English Pedagogy 3




Youtube pronunciation playlist for language 3

https://www.online-stopwatch.com/



random pair generator




 Calendario académico 2021

 Programme (click here)

Syllabus

 Grades + attendance Phonetics 3 2021

 Unit topics and subtopics

 jaime.pizarro@unab.cl

 Collaborative online work:
https://classroom.google.com/

Class code: wy6c4rp



 Topics to cover in Phonetics Language 3:


  1. 1. weak v/s strong forms (elision, assimilation, contractions)
  2. 2. sentence stress (neutral v/s shifting focus in utterances)
  3. 3. Rhythm 
  4. 4. Tonic stress and tonic syllable.
  5. 5. Pausing.
  6. 6. Introduction to intonation ( form and function)



Phonemic chart:


Compendium Vowels Consonants of English



Transcribing English Phrases




English Pronunciation in Use (intermediate)



 List of regular verbs to practise "s" and "ed" endings + "it" linking

Neutral Sentence Stress Guidelines

The Rhythm Rule states that English speakers alternate between stressed and unstressed syllables in a spoken sentence, and that the stressed syllables of content words create the beats of spoken English rhythm. However, not every content word is always stressed. There are many scenarios that cause a speaker to choose between stressed words, and it always leads back to the Rhythm Rule.
Here are the Rhythm Rule guidelines for stressed words.
  1. Nouns and main verbs are the most important words
  2. Descriptive words (adjectives and adverbs) are less important than nouns and verbs
  3. Stress the first word of open compounds
  4. Stress the preposition of phrasal verbs
  5. Stress contractions with not, when possible
It is also necessary to know how to allow a word to remain unstressed, and how to reduce it when possible.
Here are the Rhythm Rule guidelines for unstressed words.

  1. Use schwa to reduce function words
  2. Create common contractions with auxiliary verbs
  3. Reduce pronouns
  4. Use informal contractions in informal situations


 The English Rhythm

 English Language Timing

 stress types

 tonic-syllable

 Tonic syllable is the last prominent syllable in the tone unit where the tone change begin. Tone unit is a sequence of accented syllables, one or more of which are prominent. Facts on Tone unit & Tonic Syllable: Each tone unit contains only one tonic syllable.



E-portfolio: Title "Audio Upload ..."



1. In pairs: listen, check pronunciation, practice, rehearse, record and upload on your e-portfolios one dialogue from "The Flatmates".
2. Record dialogue twice switching roles.
3. Important: IMITATE the speakers´ intonation.
4. Sound natural like in real conversation.
5. Flatmates RELOADED: continue the episode adding 4 or 5 more exchanges per character. (only for audio uploads 15, 16 amd 17)


6. Deadline: ........... Midnight.


7. Source: "Flatmates" episodes .1 dialogue taken from episodes

 Audio upload 15: The Flatmates Reloaded  141 to 150
http://www.youtube.com/playlist?list=PL63FB966A10363FAF

http://www.bbc.co.uk/worldservice/learningenglish/flatmates/


Audio upload 16: The Flatmates Reloaded  151 to 160
http://www.youtube.com/playlist?list=PL63FB966A10363FAF

http://www.bbc.co.uk/worldservice/learningenglish/flatmates/


Audio upload 17: The Flatmates Reloaded  161 to 170
http://www.youtube.com/playlist?list=PL63FB966A10363FAF

http://www.bbc.co.uk/worldservice/learningenglish/flatmates/

 Audio upload 18: The Flatmates Reloaded  171 to 180

 Audio upload 19: news story
https://learnenglish.britishcouncil.org/en/magazine

Audio upload 20: news story
https://learnenglishteens.britishcouncil.org/magazine


Audio upload 21: story
 VOA Learning English American Stories
http://learnenglish.britishcouncil.org/en/stories-poems

Audio upload 22: story
http://www.shortbreadstories.co.uk
    Note: you need to log on and then go to "Read and Listen" and choose one story



 Sources:

http://www.youtube.com/playlist?list=PL63FB966A10363FAF

http://www.bbc.co.uk/worldservice/learningenglish/flatmates/

Suggested vocabulary for feedback on 
Audio Uploads

-pronunciation / mispronunciation
-interaction /emotion
-sounds/phonemes:  consonants, vowels, diphthongs
-word stress / sentence stress
-accuracy (accurate)/ fluency (fluent)
-intonation
-rhythm
-weak/ strong forms
-syllables
-pauses /hesitations
-intelligible / unintelligible
-linking
-clusters
-assimilation
-elision
-volume
-slow /fast
Feedback must be
-Specific
-Positive
-Professional (no bullying)




E-portfolio Rubric:

Student´s name:______________________      Points:______/20        Grade:______________

Exemplary (4)
Proficient  (3)
Partially  (2) proficient
Incomplete  (1)
Language:
Written performance
The writing is free of grammatical, spelling or punctuation errors. 
The writing is largely free of grammatical, spelling or punctuation errors. 
The writing includes some grammatical, spelling or punctuation errors.
There are numerous grammatical, spelling or punctuation errors. 
Language:
Oral performance
The speech is fluent and accurate
The speech is largely fluent and accurate
The speech sometimes lacks fluency and accuracy
The speech is not fluent and has several pronunciation problems
Task completion
All tasks were done on schedule
Many tasks were done on schedule
Some tasks were done on schedule
No task was done on schedule
Reflections
All reflections clearly describe growth, achievement, accomplishment, and include goals for continued learning.
Most of the reflections describe growth and include goals for continued learning.
A few of the reflections describe growth and include goals for continued learning.

The reflections do not describe growth or include goals for continued learning.

Use of multimedia
All of the multimedia enhance the purpose of the eportfolio, create interest, and are appropriate.

Most of the multimedia enhance the purpose of the eportfolio, create interest, and are generally appropriate.
A few of the multimedia enhance the purpose of the eportfolio, create interest, and are sometimes appropriate.
The photographs, graphics, sounds, and/or videos are inappropriate.








Suggested vocabulary to be used in the "Self-

assessment" on your e-portfolio:


-listening/ speaking/ reading/ writing

-pronunciation/ grammar/ vocabulary

-fluency (fluent)/ accuracy (accurate)

-words/phrases/ sentences/ dialogues/ conversations

-competent /proficient

-improve (improvement)

-weakness /strength

-individual / pair / group / team work

-classwork/ homework

-interact / interaction

-classmates / teachers

-fun/ interesting / challenging /boring /repetitive

-correction /self-correction

-feedback from classmates /teachers

-nervous /relaxed /motivated (motivation)

-tasks/ exercises / projects

-communication, etc etc...


Final e-portfolio activity:

Editing and polishing

-read feedback from classmates and make necessary changes in your written tasks
-proof-read your written assignments to correct mistakes
-What about
Titles?

Pictures?




Online resources for unit subtopics




Unit 1: Diversity and the world around us

1.What makes school even harder for these students with learning disabilities? 2. What specific accommodations do these students ask for? Please list at least 3 actions that make learning more positive for a child with a learning disability.

3. Please briefly relate this video to your own experience as to what you have lived or observed + comment on your classmates´ comments
http://ed.ted.com/on/AtrDbkfh




Unit 2 :   The world of work

Please watch the following video and answer the following questions: 1.According to the speaker, what is the secret to a happy work? 2.What do do think, happines inspires productivity or a good job makes you happy? 3. As a future teacher, what personal traits can make you a happy teacher? Explain.


Unit 3:  Ideas for the future

Choose one video from the playlist: 1.Summarize it in a short paragraph. 2. What did YOU find interesting in this presentation? 3. Explain why you think your classmates should also watch it.



Unit 4:   Dream Place
Read the article: 1. What are the reasons why Finland is in 2018 the happiest country in the world? 2. What is YOUR notion of happiness? Is Chile a happy country? Why/ why not? 3. Read your classmates´comments and find the one closest to you as regards question number 2 (to be done in class)
https://www.theguardian.com/world/2018/mar/14/finland-happiest-country-world-un-report



Unit 5:   Cultural Differences
How Culture Drives Behaviours Watch this talk and answer: 1. What is the main point of this talk? 2. " By changing the glasses you can change the way you interpret the World." Can you provide one or two examples you have experienced, observed or been told about?
https://youtu.be/l-Yy6poJ2zs



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October 3, 2019 at 7:23 AM

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