I agree. Why would keep the students not involved in the knowledge that is connected to the skill :) Thanks for the help Ted.e

Emma Bourassa
English as a Second or Additional Language/ Teaching English as a Second Language Instructor
ESL Department
Thompson Rivers University
900 McGill Road. P.O. Box 3010
Kamloops, B.C. V2C 5N3
(250) 371-5895
fax 371-5514
ebourassa at tru.ca


>>> 

From: 	Ted Klein <taklein at austin.rr.com>
To:	The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>
Date: 	04/04/2008 1:31 pm
Subject: 	[EnglishLanguage 2246] Re: Sound clips

Emma,

To teach consonant sounds I use a "Sammy" with the articulators and points of articulation numbered 1-7. That way students have a choice of using numbers to locate the right places to form them. Some choose to learn the names of the articulators, because they are cognate in some other languages. I also teach somewhat more advanced students:

A. Vocal cord usage: VOICED OR VOICELESS. Have students feel vibrations/or not on the throat.

B: Place of articulation (Sammy-below).

C. Manner of Articulation:

STOPS: Voice or breath stops for a moment.  
FRICATIVES: Sounds that form some friction on the voice or breath and continue.
AFFRICATES: Stop+fricative combined.
NASALS: Sounds that pass through the nostrils.
LATERALS: Sounds formed when the voice passes the sides of the tongue.
RETROFLEXES: Sounds formed when the tongue bends back slightly.
SEMIVOWELS: Consonants formed with no real friction.   


This stuff does help and is easier for my adult immigrant students to absorb than some might imagine. Every word is part of a real description of how to form sounds. Some of my students are now able to describe sounds in their own languages using these same criteria.

        Ted

www.tedklein-ESL.com 

----- Original Message ----- 
From: "Emma Bourassa" <ebourassa at tru.ca>
To: "The Adult English Language Learners Discussion List" <englishlanguage at nifl.gov>
Sent: Friday, April 04, 2008 8:54 AM
Subject: [EnglishLanguage 2245] Re: Sound clips



>I just used the idea of repeated sounds in a sentence with students last week.  After drawing a picture of the tongue in the mouth and having her practice feeling where her tongue was, we used the single words then the sentence- remarkably fast progress- thanks for the idea!

> emma

> 

> Emma Bourassa

> English as a Second or Additional Language/ Teaching English as a Second Language Instructor

> ESL Department

> Thompson Rivers University

> 900 McGill Road. P.O. Box 3010

> Kamloops, B.C. V2C 5N3

> (250) 371-5895

> fax 371-5514

> ebourassa at tru.ca 

> 

>>>> 

> From: Sharon Kramer <sharonkramercom at yahoo.com>

> To: The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>

> Date: 04/04/2008 7:49 am

> Subject: [EnglishLanguage 2244] Re: Sound clips

> 

> I concur and have been using input.

> 

> "Castilleja, Janet" <Castilleja_j at heritage.edu> wrote:  Ted

> 

> You always have the best suggestions. You have obviously done two tons of work on ESL teaching!

> 

> Thanks!

> 

> Janet Castilleja

> 

> ________________________________

> 

> From: englishlanguage-bounces at nifl.gov on behalf of Ted Klein

> Sent: Wed 3/19/2008 6:27 AM

> To: The Adult English Language Learners Discussion List

> Subject: [EnglishLanguage 2231] Re: Sound clips

> 

> 

> Janet,

> 

> May I make a suggestion? If you are checking your students' speech, why do it from reading? Graphic input, particularly in English, causes many of the phonological problems. That how you get words like "klotheys" instead of clothes, which is normally pronounced much more like "close" (verb) by English speakers. My experience has been that repetition of short five and seven-syllable utterances, designed to cover all of the basic English phonemes in different word environments, will do the job more effectively. In addition, this gives ESL students practice in listening, brief retention and imitation, which are skills critical to language acquisition.

> 

> Following is an exercise that I developed and have have used extensively. Rules are: 1. Tell students in advance NOT to try to understand what is said and to only imitate. 2. Deliver each utterance one time at normal speed with no exaggeration. 3.Record the results, which can be used to show improvement later.

> 

> You can easily annotate problems on the form itself. Never try to do this with more than seven syllables, which seems to be a natural limit for retention. Here is is. I hope that you like the results.

> 

> 

> 

> 

> American English Five-Syllable Retention/Repetition Exercises

> 

> ESL Criteria Performance Measure

> 

> Vowel Sounds

> 

> 

> 

> We see the three bees. Take it easy Steve Lee, please leave the seeds.

> 

> Is this the big inn? Tim has a pickup. Give him his bid, Bill.

> 

> I pay Jay today. Dave saved the new bait. Jane is at the base.

> 

> He said it was Jeff, Get Ed out of bed. The new well is swell.

> 

> The cat has caught it. Al passed the big test. Ann and Dad were sad.

> 

> Bob has a hobby. Otto went to Roz Don is on the cot.

> 

> Paul ought to talk now. My new hawk flew off. They all study law.

> 

> I own the old boat. Joe goes on the road. Joan likes to sew now.

> 

> He has one good foot. He would if he could. Put it on the wood.

> 

> Does Sue choose the ooze? It is my spoon soon. Do you have my glue?

> 

> Bud is in the mud. The cup is up here. The bun is not done.

> 

> 

> 

> Dipthong Sounds

> 

> 

> 

> Does Mike like to fight? I can't find my size. My nice bike is white.

> 

> Get out of my house. He's loud and rowdy. I found him quite loud.

> 

> Oil is in the ground. Our boy has a toy. The coin is quite old.

> 

> 

> 

> Consonant Sounds

> 

> 

> 

> Peg has the pepper. The pig ate apples. Paul took a nap.

> 

> Tom saw the hotel. Betty went later. Nate was very late.

> 

> Mac heard an echo. Connie likes to kick. Ken caught two catfish.

> 

> Bud has bubbly beer. Betty said "Don't sob." Bob likes to babble.

> 

> My dad's name is Dan. Don did the ladder. A deal is a deal.

> 

> Go get it again. Gail is an Aggie. Gabe gave some goggles.

> 

> Effie found a fig. The "F" was a fake. Frank was fairly safe.

> 

> Think about a path. I thought of a bath. Thor was a Norse myth.

> 

> Sing a song slowly. Bessie has a boss. Is Cyrus silly?

> 

> Sherry has lashes. She's wishy washy. What does Sean wish now?

> 

> He hit his head here. The hill is ahead. Harold said "hero."

> 

> Veal is very good. Steve is still alive. Live well every day.

> 

> Then we sing the song. He is my father. I think we should bathe.

> 

> Zane went to the zoo. It wasn't easy. Did he gaze at you?

> 

> We went to Asia. My new car is beige. You should use the rouge.

> 

> Charlie's a good chap. He sketches and paints. Charlie is rich now.

> 

> Jack is a new judge. Jim is generous Joy has a huge badge. 

> 

> I have some hammers. Matt said, "Maybe so." Sam is a good man.

> 

> Nat isn't here yet. Any line is fine. Is that a new ban?

> 

> Bing was a singer. Hang the sling right here. Don't use so much slang.

> 

> It was a "light L." Is Nellie here yet? Larry fell down well.

> 

> The ring is all right. Ron is very near. Hurry to the bar.

> 

> Wayne went away then. We want a kiwi. Wicked witches walk.

> 

> Yancey took a year. We must reunite. You and Jane are here.

> 

> 

> 

> www.tedklein-ESL.com 

> 

> 

> 

> ----- Original Message ----- 

> 

> From: Castilleja, Janet 

> To: The Adult English Language Learners Discussion List 

> Sent: Tuesday, March 18, 2008 5:19 PM

> Subject: [EnglishLanguage 2228] Re: Sound clips

> 

> 

> That's a good idea. I can tape the students in my ESL class and use the tapes with my grammar students. I hadn't even thought of that.

> 

> 

> 

> Thanks!

> 

> 

> 

> Janet

> 

> 

> 

> -----Original Message-----

> From: englishlanguage-bounces at nifl.gov [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of deborah dilker

> Sent: Tuesday, March 18, 2008 2:06 PM

> To: The Adult English Language Learners Discussion List

> Subject: [EnglishLanguage 2227] Re: Sound clips

> 

> 

> 

> Hi Janet - I have taped my students reading and then they listen and we correct their speech and make corrections

> 

> On Tue, Mar 18, 2008 at 12:58 PM, Sally Bishop wrote:

> 

> I don't know if this is what you are looking for, but I have found it helpful. SB

> 

> 

> 

> 

> speech accent

> 

> 

> 

> 

> http://accent.gmu.edu/ 

> 

> On 3/12/08, Castilleja, Janet wrote: 

> 

> Hello

> 

> 

> 

> I am trying to develop some teaching materials that would help my students (prospective ESL and bilingual ed teachers) pass the required state certification test. One of the things they have to be able to do is listen to speech with errors or nonstandard usages and identify the problem. Does anyone know of sound clips that I could use as a teaching tool?

> 

> 

> 

> Any help would be greatly appreciated.

> 

> 

> 

> Thanks!

> 

> 

> 

> Janet Castilleja

> 

> Heritage University

> 

> Toppenish WA

> 

> 

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> 

> 

> 

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> 

> 

> 

> 

> ________________________________

> 

> 

> 

> 

> ----------------------------------------------------

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> Adult English Language Learners mailing list

> EnglishLanguage at nifl.gov 

> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/englishlanguage 

> Email delivered to taklein at austin.rr.com 

> 

> ----------------------------------------------------

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> Adult English Language Learners mailing list

> EnglishLanguage at nifl.gov 

> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/englishlanguage 

> Email delivered to sharonkramercom at yahoo.com 

> 

> 

> 

> Sharon Kramer

> 186 Sandcastle Key

> Secaucus, NJ 07094

> 201.348.2966

>       

> ---------------------------------

> You rock. That's why Blockbuster's offering you one month of Blockbuster Total Access, No Cost.

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