /w/
 What’s the time
 /ð/ (th)
 I love wombats
Key Pronunciation.
 /ð/ needs the tongue to brush between the upper & lower teeth
 /f/ & /v/ need the lower teeth brush against the upper lip, /f/ is unvoiced, and /v/ is
voiced.
 /m/ needs the upper and lower lips to press (mouth closed)
 /æ/ is with the mouth and throat all open, and voicing.
 /w/ is with the lips pursed, almost like in a kissing position, and voicing.
During speaking tests
Don’t sit and do nothing wasting time. DO something productive.
 Prepare & practice for your own speaking test
 Review vocabulary for the quiz and final exam
 Review pronunciation handouts (for the final exam)
 Review conversation structure & small talk
 Review Cover to Cover 3 topics for the speaking test & final exam
 Review pages studied in Conversation Gambits for the speaking test & final exam
 Preview and practice the sample final exam, see Winjeel.Com > English Classes >
Oral Communication > Exam things.
 Do the Pronunciation In Use activities (see below). Put your name on the top of each
page you do. These will be collected.
Pronunciation In Use
From: Marks, J. (2007) English
Pronunciation In Use, Elementary.
Cambridge University Press.
Example of how to find the audio file
 Olympus black players > Audio > Music >
Pronunciation in Use Ele > Disc A > 1-30
Track 30.mp3.
 Small mp3 recorders > Folder 1 >
Track30.mp3.
Unit 5 Vowels
Unit 6 Vowels
Unit 28 Syllables
Unit 29 Syllables
Unit 44 Intonation: Old & new information
Blank page
Name: ________________________________ Student No.: _________________ Class day & period: ___________
Speaking Test 1 Self-reflection v1.1
Fill in this paper after you’ve done your speaking test. In Europe, a tick
() is good, and a cross (x) is bad. Put a tick  or cross  in the box if
you did these things. Use a large tick for really well, small ones for kindof-good, and large crosses for badly and small crosses for not-so-good.
 I used only English.
 I used a lot of new vocabulary.
 I checked the pronunciation of key vocabulary before the test.
 I used some new phrasal verbs or idioms.
 I used meaningful intonation.
 I used regular English pronunciation (not “katakana pronunciation”).
 I spoke a lot, but listened to my partner a lot, too.
 I responded to my partner’s ideas.
 I used a lot of gambits (conversation signposts / strategies).
 I kept my small talk brief.
 I gave my partner a compliment.
 I said interesting things in my small talk.
 I smoothly transitioned to my main topic.
 If I didn’t understand my partner’s ideas, I asked questions.
 I used facial expressions to communicate understanding, nonunderstanding, surprise, confusion, interest, boredom, etc.
 I used gestures to support what I was saying.
 I knew a lot about the topic (because I studied it before the test).
 I used topic specific vocabulary
 I had interesting things to say in the conversation.
 I used new ideas my partner hadn’t heard before.
 I learnt new things from my partner.
 I talked in the same way I would with a friend in a café.
Personal Goals
Did you achieve your personal goals? Explain.
Include a lot of details:
What I would do differently next time is…
What I was happy with… / What I did well was…
(Give this handout to Andrew)
Page 37 of 38
Name: ________________________________ Student No.: _________________ Class day & period: ___________
Speaking Test 2 Self-reflection v1.1
Personal Goals
Fill in this paper after you’ve done your speaking test. In Europe, a tick
() is good, and a cross (x) is bad. Put a tick  or cross  in the box if
you did these things. Use a large tick for really well, small ones for kindof-good, and large crosses for badly and small crosses for not-so-good.
 I used only English.
 I used a lot of new vocabulary.
 I checked the pronunciation of key vocabulary before the test.
 I used some new phrasal verbs or idioms.
 I used meaningful intonation.
 I used regular English pronunciation (not “katakana pronunciation”).
 I spoke a lot, but listened to my partner a lot, too.
 I responded to my partner’s ideas.
 I used a lot of gambits (conversation signposts / strategies).
 I kept my small talk brief.
 I gave my partner a compliment.
 I said interesting things in my small talk.
 I smoothly transitioned to my main topic.
 If I didn’t understand my partner’s ideas, I asked questions.
 I used facial expressions to communicate understanding, nonunderstanding, surprise, confusion, interest, boredom, etc.
 I used gestures to support what I was saying.
 I knew a lot about the topic (because I studied it before the test).
 I used topic specific vocabulary
 I had interesting things to say in the conversation.
 I used new ideas my partner hadn’t heard before.
 I learnt new things from my partner.
 I talked in the same way I would with a friend in a café.
Did you achieve your personal goals? Explain.
Include a lot of details:
What I would do differently next time is…
What I was happy with… / What I did well was…
Page 38 of 38

Oral Communication B

Transcription

Similar documents

Pronunciation

Teaching the Conversation Class

Tekna Evo

American-Culture-Tra..

Medical English

Feoffor thePhonology

Monday 25 August 2014 10:30 am to 5:30 pm