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CE 078 644
Speaking Clearly: Improving Pronunciation. JobLink Winningat Work Instructor's Manual, Module 9.Coast Community Coll. District, Costa Mesa, CA.Office of Vocational and Adult Education (ED), Washington,DC. National Workplace Literacy Program.1996-00-00157p.; For "JobLink" final report and the ten relatedinstruction manuals, see CE 078 635-645.JobLink, c/o Coast Community College District, 1370 AdamsAvenue, Costa Mesa, CA 92626; e-mail: [email protected]($95).Guides Classroom Teacher (052)MF01/PC07 Plus Postage.Adult Basic Education; Adult Literacy; BehavioralObjectives; *Consonants; Learning Activities; LearningModules; Learning Strategies; Lesson Plans; *LiteracyEducation; Pretests Posttests; *Pronunciation; SkillDevelopment; Speech Communication; Supervisory Training;Teaching Guides; *Vowels; *Workplace Literacy
This instructor's manual for workplace trainers contains thematerials required to conduct a course on improving pronunciation. The courseincludes six lessons for workers, two lessons for supervisors, and strategiesfor helping workers continue to develop the skills taught in the course. Thefollowing materials are provided for each course: lesson plan, learningactivities based on real-life situations, handouts, assessments (includingpretests and posttests), and transparencies. Each lesson plan containsobjectives, a list of materials needed, classroom setup information, anddetailed instructions for conducting all activities. Topics of the lessonsare as follows: vowels; the vowel "i"; word stress--two syllable patterns;sentence stress and rhythm; the "th" sound; and more consonants. (MN)
********************************************************************************
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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Speaking Clearly:Improving Pronunciation
Funded by the
National Workplace Literacy Program
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
UlThis document has been reproduced asreceived from the person or organizationoriginating it.
CI Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
2
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Stre
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Sylla
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Patte
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V L
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n 4:
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tenc
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and
Rhy
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8
V L
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long
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to im
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is m
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bas
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Bei
sbie
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ound
s G
reat
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form
atio
n on
ord
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ater
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in th
e So
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Gre
at s
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s is
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vide
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low
.) S
ound
s G
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is
inte
nded
for
stu
dent
s w
ho (
1) d
emon
stra
te h
igh-
inte
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ESL
leve
l ski
lls, (
2) r
ead
at th
efi
fth-
or
sixt
h-gr
ade
leve
l, an
d
(3)
know
the
part
s of
spe
ech
(the
Par
ts o
f Sp
eech
han
dout
pro
vide
s an
eff
ectiv
e re
view
).
In th
is m
odul
e st
uden
ts w
ill u
se B
ook
1in
the
Soun
ds G
reat
ser
ies
(the
y w
ill h
ave
the
optio
n of
buy
ing
the
five
-tap
e se
t
that
acc
ompa
nies
Boo
k 1)
. The
Sou
nds
Gre
at c
urri
culu
m s
tres
ses
four
spe
cifi
c pa
rts
of E
nglis
h pr
onun
ciat
ion:
sou
nds,
stre
ss, r
hyth
m, a
nd in
tona
tion.
Tow
ard
this
end
, stu
dent
act
iviti
es (
1) e
mpl
oy li
sten
ing-
disc
rim
inat
ion
drill
s fo
r w
ord
stre
ss, s
ente
nce
stre
ss, i
nton
atio
n, a
nd d
iffi
cult
vow
el a
nd c
onso
nant
soun
ds a
nd (
2) d
evel
op a
ural
rec
ogni
tion
of
pron
unci
atio
n pa
ttern
s an
d st
uden
t-ge
nera
ted
spel
ling
rule
s. S
mal
l-gr
oup
and
pair
ed a
ctiv
ities
allo
w f
or c
onte
xtua
lized
prac
tice.
The
"bu
ddy
syst
em"
is a
req
uire
men
t for
this
mod
ule.
Eac
hst
uden
t mus
t cho
ose
a na
tive
spea
ker
(or
a hi
gher
-lev
el
nonn
ativ
e sp
eake
r) to
hel
p he
r or
him
with
pro
nunc
iatio
n pr
actic
e.'B
uddi
es"
atte
nd a
n in
trod
ucto
ry m
eetin
g th
at
pres
ents
bac
kgro
und
info
rmat
ion
abou
t pro
nunc
iatio
n,sc
hedu
les,
ass
ignm
ents
, and
exp
ecta
tions
. Stu
dent
sw
ill m
eet w
ith
thei
r bu
ddie
s, p
roce
ss th
roug
h a
coup
le o
f le
sson
s du
ring
a tw
o-w
eek
time
peri
od, c
heck
in f
or a
das
s, a
nd w
ork
with
thei
r bu
ddie
s fo
r an
othe
r tw
o w
eeks
. The
n st
uden
ts a
ttend
the
fina
l tw
ocl
asse
s. (
Bec
ause
sha
ring
one
boo
k is
dif
ficu
lt,
budd
ies
are
enco
urag
ed to
buy
the
text
) T
his
mod
ule
take
s ap
prox
imat
ely
ten
wee
ks; s
tude
nts
atte
nd in
stru
ctor
-led
clas
ses
six
times
. The
cla
ss c
an b
e co
ntin
ued
inde
fini
tely
, alte
rnat
ing
betw
een
inst
ruct
or-l
ed d
asse
s an
d in
depe
nden
t-
stud
y pe
riod
s to
sup
port
the
ongo
ing
wor
k an
d st
uden
ts' i
mpr
ovem
ent.
Inst
ruct
or's
Man
ual
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t8
Spea
king
Cle
arly
:Im
prov
ing
Pron
unci
alio
n V
Inst
ruct
or's
Man
ual-
To
Hel
p Y
ou o
n th
e Jo
b
Mod
ule
9 M
ater
ials
A
jobL
kik
Mat
eria
lsLe
sson
#
Flip
cha
rt o
r w
hite
boar
dA
ll
Ove
rhea
d pr
ojec
tor
All
Tra
nspa
renc
y pe
nsA
ll
Whi
tebo
ard
mar
kers
All
Bev
erly
Bei
sbie
r, S
ound
s G
reat
, Boo
k 1
(stu
dent
s te
xt)
All
Bev
erly
Bei
sbie
r, S
ound
s G
reat
(au
diot
apes
)A
ll
Bev
erly
Bei
sbie
r, S
ound
s G
reat
(in
stru
ctor
's m
anua
l)*
All
Tap
e R
ecor
der
All
Dic
tiona
ries
All
* T
his
mod
ule
uses
the
follo
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ree
com
pone
nt in
the
Soun
ds G
reat
ser
ies:
Soun
ds G
reat
, Boo
k 1
(stu
dent
text
: ISB
N 0
-838
4-39
64-0
)A
udio
tape
s to
Acc
ompa
ny S
ound
s G
reat
Boo
k 1
(set
of
five
tape
s: I
SBN
0-8
384-
4211
-0)
Inst
ruct
or's
Man
ual t
o A
ccom
pany
Sou
nds
Gre
at B
ook
1 (I
SBN
0-8
384-
4272
-2)
To
ensu
re a
vaila
bilit
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r th
e fi
rst d
ay o
f da
ss, o
rder
boo
ks a
t lea
st tw
ow
eeks
in a
dvan
ce f
rom
:H
einl
e &
Hei
nle
Publ
ishe
rsW
adsw
orth
Boo
k D
istr
ibut
ion
Cen
ter
7625
Em
pire
Dri
veFl
oren
ce, K
Y 4
1042
(1-8
00)
354-
9706
10
Inst
ruct
or'sfi
al9
Cop
yrig
ht ©
19964t
Com
mun
ity C
olle
ge D
istr
ict
0
dobL
ink
Win
ning
At
Wor
k I I_
A A
Pro
nunc
iatio
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Less
on 1
Vow
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12
to
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son
I: V
owel
s 6
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Cle
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prov
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Les
son
1:
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els
V L
esso
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jobL
ink
Thi
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sson
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oduc
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tude
nts
to d
iffe
rent
vow
el s
ound
s. E
ach
stud
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rtun
ities
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prac
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both
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and
liste
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to d
iffe
rent
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el s
ound
s in
ord
er to
lear
n to
dis
crim
inat
e
betw
een
soun
ds.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
1314
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eaki
ng C
lear
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gPr
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VL
esso
n1
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owel
s
V O
bjec
tives
By
com
plet
ing
this
less
on, e
mpl
oyee
s w
illbe
abl
e to
:
1.P
rono
unce
diff
eren
t vow
elso
unds
.
2.D
iscr
imin
ate
betw
een
diffe
rent
vow
el s
ound
s w
hen
liste
ning
tosp
oken
wor
ds.
V M
ater
ials
Nee
ded
Har
dwar
e N
I1.
Soun
ds G
reat
, Boo
k 1
- L
esso
n 1:
The
Vow
el
Form
s"P
reT
est"
"Lea
rner
Enr
ollm
ent"
=
Han
dout
s(,
N.M
Mt
I
"Sch
edul
e of
Cla
sses
" (H
ando
ut 1
)
Jobl
ink
V C
lass
room
Set
-up
V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
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ge G
roup
Firs
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ivity
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arge
Gro
up
End
ing-
Lar
ge G
roup
10 m
in.
75 m
in.
5 m
in.
Les
son
1: V
owel
s15
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t16
Page
7
Spea
king
Cle
arly
: Im
prov
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unci
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son
I: V
owel
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Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
For
m
1110
17B
ES
T C
OP
Y A
VA
ILA
BLE
1311
10
Page
8
Les
son
I: V
owel
s
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
1:
Vow
els
V A
ctiv
ities
V O
peni
ng: 1
0 M
inut
es
Ojo
bLin
k
1. W
elco
me
stud
ents
and
intr
oduc
eyo
urse
lf
2.E
xpla
inth
e ob
ject
ives
of
the
mod
ule.
Dis
trib
ute
the
Soun
ds G
reat
boo
ks a
nd ta
pes
(if
nece
ssar
y).
3.D
istr
ibut
e"S
ched
ule
of C
lass
es"
and
revi
ewth
e ha
ndou
t with
stu
dent
s.
4.In
trod
uce
the
"bud
dy s
yste
m"
to th
e da
ss.
Exp
lain
the
role
of
the
"bud
dy"
and
stre
ssw
hyha
ving
a b
uddy
is c
ritic
al to
the
succ
ess
of th
is m
odul
e.
5.P
repa
reth
e da
ss f
or th
e Pr
etes
tS
ay,
for
exam
ple,
"Y
ou w
ill ta
ke th
is te
st tw
ice-
now
, and
onc
eag
ain
at th
e en
d of
das
s. Y
ou ta
ke th
e sa
me
test
bec
ause
it m
easu
res
how
muc
h yo
u le
arn
in o
nele
sson
. The
refo
re, d
o no
t wor
ry a
bout
que
stio
ns y
ou d
o no
t kno
w!"
6.D
istr
ibut
eth
e Pr
etes
t;co
llect
the
test
whe
n ev
eryo
ne is
fin
ishe
d.
7.D
istr
ibut
eth
e L
earn
er E
nrol
lmen
t for
mco
llect
the
form
whe
n ev
eryo
ne is
fin
ishe
d.
19
2 0
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
Les
son
I: V
owel
s
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
1:
Vow
els
V A
ctiv
ities
V F
irst
Act
ivity
: 75
Min
utes
1.D
irec
t stu
dent
s to
turn
to L
esso
n 1
in S
ound
s G
reat
, Boo
k 1.
2.C
ompl
ete
Les
son
1.
2 1
2 2
jobl
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
1
Les
son
1: V
owel
s
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
1:
Vow
els
V A
ctiv
ities
End
ing:
5 M
inut
es
Rev
iew
the
info
rmat
ion
cove
red
toda
y. A
sk s
tude
nts
if th
ey h
ave
any
ques
tions
.
2.T
ell s
tude
nts
to s
tart
thin
king
abo
ut th
eir
budd
ies.
Rem
ind
them
they
will
be
pick
ing
a bu
ddy
inth
e ne
xt d
ass.
3.E
mph
asiz
eth
e im
port
ance
of
prac
ticin
g be
twee
n da
sses
.
4.S
aygo
od-b
ye.
Jobb
/1k
23
2 4
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
3
J bl
ink
Win
ning
At
Wor
k
S.
Spe
akin
g C
lear
ly
Impr
ovin
g P
ronu
ncia
tion
Less
on 2
The
Vow
el /V
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
2: T
he V
owel
"1'
V L
esso
n D
escr
iptio
n
Les
son
2: T
he V
owel
T
Job
Lin
k
Thi
s le
sson
iniT
oduc
es n
ew v
owel
sou
nds.
Eac
h st
uden
t will
hav
e th
e op
port
unity
to p
ract
ice
both
sayi
ng a
nd li
sten
ing
to th
e vo
wel
sou
nds
in o
rder
to le
arn
to d
iscr
imin
ate
betw
een
the
soun
ds.
27
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
6
0
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
nL
esso
n 2:
The
Vow
el "
I'
V O
bjec
tives
By
com
plet
ing
this
less
on, e
mpl
oyee
sw
ill
be a
ble
to:
1.P
rono
unce
diff
eren
t vow
elso
unds
.
2.D
iscr
imin
ate
betw
een
diffe
rent
vow
el s
ound
s w
hen
liste
ning
tosp
oken
wor
ds.
Job
Lin
kV
Mat
eria
ls N
eede
dV
Cla
ssro
om S
et-u
pV
Har
dwar
e N
I1.
Soun
ds G
reat
Boo
k 1
- "L
esso
n 2:
The
Vow
el /1
/"
V H
ando
uts
"How
to A
sk a
Bud
dy"
(Han
dout
2)
"Con
trac
t" (
Han
dout
3)
LH
V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
5 m
in.
Firs
t Act
ivity
- L
arge
Gro
up/P
air
70 m
in.
Seco
nd A
ctiv
ity-
Lar
ge G
roup
10 m
in.
End
ing-
Lar
ge G
roup
5 m
in.
11, K
eyH
ardw
are
Tra
nspa
renc
ies
IT41
Han
dout
sL
arge
Gro
upSm
all G
roup
sD
iscu
ssio
n
001
Sign
-in
Shee
t
Les
son
2: T
he V
owel
T,2
QC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
3 0
Page
17
soSp
eaki
ng C
lear
ly: I
mpr
ovin
g Pr
onun
ciat
ion
VL
esso
n 2:
The
Vow
el "
1'
V A
ctiv
ities
V O
peni
ng: 1
0 M
inut
es
(H-1
)H
ando
ut
Les
son
2: T
he V
owel
1'
A
jobL
ink
1. W
elco
me
stud
ents
bac
k.
2.A
sk, "
Did
you
hav
e a
chan
ce to
pra
ctic
e w
hat y
ou le
arne
d in
the
last
cla
ss?
How
did
it g
or
3. A
sk s
tude
nts
to s
hare
any
pro
nunc
iatio
n pr
oble
ms
they
had
sin
ceth
e la
st c
lass
.
4.E
xpla
in, "
Tod
ay w
e w
ill b
e pr
actic
ing
mor
e vo
wel
s!'
3 1
3 2
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
9
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
2: T
he V
owel
If A
ctiv
ities
V F
irst
Act
ivity
: 70
Min
utes
1.A
Sk s
tude
nts
to tu
rn to
Les
son
2 in
Sou
nds
Gre
at.
2. C
ompl
ete
Les
son
2.
Les
son
2: T
he V
owel
33
jobL
ink
34
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
1
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
nV
Les
son
2: T
he V
owel
/I/
jobl
ink
How
to A
sk a
Bud
dy
Thi
s w
eek
you
will
be
aski
ng a
cow
orke
r to
be
your
pro
nund
atio
n bu
ddy.
Wri
te d
own
the
nam
es o
f tw
o na
tive
Am
eric
an s
peak
ers
at w
ork
that
you
cou
ld a
sk to
be
your
pro
nund
atio
n bu
ddy
Thi
nk o
f w
ays
you
coul
d as
k on
e of
thes
e pe
ock
to b
e yo
ur p
ronu
ndat
ion
budd
y H
ere
Isan
exa
mpl
e of
wha
t you
mig
ht s
ar
m tr
ying
to im
peov
e m
y pr
onun
ciat
ion
I'm ta
king
a d
ass
to h
elp
me
but I
nee
d to
prac
tice
with
a n
ativ
e A
mer
ican
spe
aker
. Wou
ld y
ou b
e ro
lling
to h
elp
me?
The
com
mitm
ent i
s to
med
with
me
and
wor
k th
roug
h fo
ur c
hapt
ers
of m
ypr
onun
datio
n bo
ok. I
n ad
ditio
n, y
ou w
ill n
eed
to m
eet w
ith m
y do
ss f
a a
half
hou
rto
get
san
e ba
ckgr
ound
info
rmat
ion
from
my
teac
her.
'Cou
ld y
ou th
ink
abou
t it a
nd le
t me
know
tom
ontw
? T
hank
you
so
muc
h!'
How
will
you
ask
you
r pr
onun
datio
n bu
ddy?
Uw
e 1
The
Ike
a T
Cap
p* a
woW
C a
. Com
m. c
a. o
..2R
ambl
a 2
Han
dout
2
(kW
/7k
MST
CO
PYA
VA
IIA
BL
E
Les
son
2: T
he V
owel
II/
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
3336
Page
22
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
2: T
he V
owel
"I"
V A
ctiv
ities
V S
econ
d A
ctiv
ity: 1
0 M
inut
es
Dis
trib
ute
"How
to A
sk a
Bud
dy".
2.T
ell s
tude
nts
that
the
pron
unci
atio
n pr
actic
e in
this
dass
will
be
done
with
a n
ativ
e sp
eake
r.
3. A
sk e
ach
stud
ent t
o w
rite
dow
n th
e na
mes
of tw
o "c
owor
ker
frie
nds"
who
are
nat
ive
Am
eric
an
spea
kers
.
Les
son
2: T
he V
owel
"I"
Job
Lin
k
4.B
rain
stor
mw
ith th
e gr
oup
how
they
mig
ht a
sk a
bud
dy to
hel
pw
ith p
ronu
ncia
tion.
Writ
eth
eir
sugg
estio
ns o
n th
e bo
ard.
Pro
vide
them
with
dir
ectio
n as
nec
essa
ry. F
or e
xam
ple,
ast
uden
t mig
ht
say:
"I'm
tryi
ng to
impr
ove
my
pron
unci
atio
n. I
'mta
king
a d
ass
to h
elp
me,
but
I n
eed
to
prac
tice
with
a n
ativ
e A
mer
ican
spe
aker
.W
ould
you
be
will
ing
to h
elp
me?
"The
com
mitm
ent i
s to
mee
t with
me
and
wor
k th
roug
h fo
ur c
hapt
ers
of m
ypr
onun
ciat
ion
book
. In
addi
tion,
you
will
nee
d to
mee
t with
my
dass
for
a h
alf
hour
to g
et s
ome
back
grou
nd in
form
atio
n fr
om m
y te
ache
r.
"Cou
ld y
ou th
ink
abou
t it a
nd le
t me
know
tom
orro
w?
Tha
nk y
ou s
o m
uch!
"
5.H
ave
stud
ents
rol
e-pl
ay a
skin
g a
budd
y to
wor
k w
ithth
em.
373
8
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
3
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
2: T
he V
owel
/I/
.11
Zte
.:1:1
7. 6
:714
nlau
mnr
ipi r
som
usda
tles
jglit
ik
Con
trac
t
Tha
nk y
ou f
or o
ffer
ing
to b
e a
pron
unci
atio
n bu
ddy
kir
You
r co
mm
itmen
t will
Mod
e m
eetin
g w
ith y
our
budd
y to
com
plet
e fo
ur le
sson
s in
the
Sous
e G
ras
text
In
addi
tion
you
will
nee
d to
atte
nd th
e ne
d pr
onun
ciat
ion
doss
for
50
min
utes
to r
ecei
ve y
our
inst
ruct
ions
and
som
e ba
dtw
ound
mat
eria
l.
We
appr
edat
e yo
ur w
illin
gnes
s to
hel
p! T
hank
You
!
Stud
ent
Imtr
ucto
r
Bud
d;
Ism
Z D
e N
avel
Cap
mfo
OM
by
Coo
Cs.
..ft C
ele,
Czm
Ilud
est
Han
dout
3
Les
son
2: T
he V
owel
/I/
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
39R
EST
DJ,
r
jobL
ink
Page
24
4 0
(4.
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
2: T
he V
owel
V A
ctiv
ities
V E
ndin
g: 5
Min
utes
1.R
evie
wth
e in
form
atio
n co
vere
d in
this
less
on.
2.R
emin
dst
uden
ts to
fin
d a
budd
y th
is w
eek.
3.D
istr
ibut
e"C
ontr
act"
.A
skst
uden
ts to
hav
e th
eir
budd
ies
sign
the
cont
ract
4.R
emin
dth
em th
at th
e bu
ddie
s ne
ed to
com
e to
the
last
30
min
utes
of
the
next
dass
, and
writ
e
that
day
and
tim
e on
the
boar
dfo
r th
e da
ss.
5.T
ell s
tude
nts
you
look
for
war
d to
seei
ng th
em n
ext t
ime
with
thei
r bu
ddie
s.W
ish
them
luck
!
04.3
1H
ando
ut
Les
son
2: T
he V
owel
T
jobl
ink
4 1
4 2
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
5
bUnk
Win
ning
At
Wor
k
43
A
Spe
akin
g C
lear
ly
Impr
ovin
gP
ronu
ncia
tion
Less
on 3
Wor
d S
tres
s: T
wo
Syl
labl
eP
atte
rns
44
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
V L
esso
n D
escr
iptio
n
Job
Lin
k
One
rea
son
why
non
-nat
ive
spea
kers
are
oft
en m
isun
ders
tood
is th
at th
ey s
tres
s sy
llabl
es
inco
rrec
tly. T
his
less
on a
ddre
sses
str
essi
ng th
e co
rrec
t syl
labl
es a
nd g
ive
stud
ents
am
ple
prac
tice
in
stre
ssin
g sy
llabl
es.
"Bud
dies
" w
ill a
lso
be jo
inin
g th
e da
ss to
day.
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
8
4546
410
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
IT O
bjec
tives
By
com
plet
ing
this
less
on, e
mpl
oyee
sw
ill
be a
ble
to:
1.U
nder
stan
dw
hat a
"sy
llabl
e"m
eans
.
2.P
ract
ice
stre
ssin
g th
e co
rrec
tsy
llabl
e in
two-
sylla
ble
wor
ds.
V M
ater
ials
Nee
ded
V H
ardw
are
\1.
Soun
ds G
reat
, Boo
k 1
- L
esso
n 3:
"W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns"
ly H
ando
uts
"Pro
nunc
iatio
n B
ackg
roun
d fo
r B
uddi
es"
(Han
dout
4)
"Par
ts o
f Sp
eech
" (H
ando
ut 5
)
"Sch
edul
e of
Cla
sses
" (H
ando
ut 1
)
"Pro
nunc
iatio
n R
ules
for
Bud
dies
"(H
ando
ut 6
)
jobl
ink
V C
lass
room
Set
-up
V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
5 m
in.
Firs
t Act
ivity
- L
arge
Gro
up/P
airs
55 m
in
Seco
nd A
ctiv
ity-
Lar
ge G
roup
25 m
in.
End
ing-
Lar
ge G
roup
5 m
in.
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
4 7
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
Q
Page
29
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
V A
ctiv
ities
V O
peni
ng: 5
Min
utes
1. W
elco
me
stud
ents
bac
k.
2. R
emin
d st
uden
ts th
at th
ey w
ill w
ork
thei
r bu
ddie
s du
ring
the
last
half
hou
r of
das
s.
3. A
sk f
or q
uest
ions
that
hav
e co
me
up s
ince
the
last
das
s.
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
jobl
ink
5 0
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
1
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
V A
ctiv
ities
V F
irst
Act
ivity
: 55
Min
utes
1.H
ave
stud
ents
turn
to L
esso
n 3
in S
ound
s G
reat
.
2. C
ompl
ete
Les
son
3.
51
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
Job
Lin
k
52
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
3
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
1111
1==
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4
Spe
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mpr
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tion
VL
esso
n 3:
Wor
d St
ress
: Tw
o Sy
llabl
e Pa
ttern
s
V A
ctiv
ities
V S
econ
d A
ctiv
ity: 2
5 M
inut
es
Wel
com
eth
e pr
onun
datio
n bu
ddie
s to
the
clas
s.
2.D
istr
ibut
e"P
ronu
ncia
tion
Bac
kgro
und
for
Bud
dies
".In
stru
ctth
e bu
ddie
s to
rea
d th
e ha
ndou
tH
ando
ut
3.S
umm
ariz
eth
e im
port
ant p
oint
s in
the
hand
out
Han
dout
4.D
istr
ibut
e"P
arts
of
Spee
ch".
Exp
lain
why
und
erst
andi
ng th
e pa
rts
of s
peec
h is
impo
rtan
t to
111-
5)
corr
ect p
ronu
ncia
tion.
5.D
istr
ibut
e"S
ched
ule
of C
lass
es".
Exp
lain
how
the
Pron
unci
atio
n m
odul
e w
orks
.
6.D
istr
ibut
e"P
ronu
ncia
tion
Rul
es f
or B
uddi
es".
Rev
iew
the
hand
out w
ith th
e bu
ddie
s.
7.A
skfo
r qu
estio
ns.
OJo
b L
k*
01-1
1H
ando
ut
55
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
56
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
5
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
V A
ctiv
ities
lr E
ndin
g: 5
Min
utes
Rev
iew
the
key
poin
ts o
f th
is le
sson
Job
Lin
k
2. R
emin
d bo
th s
tude
nts
and
budd
ies
that
dur
ing
the
next
two
wee
ks th
ey a
re to
wor
k to
geth
er to
com
plet
e L
esso
n 4
(Par
ts 1
and
2) a
nd L
esso
n 5,
(Pa
rts
1 an
d 2)
inth
e So
unds
Gre
at b
ook.
3. R
emin
d st
uden
ts y
ou w
ill s
eeth
em in
3 w
eeks
. Say
goo
d-by
e.
57
Les
son
3: W
ord
Stre
ss: T
wo
Sylla
ble
Patte
rns
53
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
7
Job
Lin
k
A!
59
Spea
king
Cle
arly
Impr
ovin
g P
ronu
ncia
tion
Less
on 4
Sen
tenc
e S
tres
s an
d R
hyth
mIr
60
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n lr
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m
V L
esso
n D
escr
iptio
nA
jobL
ink
Rul
es o
f se
nten
ce s
tres
s ar
e co
mpl
ex. C
erta
in w
ords
suc
h as
nou
ns, m
ain
verb
s, a
nd a
djec
tives
are
stre
ssed
. In
gene
ral,
thes
e w
ords
car
ry th
e co
nten
t of
a se
nten
ce. O
ther
wor
ds a
re u
nstr
esse
d. T
he
tend
ency
of
stre
ssed
wor
ds to
occ
ur a
t reg
ular
inte
rval
s in
a s
ente
nce
with
unr
esse
d w
ords
betw
een
them
cre
ates
the
rhyt
hm o
f E
nglis
h. I
n th
is le
sson
the
basi
c ru
les
of s
tres
s an
d rh
ythm
are
pres
ente
d.
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
mC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
40
6162
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m
V O
bjec
tives
By
com
plet
ing
this
less
on, e
mpl
oyee
sw
ill
be a
ble
to:
1.U
nder
stan
dw
hen
to s
tres
s an
dno
t to
stre
ss w
ords
.
2.K
now
whe
re to
pau
se in
ase
nten
ce.
V M
ater
ials
Nee
ded
V H
ardw
are
\1.
Soun
ds G
reat
, Boo
k 1:
Les
son
5, P
arts
3an
d 4:
"Se
nten
ce S
tres
s, U
nstr
ess,
and
Rhy
thm
"2.
Soun
ds G
reat
, Boo
k 1:
Les
son
6:
"Sen
tenc
e St
ress
, Rhy
thm
Gro
ups,
and
Lin
king
"
Job
Lfr
ikV
Cla
ssro
om S
et-u
pV
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up5
min
.
Firs
t Act
ivity
- L
arge
Gro
up/P
air
80 m
in.
End
ing-
Lar
ge G
roup
5 m
in.
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
mC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
6 4
Page
41
Spea
king
Cle
arly
: Int
prov
ing
Pron
unci
atio
n V
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m
V A
ctiv
ities
V O
peni
ng: 5
Min
utes
1.W
elco
me
stud
ents
bac
k.
2. A
sk h
ow th
ey li
ked
wor
king
with
thei
r pr
onun
datio
n bu
ddie
s.
3.A
sk f
or q
uest
ions
that
aro
se o
ver
the
last
few
wee
ks.
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m65
jobL
ink
6 6
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
3
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m
V A
ctiv
ities
V F
irst
Act
ivity
: 80
Min
utes
1.T
ell s
tude
nts
to tu
rn to
Les
son
5, P
art 3
in S
ound
s G
reat
.
2. C
Om
plet
e L
esso
n 5.
3.T
ell s
tude
nts
to tu
rn to
Les
son
6 in
Sou
nds
Gre
at.
4. C
ompl
ete
Les
son
6.
6 7
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m
jobL
ink
63
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
5
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m
V A
ctiv
ities
V E
ndin
g: 5
Min
utes
1.S
umm
ariz
eth
e im
port
ant i
nfor
mat
ion
from
toda
y's
less
ons.
2.R
emin
dst
uden
ts th
at th
ey w
ill b
e m
eetin
g w
ith th
eir
pron
unci
atio
n bu
ddie
s fo
r th
e ne
xt tw
ow
eeks
.
3.R
emin
dst
uden
ts to
go
over
Les
son
7 an
d L
esso
n 8
in S
ound
s G
reat
with
thei
r pr
onun
ciat
ion
budd
ies.
4. S
ay g
ood-
bye.
Rem
ind
stud
ents
that
the
next
das
s w
ill b
e in
3 w
eeks
.
A
jobl
ink
6 9
Les
son
4: S
ente
nce
Stre
ss a
nd R
hyth
m
70
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
7
e
dobL
ink
a!
71
Spe
akin
g C
lear
ly
Impr
ovin
g P
ronu
ncia
tion
Less
on 5
The
/th/S
ound
72
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
nV
Les
son
5: T
he/th
/Sou
nd
V L
esso
n D
escr
iptio
n
Les
son
5: T
he/th
/Sou
nd
dobL
ink
For
man
yno
n-na
tive
spea
kers
pro
noun
cing
/th/
is e
spec
ially
dif
ficu
lt In
this
less
on s
tude
nts
prac
tice
sayi
ng a
nd d
iscr
imin
atin
g th
e /th
/ sou
nd f
rom
othe
r si
mila
r so
unds
.
7 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
0
Spea
king
Cle
arly
: Im
prov
ing
Prom
mci
atio
n V
Les
son
5: T
he/th
/Sou
nd
V O
bjec
tives
By
com
plet
ing
this
less
on, e
mpl
oyee
s w
illbe
abl
e to
:
1.C
ontr
ast /
th/ a
nd /t
/ sou
nds.
2.C
ontr
ast/
th/ a
nd /d
/ sou
nds.
3.C
onst
rast
/th/ a
nd /z
/ sou
nds.
V M
ater
ials
Nee
ded
V H
ardw
are
\1.
Soun
ds G
reat
, Boo
k 1:
Les
son
11: "
The
Con
sona
nts"
Job
Lin
kV
Cla
ssro
om S
et-u
pV
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up5
min
.
Firs
t Act
ivity
- L
arge
Gro
up/P
air
80 m
M.
End
ing-
Lar
ge G
roup
5 m
in.
Les
son
5: T
he/th
/Sou
nd7
5C
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
geD
istr
ict
7Pa
ge 5
1
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
5: T
he/th
/Sou
nd
V A
ctiv
ities
V O
peni
ng: 5
Min
utes
Les
son
5: T
he/th
/Sou
nd
1. W
elco
me
stud
ents
bac
k.
2. A
sk h
ow th
ey li
ked
wor
king
with
thei
r pr
onun
datio
n bu
ddie
s.
3. A
sk f
or q
uest
ions
that
aro
se o
ver
the
last
few
wee
ks.
7 7
Job
Lin
k
73C
opyr
ight
©19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
53
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
5: T
he/th
/Sou
nd
V A
ctiv
ities
V F
irst
Act
ivity
: 80
Min
utes
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tude
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to tu
rn to
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son
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at.
2.C
ompl
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son
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Les
son
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nd
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jobl
ink
8 0
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
5
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
5: T
he/th
/Sou
nd
V A
ctiv
ities
V E
ndin
g: 5
Min
utes
1.S
umm
ariz
eth
e im
port
ant i
nfor
mat
ion
from
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y's
less
ons.
2.R
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dst
uden
ts to
pra
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e w
hat t
hey
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this
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ith th
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unci
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nbu
ddie
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aygo
od-b
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Les
son
5: T
he/th
/Sou
nd
411,
Job
Lin
k
81
8 2
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
7
0
Job
Lfr
ik
Win
ning
At
Wor
k
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Spea
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arly
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Spea
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arly
: Im
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Pron
unci
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n V
Les
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6: M
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n D
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iptio
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Les
son
6: M
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sona
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ink
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on c
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ore
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nds
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kers
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unds
.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
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mpr
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esso
n 6:
Mor
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onso
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plet
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this
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on, e
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oyee
sw
ill
be a
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2.D
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Page
61
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
6: M
ore
Con
sona
nts
V A
ctiv
ities
V O
peni
ng: 5
Min
utes
1. w
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stud
ents
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2. A
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Les
son
6: M
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sona
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8 9
jobl
ink
9 0
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
3
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
6: M
ore
Con
sona
nts
V A
ctiv
ities
V F
irst
Act
ivity
: 80
Min
utes
1.T
ell s
tude
nts
to tu
rn to
Les
son
13 in
Sou
nds
Gre
at.
2. C
oMpl
ete
Les
son
13.
Les
son
6: M
ore
Con
sona
nts
91
Ojo
blin
k
9 2
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
5
Spea
king
Cle
arly
: Im
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Pron
unci
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Les
son
6: M
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m
Les
son
6: M
ore
Con
sona
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Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
93B
EST
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JobL
ink
9 4
Page
66
Spea
king
Cle
arly
: Im
prov
ing
Pron
unci
atio
n V
Les
son
6: M
ore
Con
sona
nts
V A
ctiv
ities
V E
ndin
g: 5
Min
utes
1.S
umm
ariz
eth
e im
port
ant i
nfor
mat
ion
from
toda
y's
less
ons.
2.D
istr
ibut
eth
e Po
stte
st.
Rem
ind
stud
ents
this
is th
e sa
me
test
they
took
the
firs
t day
.
3.C
olle
ctth
e Po
stte
sts.
4.R
emin
dth
e st
uden
ts to
con
tinue
to p
ract
ice
wha
t the
y le
arne
d in
this
das
s.
5.T
hank
ever
yone
and
say
good
-bye
.
Les
son
6: M
ore
Con
sona
nts
95
Ojo
bLin
k
96
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
7
a
Pretest/Posttest VSpeaking Clearly: Improving Pronunciation
Name
Job Link
Date
Pretest/Posttest
How well do you agree or disagree with the questions below? Using the following scale, circle the number thatbest represents your answer:
1 2 3 4"Strongly agree" "Agree" "Disagree" "Strongly disagree°
1. In general people can understand me when I speak English.
1 2 3 4
2. I know the areas where my pronunciation needs the most improvement.
1 2 3 4
. I know where to stress a word in a sentence.
1 2 3 4
4. I can pronounce the vowel sounds correctly.
1 2 3 4
5. I can pronounce the consonant sounds correctly.
1 2 3 4
6. I know which words should be grouped together in a sentence.
1 2 3 47. I know when to raise or lower my voice in a sentence or question.
1 2 3 4
8. I feel confident when I am speaking English.
1 2 3 4
9. How would you rate your pronunciation of English. (1=Extremely poor, 10= Extremely good)
1 2 3 4 5 6 7 8 9 10
Learner Enrollment Form VPr onuncia tionInstructor
'gm Class Schedule
Module
AM&
Your instructor will complete these questions
A. Course NumberSite Lotztion
B. completed this form?(MARK ONE BOX)
U The learner1:3 The learnez with assistance from
instructor or project staffU An instructor or project staff mem-
ber with information provided bythe learnerOther Mease specify)
C Date form completed:
Name:
2. Address:
3. Phone Number: ( )
4. Social Security Number:
5. Age:
6. Were you born in the United States?0 Yes 0 No
7. Sex: 0 Male 0 Female
8. Race: (Mark One Box)O White0 Black (African American)O Asian or Pacific IslanderO American Indian or Alaskan NativeCI HispanicO Other (Please specify):
Joblink9. Is English the language that is spoken most
often in your home?0 Yes 0 No
10. How many years of school have youcompleted?
Of these, how many in the U.S.?In any other country?
11. Are you a union member?O Yes- What is the name of your union?
O No
12. Please rate your ability to perform each ofthe following activities.
(Please mark one response for every activity)
Poor FairRead English CI CI
Understand English CI 0Speak English 0 0Write in EnglishWork as part of a team 0 UUse math U 0Solve problems/use reasoning 0 0
13. Do you have a job?
O Yes, employedO Yes, on temporary layoff
O No, retiredO No, not employed
Good Excellent
BEST COPY AVAILABLE
Go lo oexlpage
STOP
Thank you. You have completed this form.Please return it to your instructor.
Pronunciation Copyright 01996 by Coast Community College District Page 1
Learner Enrollment Form VPr onunci a tion
"lease answer questions 14-18 for the Job thatallows you to take this course.
14. Name of company or employer:
15. Job Tftle:
16. On average, how many hours per week doyou work on this job?
Hours per week
17. How much do you earn at this job?(Writ( amount and mark one box)
0 Per hour 0 Per year
18. Do you get any of the following benefits atthis Job?
(Mark one for each line)
Yes No
Paid vacationPaid sick leavePaid holidaysHealth insurance 0
19. How long have you worked at this Job?
andyears months
JobLkik
20. At your Job, do you need to do any of thefollowing?
(Mark one for each line)
Yes No
Read instructionsReceive spoken
instructions in English 0Speak EnglishWork as part of a team 0Write in EnglishUse mathSolve problems/use
reasoning
21. Do you work at more than one job?CI Yes 0 No
Thank you. You have completed thisform. Please return it to your instructor.
9 9
Pronunciation Copyright ©1996 by Coast Community College District Page 2
Learner Assessment Form VPr o.nuncia ti on
Your instructor will complete these questions
A Course NumberSite Location
_ Who -completed this form, imARK ONE BOX)
JobLink
Instructor
(lass Sthedule
Module
CI The learnerThe learner; with assistance from instmctor or prqect staff
CI An instructor or pmject staff member with information provided by the learnerCI Other (Please specify)
, Date form completed:
1. Name:
2. Address:
41). Phone Numbe0 )
4. Social Security Number:
5. In the future, do you plan to take any of the following courses?
(Mark one for each line)
Plan to Take Do Not Plan to TakeA basic skills course in reading, writing or math 0 D
A course in using English (such as ESL) 0 0A computer course D D
A GED course or the GED exam 0 0Courses to get an occupational certificate 0 0A job training course 0 0Courses leading to a 2-year or 4-year college degree 0 0A home-study course 0 O
Pronunciation100
Copyright C1996 by Coast Community College District
EST COPY AVAILABLE
Page 1
o
Learner Assessment Form vPr onunciationSince this course began, have you:
(Mark one for each line)
JobLink
YES NOLearned what you wanted to learn in this course?Changed your educational or career goals? ID 0Had more responsibility added to your job? 0 0Moved to a shift you prefer? 0 0Switched from part-time to full-time? CI C:i
Received a pay raise? CI 0Been promoted? 0 0Received an award, bonus, or other special recognition on your job? 0 0Received your GED? 0 0Applied for a new job? 0 CI
Started a new job at another company? 0 0Been laid off? 0 0Left your job for any other reason? (Please Specify) 0 CI
Please rate your ability to perform each of the following activities.
(Please mark one response for every activity)
Poor Fair Good ExcellentRead English CI 0 0 0Understand English 0 D CI ID
Speak English 0 0 0 0Write in EnglishWork as part of a team 0 0 0 0Use math 0 0 0 ID
Solve problems/use reasoning 121 0 0 0
Pronunciation
Thank you. You have completed this form.Please return it to your instructor.
10 1Copyright 01996 by Coast Community College District Page 2
Class 1Class 2
Speaking Clearly: Improving Pronunciation V JOH. inkLesson I: Vowels
Schedule of Classes
Week 1 Lesson 1: "Vowels"Week 2 Lesson 2: "Vowels"
Class 3 Week 3 Lesson 3: Two-Syllable-Word StressPronunciation buddies attend last half-hour.
No Class Meeting Week 4 Lesson 4: Three-Syllable-Word StressStudents work with pronunciation buddies.
No Class Meeting Week 5 Lesson 5: (Parts 1 and 2): Sentence StressStudents work with pronunciation buddies.
Class 4 Week 6 Lesson 5: (Parts 3-5) and Lesson 6: Rhythm
No Class Meeting Week 7 Lesson 7: Rising/Falling IntonationStudents work with pronunciation buddies.
No Class Meeting Week 8 Lesson 8: Rising IntonationStudents work with pronunciation buddies.
Class 5 Week 9 Lesson 11: The /th/ Sound
Class 6 Week 10 Lesson 13: The Consonants /b/, /v/, /p/,and /f/
NOte: Weekly lessons are completed in Sounds Great, Book 1.
Lesson 1: Vowels
1.02
Copyright C1996 by Coast Community College District Handout 1
Speaking Clearly: Improving Pronunciation V Job LinkLesson 2 The Vowel "I"
How to Ask a Buddy
This week you will be asking a coworker to be your pronunciation buddy.
Write down the names of two native American speakers at work that you could ask to beyour pronunciation buddy.
Think of ways you could ask one of these people to be your pronunciation buddy. Here isan example of what you might say:
"I'm trying to improve my pronunciation. I'm taking a dass to help me, but I need topractice with a native American speaker. Would you be willing to help me?
"The commitment is to meet with me and work through four chapters of mypronunciation book. In addition, you will need to meet with my dass for a half hourto get some background information from my teacher.
"Could you think about it and let me know tomorrow? Thank you so much!"
How will you ask your pronunciation buddy?
Lesson 2: The Vowel T
103
Copyright 01996 by Coast Community College District Handout 2
Speaking Clearly: Improving Pronunciation V jobLinkLesson 2 The Vowel "1"
Contract
Thank you for offering to be a pronunciation buddy for:
Your commitment will include meeting with your buddy to complete four lessons in theSounds Great text. In addition, you will need to attend the next pronunciation class for 30minutes to receive your instructions and some background material.
We appreciate your willingness to help! Thank You!
Student
Instructor
Buddy
Lesson 2: The Vowel T
104
Copyright ©1996 by Coast Community College District Handout 3
Speaking Clearly: Improving Pronunciation V'sLesson 3: Word Stress: Two Syllable Patterns Job Link
Pronunciation Background for Buddies
You do not need to be a "language expert" to serve effectively as a buddy! You do need to be anative American speaker, and you do need to be willing to help a coworker who wants verymuch to improve his or her ability to speak English.
The Sounds Great program emphasizes practicing English naturally-that is, the way you normallydo. Many English-language learners are misunderstood because their word or sentence stressis not appropriate, so it is important for you as the pronunciation buddy to speak naturally.
The practice activities in the Sounds Great text are sequenced from controlled and semi-controlled to guided and interactive. The audiotapes (noted by the cassette symbol in theSounds Great text) are especially helpful in developing listening discrimination. In addition topractice, Sounds Great offers useful information on pronunciation and spelling rules.
To maximize your effectiveness in serving as a buddy, try to follow these suggestions:
1. In the practice activities, direct the learner to slow down when saying the word,phrase, or sentence aloud.
2. Try to limit your corrections. Try to focus only on the specific pronunciation topicfeature being practiced. Before correcting the learner, ask him or her to correcthimself or herself.
3. When you do correct the learner, ask him or her to repeat your correction aloud.Do not allow the learner to merely nod in agreement!
4. Avoid exaggerating the enunciation of a word; instead, stress its normal
pronunciation.5. When a learner does repeat the sound correctly, be sure to give him or her
positive feedback.6. Note that the Sounds Great text uses the International Phonetic Alphabet, in which
sounds are always separated by two slashes, for example, /v/. You can figure outsounds the International Phonetic Alphabet by looking at the sample word orword contrasts.
7. Write down any questions you have or stumbling blocks you encounter; shareboth with the instructor.
Lesson 3: Word Stress: Two Syllable Patterns
105Copyright ©1996 by Coast Community College District Handout 4
Speaking Clearly: Improving Pronunciation ''frLesson 3: Word Stress: Two Syllable Patterns
Parts of Speech
Job Link
1. Noun A word that identifies a person, place, thing, or quality (Maria, town, book, love).
2. Pronoun A word that takes the place of a noun (I, them, he).
3. Verb An action word, or a word that shows state of being (sings, is).
4. Adjective A word that describes a noun or pronoun (blue, pretty).
5. Adverb A word that describes a verb, adjective, or another adverb (slowly, very).
41 6. Preposition A word that shows the relationship of its object to another word in thesentence (under the tree, between us).
7. Conjunction A word that connects words or groups of words (and, or, yet, nor, but, for, so).
Lesson 3: Word Stress: Two Syllable Patterns
106
Copyright ©1996 by Coast Community College District Handout 5
Speaking Clearly: Improving Pronunciation VLesson 3: Word Stress: Two Syllable Patterns
Pronunciation Rules for Buddies
Job Link
Lesson 4, page 28RULE: To build a word with -et; -or, or -ly, find out which syllable is stressed in a verb oradjective. Then add -et; -or, or -1y. The stressed syllable does not change.
Lesson 4, page 29RULE: In three-syllable words ending in consonant + -y, stress the first syllable.
Lesson 4, page 31RULE: Words ending in -ion have the high, long, loud stress on the syllable before -ion.
Lesson 5, page 36RULE FOR NOUNS: Nouns are stressed.
RULES FOR ARTICLES AND PREPOSITIONS: Articles and prepositions are not stressed.
IP RULE FOR VERBS: Verbs are stressed.
RULE FOR PRONOUNS: Pronouns are not stressed.
Lesson 5, page 38RULE FOR THE VERB TO BE, THE VERB TO HAVE, AND HELPING VERBS: The verb to
be, the verb to have, and helping verbs are not stressed.
RULE FOR ADJECTIVES: Adjectives are stressed.
Lesson 5, page 39RULE FOR DEMONSTRATIVE PRONOUNS AND ADVERBS: Demonstrative pronouns
and adverbs are stressed.
RULE FOR CONJUNCTIONS: Conjunctions are stressed.
0 107
Lesson 3: Word Stress: Two Syllable Patterns Copyright 01996 by Coast Community College District Handout 6
Speaking Clearly: Improving Pronunciation VLesson 3: Word Stress: Two Syllable Patterns
Pronunciation Rules for Buddies(continued)
Job Link
Lesson 7, page 62RULE FOR AFFIRMATIVE AND NEGATIVE STATEMENTS: Affirmative and negative
statements have rising/falling intonation.
RULE FOR RISING AND FALLING TONES:The tone rises on the last stressed syllable of a statement The tone falls after the laststressed syllable of a statement
Lesson 7, page 65RULE FOR COMMANDS AND NEGATIVE COMMANDS: Commands and negative
commands have rising/falling intonation.
RULE FOR RISING AND FALLING TONES: The tone rises on the last stressed syllable of
a statement The tone falls after the last stressed syllable of a statement.
Lesson 7, page 69RULE FOR WH- QUESTIONS AND NEGATIVE WH- QUESTIONS: Wh- questions andnegative wh- questions have rising/falling intonation.
RULE FOR RISING AND FALLING TONES: The tone rises on the last stressed syllable of
a statement. The tone falls after the last stressed syllable of a statement
Lesson 8, page 77RULE FOR AFFIRMATIVE AND NEGATIVE YES/NO QUESTIONS: Affirmative and
negative yes/no questions have rising intonation.
RULE FOR RISING TONES: The tone rises on the last stressed syllable of yes/no
questions.
Lesson 3: Word Stress: Two Syllable Patterns
108
Copyright ©1996 by Coast Community College DistTict Handout 6b
*
J bl
ink
Win
ning
At
Wor
k 109
Spe
akin
g C
lear
ly:
Impr
ovin
gP
ronu
ncia
tion 11
0
Spe
akin
g C
lear
ly: I
mpr
ovin
gP
ronu
ncia
tion
1rIn
stru
ctor
's M
anua
l-T
o H
elp
You
on
the
Job
V T
able
of
Con
tent
s
Job
Lin
k
V S
uper
viso
r L
esso
n 1:
8-20
lrSu
perv
isor
Les
son
2:22
-34
Inst
ruct
or's
Man
ual
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
Job
Lin
k
A
Spe
akin
g C
lear
ly:
Impr
ovin
gP
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nica
tion
Sup
ervi
sor
Less
on1
114
Spe
akin
g C
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ly: I
mpr
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ndat
ion
VSu
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or
Les
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1
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n D
escr
iptio
n
Supe
rvis
or L
esso
n 1
jobL
ink
Thi
s 60
-min
ute
less
on p
rovi
des
supe
rvis
ors
with
an
over
view
of
the
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unda
tion
dass
and
off
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them
tips
for
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nfor
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the
skill
s ta
ught
in th
e da
ss. T
he le
sson
also
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es s
uper
viso
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n
oppo
rtun
ity to
com
plet
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ple
less
on s
o th
at th
ey w
ill k
now
wha
t the
ir e
mpl
oyee
sw
ill b
e do
ing.
115
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
116
Spea
king
Cle
arly
: hnp
rovi
ng P
mnu
ndaf
ion
VSu
p er
v is
or
Les
son
1
V O
bjec
tives
By
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plet
ing
this
less
on, s
uper
viso
rsw
ill b
e ab
le to
:
1.un
ders
tand
the
obje
ctiv
es o
f th
epr
onun
ciat
ion
mod
ule
and
the
stra
tegi
es it
use
s to
ach
ieve
thos
eob
ject
ives
.
2.R
einf
orce
wha
t the
ir e
mpl
oyee
sw
ill le
arn.
V M
ater
ials
Nee
ded
V H
ardw
are\
jobl
ink
V C
lass
room
Set
-up
V T
otal
Tim
e: 6
0 m
inut
es1. 2. 3. 4.
Bla
nk s
heet
s of
not
eboo
k pa
per
Soun
ds G
reat
, Boo
k 1,
Ins
truc
tor's
Man
ual a
nd a
udio
tape
s
Flip
cha
rt o
r w
hite
boar
d
Mar
kers
Ope
ning
- L
arge
Gro
up
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
Lar
ge G
roup
Thi
rd A
ctiv
ity-
Lar
ge G
roup
End
ing-
Lar
ge G
roup
15 m
in.
10 m
in.
10 m
in.
15 m
in.
10 m
in.
V H
ando
uts
"Sch
edul
e of
Gas
ses"
(Su
perv
isor
Han
dout
1)
'The
Bud
dy C
ontr
act"
(Su
perv
isor
Han
dout
2)
"Lis
teni
ng D
iscr
imin
atio
n" (
Sam
ple
Exe
rcis
efr
om S
ound
s G
reat
, p. 4
0) (
Supe
rvis
orH
ando
ut 3
)
"Pic
ture
of
Off
ice"
(Sa
mpl
e E
xerc
ise
from
Soun
ds G
reat
, p. 1
51)
(Sup
ervi
sor
Han
dout
4)
"Sup
ervi
sor's
Pre
-Sur
vey"
(Su
perv
isor
Han
dout
5)
Supe
rvis
or L
esso
n 1
111
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t11
8Pa
ge 1
0
Spea
king
Cle
arly
: Ini
pmw
hag
Pmnu
ndat
ion
VSu
per
v is
orL
esso
n1
"V A
ctiv
ities
V O
peni
ng: 1
5 M
inut
es
Supe
rvis
or L
esso
n 1
JobL
ink
Wel
com
e th
e su
perv
isor
s. E
xpla
inth
at th
is s
essi
on p
rovi
des
anov
ervi
ew o
f th
e pr
onun
ciat
ion
mod
ule
and
offe
rs th
em s
trat
egie
s to
help
rei
nfor
ce w
hat t
heir
empl
oyee
s w
ill le
arn.
2.A
sksu
perv
isor
s to
bra
inst
orm
pro
blem
sth
ey h
ave
notic
ed w
ith e
mpl
oyee
s'pr
onun
ciat
ion.
To
help
jum
p-st
art t
he d
iscu
ssio
n, m
entio
nth
at li
sten
ing
is o
ne o
f th
e sk
ill a
reas
this
cur
ricu
lum
targ
ets.
Ask
,"H
ave
you
notic
ed a
nym
isun
ders
tand
ings
that
may
hav
ebe
en r
elat
ed to
mis
pron
unda
tions
?
Hav
e yo
u ob
serv
ed f
eedb
ack
that
mig
ht b
e th
e re
sult
ofm
isin
terp
reta
tions
?"
3. w
rite
thei
r co
mm
ents
on
afl
ip c
hart
or
on th
e w
hite
boar
d.(N
ote:
Org
aniz
e th
eir
com
men
tsin
to a
usef
ul li
st th
at y
ou c
an u
se to
targ
etsp
edfi
c pr
onun
ciat
ion
diff
icul
ties
duri
ng d
ass
time
with
the
empl
oyee
s.)
4.D
istr
ibut
e bl
ank
pape
r.A
sksu
perv
isor
s to
for
m g
roup
sof
3 o
r 4;
then
inst
ruct
eac
h gr
oup
to
wor
k as
a te
am to
list
way
s to
quan
tify
the
cost
of
such
prob
lem
s in
term
s of
tim
e or
mon
ey
Wor
k to
geth
er w
ith th
em to
clar
ify
whi
ch e
xpec
tatio
ns a
rere
ason
able
. (N
Ote
: Sav
e th
ese
RO
I no
tes
for
the
follo
w-u
p le
sson
.)
5.In
vite
eac
h te
am le
ader
tosh
are
his
or h
er te
am's
ans
wer
sw
ith th
e la
rger
gro
up.
119
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t12
0Pa
ge 1
2
Spe
aldn
g 43
eady
: Im
prov
hig
Pro
mm
datio
n V
Supervisor Lesson
1
Rem
eakk
im G
eer
In im
mes
errb
es P
rew
suse
lsitl
ses
sJO
H. i
nk
Sch
edul
e of
aas
ses
Chu
1w
.it 1
less
on l:
Vow
els'
Oas
s 2
Wee
k 2
lese
en 2
Vow
els'
Cla
ss 3
Wee
k 3
less
on 5
: 7W
o-S
ylla
bk-V
tbrd
Str
ess
Prc
eurc
iatic
e bu
ddie
s at
tend
last
hal
f-ho
w
No
Cla
w M
eetin
ge
t 4le
sson
4: T
hree
-Syl
labl
e-W
ord
See
nS
tude
nts
wor
k w
ith p
ronu
ndat
ion
bude
in
No
Cla
es M
eetin
gW
eek
5Is
escm
5: (
Par
ts 1
and
79.
Sen
tenc
e S
trew
Stu
dent
s w
ork
with
pro
mm
dstic
e bu
ddes
.
Cla
w 4
Wee
k 6
Loga
n 5:
(P
arts
3-5
1 an
d le
sson
6: R
hyth
m
No
Cla
ss M
eetin
gW
eek
7le
sson
7: R
isIn
eral
lirg
Into
nate
.%S
tude
nts
wor
t with
pre
nund
atio
n bu
dele
s.
No
Oas
s M
eetin
gW
eek
flle
sson
9 R
isin
g In
tona
tion
Stu
dent
s w
ork
with
pro
nunc
iatio
n bu
ddie
s.
Ow
eW
eek
9le
ssen
II: T
he /f
n/ S
ound
Cie
s 4
Wee
k 10
Less
on 1
3: T
he C
onso
nant
s /b
/, /v
/,lp
lan
d M
I
Not
e W
eekl
y le
ssor
sLT
com
plet
ed in
Sem
is G
ra%
Boo
k I.
lese
em e
we
1CAPOSUMMINISIOCmaMOVUIVMM
ftipirdimeddliMt
Sup
ervi
sor
Han
dout
1
Supe
rvis
or L
esso
n 1
121
jobL
ink
SP
eotb
so C
leam
ft bo
ompr
los
Pro
omm
eim
ikm
jeki
nk...
...I
The
Bud
dy C
ontr
act
Tha
nk y
ou fo
r of
ferin
g to
be
a pr
oms:
datio
n bu
ddy
for
You
r co
nvin
ce w
ill in
clud
e m
eeth
ig w
ith y
aw b
uddy
to c
ompl
ete
fors
less
ors
in th
eS
ound
s G
reat
tva
ln a
dditi
on y
ou w
ill r
eed
le a
ttend
the
nod
pren
unds
tion
dass
for
30m
inut
es m
rec
eive
you
r in
stru
ctio
ns a
nd m
me
badg
eoun
d m
ater
ial
We
appr
edat
e yo
ur s
aing
nese
to h
elp,
Thi
nk T
oed
Stu
der*
Inse
ucto
r
Bud
dy
tam
es S
wea
tOMMWMON/44047.1mW,U*MM
SerwellOWIlmmirM2
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
Sup
ervi
sor
Han
dout
2
122
BE
ST e
rf'Y
Y A
VaA
r'"
Page
13
Spe
akin
g C
lear
ly: I
mpr
ovin
gP
ronu
ndat
ion
Supe
r v
is o
rL
esso
n
1V A
ctiv
ities
V F
irst A
ctiv
ity: 1
0M
inut
es
OM
)S
upw
vlso
rci
min
dout
111-
21
icrP
el"C
elel
ndO
ilt
Supe
rvis
or L
esso
n I
1.D
istr
ibut
e"S
ched
ule
of C
lass
es".
JobL
ink
2.E
mph
asiz
eth
at th
is c
urri
culu
m is
a b
egin
ning
inpr
ovid
ing
the
lear
ners
with
long
-ter
m to
ols
to
help
them
with
thei
r pr
onun
ciat
ion.
Sho
wth
em th
e te
xt th
at e
ach
stud
entw
ill h
ave.
(O
ptio
nal:
Show
them
the
tape
s if
you
rst
uden
ts a
re u
sing
them
.)
3.E
xpla
inth
at th
is c
urri
culu
m is
des
igne
d fo
rst
uden
ts r
eadi
ng a
t lea
st a
t fif
th-
orsi
xth-
grad
e le
vel.
Show
sup
ervi
sors
a s
ampl
e pa
gefr
om th
e te
xt.
4.T
ell
them
that
the
budd
y sy
stem
is a
requ
irem
ent f
or th
is m
odul
e,di
strib
ute
a sa
mpl
e of
'The
Bud
dy C
ontr
act"
, and
stre
ssw
hy th
is u
niqu
e fe
atur
e is
cri
tical
to s
ucce
ss.E
xpla
in(a
) th
at b
uddi
es
mus
t be
nativ
e E
nglis
hsp
eake
rs c
hose
n by
the
stud
ents
,(b
) th
at b
uddi
es w
ill a
ttend
one
clas
s fo
r
som
e br
iefb
ackg
roun
d in
form
atio
n, a
nd (
c)th
at e
ach
budd
y w
ill b
e re
spon
sibl
efo
r se
tting
a
wee
ldy
time
to m
eet w
ith h
is o
rhe
r st
uden
t.
5.R
evie
wth
e Sc
hedu
le o
f C
lass
es;po
int o
utth
e bu
ddy
wee
ks.
6.T
ell
supe
rvis
ors
that
the
maj
ority
of le
sson
s de
al w
ith r
hyth
m, s
tres
s,an
d in
tona
tion.
Exp
lain
that
stre
ss im
pede
s un
ders
tand
ing
mor
eth
an a
mis
pron
ounc
ed v
owel
or
cons
onan
tsn
are
this
exam
ple
with
the
supe
rvis
ors
(do
not s
tres
s th
e w
ord
can'
t as
you
say
it al
oud)
: "I
can'
t com
e to
wor
k to
mor
row
f'E
xpla
inth
e im
port
ance
of
stre
ssin
gth
e ne
gativ
e in
that
sen
tenc
e;po
int o
utth
at
it's
not j
ust a
mat
ter
of p
rono
unci
ngth
e /t/
dea
rly!
123
124
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
4
Spea
king
Cle
arly
: Im
prov
ing
Pron
unda
llon
VSu
p er
v is
or
Les
son
V A
ctiv
ities
V S
econ
d A
ctiv
ity: 1
0 M
inut
es
jobL
kik
1.T
ell s
uper
viso
rs, "
You
can
sho
w s
uppo
rt f
or y
our
empl
oyee
s an
d th
eir
pron
unci
atio
n im
prov
emen
tby
rec
ogni
zing
them
for
goi
ng to
das
s an
d by
giv
ing
them
tim
e to
mee
twith
thei
r bu
ddie
s. F
orm
ost s
econ
d-la
ngua
ge le
arne
rs in
a w
orkp
lace
set
tin&
itis
bes
t to
give
aff
irm
atio
n in
divi
dual
ly,
rath
er th
an in
a g
roup
. Bet
ter
yet y
ou c
an w
rite
him
or
her
a no
te o
rle
tter!
"
2.E
xpla
in to
the
supe
rvis
ors
that
whe
n th
ey a
re in
situ
atio
nsw
here
pro
nunc
iatio
n im
pede
sun
ders
tand
in&
they
sho
uld
reph
rase
the
com
men
t str
essi
ng th
e co
rrec
tpro
nunc
iatio
n. S
hare
this
exam
ple
with
the
grou
p: "
Whe
n an
em
ploy
ee s
ays,
'Do
we
have
am
eetin
g ne
xt T
hurd
ay?'
you
can
help
by
sayi
ng d
istin
ctly
, 'Y
es, t
he m
eetin
g is
at 2
o'c
lock
on
Thu
rsda
y."
3.Po
int o
ut th
at th
e sa
me
hold
s tr
ue in
the
case
of
job-
sped
fic
voca
bula
ry: S
ay th
e w
ord
slow
ly s
oth
e em
ploy
ee c
an r
epea
t Rem
ind
supe
rvis
ors
that
spe
akin
g as
dear
ly a
s po
ssib
le is
esp
ecia
llyim
port
ant w
hen
they
are
trai
ning
em
ploy
ees.
We
all k
now
peop
le w
ho m
umbl
e-an
d-ta
lk-r
eal-
fast
-lik
e-
this
.
4.E
xpla
in h
ow im
port
ant l
iste
ning
ski
lls a
re to
the
seco
nd-l
angu
age
lear
ner.
5.E
xpla
in h
ow to
che
ck f
or u
nder
stan
ding
. Rem
ind
supe
rvis
ors
nott
o as
k 'D
o yo
u un
ders
tand
?'M
ost p
eopl
e no
d in
agr
eem
ent!
Ins
tead
, ask
som
eone
to r
epea
tthe
pro
cedu
re, e
xpla
in it
in h
is o
r he
r
own
wor
ds, o
r an
swer
a s
peci
fic
ques
tion
to r
einf
orce
the
trai
ning
'
125
12 G
Supe
rvis
or L
esso
n 1
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
6
Spea
king
Cle
arly
: hnp
rovh
ig P
ronu
ncia
fion
VSu
perv
isor
Les
son
1
1111
Spe
akin
n C
lear
ly, I
napn
ovhq
g P
ronu
ncia
tion
Sup
r{..
LJo
bLik
List
enin
g D
iscr
imin
atio
n
See
'Lis
teni
ng D
iscr
imin
atio
n (S
ampl
e E
xerc
ise
(rom
Sou
nds
Gre
at p
. 40)
%pa
ns In
man
Com
iN O
M b
y C
o. C
omm
a* C
.O. D
onn
impe
edow
114
.4*
1
Supe
rvis
or L
esso
n 1
Sup
ervi
sor
Han
dout
3
jobL
ink
Soc
alth
ia C
l ear
ly, l
aopr
ovIn
n P
ronu
ncia
tion
YJo
blin
kttt
tttttt P
ictu
re o
f Offi
ce
See
'Pic
ture
of o
ffice
(S
ampl
e E
xerc
ise
from
Sou
nds
&m
t. p.
151
)
konf
os D
mC
ceD
OIR
VC
e. C
arm
uray
Cp
Mkt
Sm
.froc
144
.4.4
I 4
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yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
127
S
Sup
ervi
sor
Han
dout
4
SEST
CO
PY
123
Page
17
Spe
aldn
g C
leax
iir Im
prov
hig
Pro
nunc
iatio
n 'V
Supe
r v
is o
rL
esso
n1
V A
ctiv
ities
V T
hird
Act
ivity
: 15
Min
utes
(WO
supe
rvls
orH
ando
ut
Supe
rvis
or L
esso
n 1
jobl
ink
Dis
trib
ute
"Lis
teni
ng D
iscr
imin
atio
n".
Tel
lsu
perv
isor
s, "
So th
at y
ou c
an s
hare
the
stud
ents
'ex
peri
ence
, we
are
goin
g to
try
a co
uple
of
sam
ple
exer
cise
s. S
ince
the
curr
icul
um e
mph
asiz
esau
dito
ry d
iscr
imin
atio
n, I
wou
ld li
ke y
ou to
mar
kth
e st
ress
es in
thes
e se
nten
ces
as I
pro
noun
ceth
em"
Show
the
supe
rvis
ors
how
to m
ark
the
stre
sses
.
2. N
owtu
rnto
pag
e 35
in th
e In
stru
ctor
's M
anua
l(E
xerc
ise
6, °
Lis
teni
ng D
iscr
imin
atio
n")
and
pron
ounc
eth
e se
nten
ces
at th
e to
p of
the
page
.
3.If
tim
e pe
rmits
,try
a se
cond
less
on u
sing
par
tner
sto
pra
ctic
e th
e us
e of
pre
posi
tions
of p
lace
and
to d
iscr
imin
ate
betw
een
the
/p/ a
nd/f
/ sou
nds.
4.D
istr
ibut
eth
e 'P
ictu
re o
f O
ffic
e" s
ampl
e ex
erci
se.
5.D
ivid
eth
e su
perv
isor
s in
to p
airs
and
tell
them
to ta
ke tu
rns
aski
ng th
eir
part
ners
whe
re c
erta
in
item
s ar
e lo
cate
d. T
he o
ne w
ho a
nsw
ers
mus
t use
ade
scri
ptio
n in
volv
ing
two
prep
ositi
ons
of
plac
e, e
.g.,
'Whe
re's
the
stap
ler?
" "I
t's o
n to
pof
the
copy
mac
hine
to th
e ri
ght o
f th
efa
x m
achi
ne'
129
130
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
8
Spe
aldn
g C
lear
ly: I
mpr
ovin
g P
ronu
ncia
tion
VSu
per
v is
or
Les
son
1
Sis
eeld
wa
Cle
nave
lacs
mis
sa F
ssom
elm
eloo
Vjth
linit
s,
Sup
ervi
sors
' Pre
/PO
St S
urve
yP
ronu
ncia
tion
Mod
ule
I.W
hat d
o yo
u do
whe
n so
meo
ne d
oes
not u
nder
sond
you
?
2W
hat d
dil b
esid
es s
r:ca
king
doe
s a
pers
on n
eed
for
pron
unci
atio
n?
&W
hat a
re th
e bi
gges
t pon
unda
tion
prob
lem
s in
you
r de
part
men
t?
How
long
do
you
thin
k it
will
take
a e
tude
nt to
impr
ove
his/
he e
onun
datio
n?
tyam
b. to
m]
Ca.
M.1
1 w
iw S
p C
ab. a
mm
o* G
ap M
ale
llorw
Mos
!Mew
l
Sup
ervi
sor
Han
dout
5
Supe
rvis
or L
esso
n 1
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
Jobl
ink
3EST
CO
PYA
VA
ILA
BLE
132
Pag
e 19
Spea
king
Cle
arly
: Im
prov
ing
Pron
unda
tion
Sup
er v
is o
rL
e ss
on1
V A
ctiv
ities
V E
ndin
g: 1
0 M
inut
es
1.D
istr
ibut
eth
e Pr
e-Su
rvey
s an
das
ksu
perv
isor
s to
com
plet
e th
em. K
eep
the
surv
eys
for
the
follo
w-u
p le
sson
aft
er th
e m
odul
e.
2.T
hank
the
supe
rvis
ors
for
thei
r tim
e an
d su
ppor
t
3.R
emin
dth
em to
enc
oura
ge th
eir
empl
oyee
s to
sta
rt lo
okin
g fo
r a
budd
y!
NM
Igla
nclo
ut
jobL
ink
134
133
Supe
rvis
or L
esso
n 1
Cop
yritc
Ot C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
0
*,..
......
h.
Job
Unk
Win
ning
At
Wor
k
135
A
Spea
king
Cle
arly
:Im
prov
ing
Pron
unic
atio
n
Sup
ervi
sor
Less
on 2
Spe
akin
g C
lead
y: Im
prov
ing
Pro
mm
dalio
nSu
p er
v is
or
Les
son
2
V L
esso
n D
escr
iptio
n
Supe
rvis
or L
esso
n 2
JobL
ink
Thi
s le
sson
fos
ters
a d
ialo
g be
twee
n th
e su
perv
isor
s an
d th
e in
stru
ctor
in w
hich
they
can
rev
iew
the
resu
lts o
f th
e Pr
onun
ciat
ion
mod
ule
and
prov
ide
feed
back
. Sup
ervi
sors
are
giv
en th
e Po
st-S
urve
y to
dete
rmin
e if
they
per
ceiv
e an
y ch
ange
in th
eir
empl
oyee
s. F
inal
ly th
e gr
oup
disc
usse
sho
w to
rein
forc
e th
e st
uden
ts' s
kills
lear
ned
in th
is m
odul
e.
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
3
138
137
Spe
akin
g C
lear
ly: I
mpr
ovin
gP
ronu
ndat
ion
VSu
per
v is
or
Les
son
2
V O
bjec
tives
By
com
plet
ing
this
less
on, s
uper
viso
rsw
ill b
e ab
le to
:
1.D
ISC
USS
thei
r re
actio
ns to
the
Pron
unci
atio
n m
odul
e.
2.D
iscu
ss h
ow to
rei
nfor
ce a
ndco
ntin
ue th
e pr
onun
ciat
ion
trai
ning
.
V M
ater
ials
Nee
ded
V H
ardw
are
NI,
jobL
ink
V C
lass
room
Set
-up
V T
otal
Tim
e: 6
0 m
inut
es1. 2. 3. 4.
RO
I no
tes
from
pre
viou
s su
perv
isor
s'
mee
ting
Inst
ruct
or n
otes
fro
m S
tude
nts'
Pre
-Su
rvey
s an
d Po
st-S
urve
ysSu
perv
isor
s' P
re-S
urve
ys (
or n
otes
from
them
)
Pape
r an
d pe
ncils
Ope
ning
- L
arge
Gro
up
Firs
t Act
ivity
- L
arge
Gro
up
Seco
nd A
ctiv
ity-
LaT
e G
roup
/Ind
.
Thi
rd A
ctiv
ity-
Lar
ge G
roup
End
ing-
Lar
ge G
roup
15 m
in.
10 m
in.
15 m
in.
15 m
in.
5 m
in.
V H
ando
uts
"Sup
ervi
sor
Post
-Sur
vey"
(Su
perv
isor
Han
dout
5)
L.-
--rz
I
Supe
rvis
or L
esso
n 2
1 qq
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t14
0Pa
ge 2
4
Spea
ldng
Cle
arly
: Int
pmvi
ng P
ronu
ndat
ion
Sup
er v
is o
rL
esso
n2
V A
ctiv
ities
V O
peni
ng: 1
5 M
inut
es
Wel
com
e th
e su
perv
isor
s ba
ck.
Jobb
/7k
2. O
n a
flip
cha
rt p
ost s
uper
viso
rs' R
OI
com
men
ts f
rom
thei
r fi
rst m
eetin
g (o
rdi
stri
bute
a h
ando
utsu
mm
ariz
ing
thei
r co
mm
ents
).
3. A
Sk s
uper
viso
rs to
wri
te a
"1"
nex
t to
each
issu
e w
here
they
saw
an
impr
ovem
ent a
nd a
"2"
nex
t to
each
whe
re th
ey s
aw n
o ch
ange
. Exp
ect d
iffe
ring
res
pons
es f
rom
dif
fere
nt d
epar
tmen
ts.
4. u
se th
e nu
mbe
rs to
laun
ch a
gen
eral
dis
cuss
ion
abou
t pro
nunc
iatio
nim
prov
emen
t. R
emem
ber
that
som
e su
perv
isor
s m
ay h
ave
notic
ed th
eir
empl
oyee
's p
ronu
ncia
tion
for
the
firs
t tim
e. 142
14 1
Supe
rvis
or L
esso
n 2
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
6
9Sp
eaki
ng C
lear
ly: I
mpr
ovin
g Pr
omm
datio
n V
Sup
er v
is o
rL
esso
n2
If A
ctiv
ities
V F
irst
Act
ivity
: 10
Min
utes
Ijo
bLin
k
1.D
iscu
ss w
ith th
e su
perv
isor
s yo
ur e
valu
ativ
e no
tes
abou
tthe
stu
dent
s' p
rogr
ess.
Inc
lude
the
Pre
and
Post
test
s to
hel
p qu
antif
y th
e im
prov
emen
ts m
ade.
.110
042.
sha
re g
ener
al o
bser
vatio
ns a
bout
the
mod
ule,
and
if a
ppro
pria
te s
hare
per
sona
l ane
cdot
esab
out
stud
ents
' pro
nund
atio
n pr
ogre
ss a
nd d
iffi
culti
es.
14 3
Supe
rvis
or L
esso
n 2
144
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
8
Spe
aldn
g C
lear
ly: I
mpr
ovhi
g P
ronu
ndat
ion
VSu
per
v is
or
Les
son
2
Supe
rvis
or L
esso
n 2
145
Jakkent
,.,..... 000000
2
Sup
ervi
sors
Pre
/Pos
t Sur
vey
Pro
nunc
latIo
n M
odul
e
I.W
he d
o yo
u do
whe
n so
meo
ne &
es n
ot u
nder
stan
d ri
g
2M
ats/
01 b
esid
es s
peak
ing'
doe
s a
pers
on n
eed
for
prom
mda
tIon
?
S.W
hat a
re th
e bi
gges
t pon
unds
ton
Frob
lem
s in
you
r de
part
men
t?)
4H
ow lo
ng d
o yo
u th
ink
itto
llta
ke is
tude
nt to
impr
ove
tis/h
er p
ronu
ndat
ion?
2gra
via
Wan
tC
apyy
t WM
by
Cam
Cam
as*C
ar M
oeip
mm
ean
leso
den1
Supe
rvis
orH
ando
ut 5
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
CO
PYA
VT
AIK
:
jobl
ink
146
Page
29
Spea
king
Cle
arly
: Im
prov
ing
Pron
unda
tion
VSu
p er
v is
or
Les
son
2
"V A
ctiv
ities
V S
econ
d A
ctiv
ity: 1
5 M
inut
es
1.D
istr
ibut
e th
e T
ost-
Surv
eys"
and
ask
sup
ervi
sors
to c
ompl
ete
them
.
2. C
ompa
re th
e re
sults
to th
e Pr
e-Su
rvey
s, a
nd s
hare
that
com
pari
son
with
the
supe
rvis
ors.jo
bLin
k
Not
e: I
nstr
ucto
rs m
ay n
eed
to s
hare
indi
vidu
al r
espo
nses
with
sup
ervi
sors
abo
ut q
uest
ion
num
ber
3 de
pend
ing
on th
e m
ajor
ity o
f th
e la
ngua
ge g
roup
in e
ach
supe
rvis
or's
dep
artm
ent.
For
exam
ple,
you
may
wan
t to
disc
uss
Span
ish
spea
kers
' b-v
art
icul
atio
n, V
ietn
ames
e sp
eake
rs' d
ropp
ing
fina
lco
nson
ants
, or
Chi
nese
spe
aker
s' l-
r ar
ticul
atio
n.
148
147
Supe
rvis
or L
esso
n 2
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
0
Spea
king
(le
aiiy
Im
pnw
ing
Pron
unda
lion
Sup
er v
is o
rL
esso
n2
V A
ctiv
ities
V T
hird
Act
ivity
: 15
Min
utes
Supe
rvis
or L
esso
n 2
A
1.L
ead
a di
scus
sion
abo
ut h
ow to
fol
low
up
the
pron
unda
tion
prac
tice.
JobL
ink
2. E
mph
asiz
e th
at th
is m
odul
e is
mea
nt to
be
a st
artin
g po
inti
n a
seco
nd-l
angu
age
lear
ner's
long
-te
rm e
ffor
ts to
impr
ove
his
or h
er p
ronu
ncia
tion.
3. H
ave
supe
rvis
ors
enco
urag
e st
uden
ts to
con
tinue
spea
king
with
thei
r bu
ddie
s (f
or e
xam
ple,
by
com
plet
ing
the
text
cha
pter
s th
at w
ere
omitt
ed)
or to
fin
d ne
wbu
ddie
s in
the
com
pany
or
in th
eir
neig
hbor
hood
with
who
m th
ey c
an p
ract
ice.
4. A
sk s
uper
viso
rs to
pro
vide
add
ition
al o
ppor
tuni
ties
for
stud
ents
to p
ract
ice
spea
king
Eng
lish,
for
exam
ple,
by
spea
king
in a
team
mee
ting
or b
y us
ing
the
tele
phon
e to
rel
ay in
form
atio
n.
5.m
entio
n th
e ot
her
mod
ules
that
rei
nfor
ce la
ngua
gean
d co
mm
unic
atio
n sk
ills.
149
150
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
2
Spe
aldn
g C
lear
ly: I
mpr
ovin
g P
rom
mda
lion
VS
wpe
r v
is o
rL
esso
n2
V A
ctiv
ities
V E
ndin
g: 5
Min
utes
1.T
hank
the
supe
rvis
ors
for
thei
r su
ppor
t of
and
part
idpa
tion
in th
is m
odul
e.
2.A
skfo
r fi
nal q
uest
ions
.
3. S
ay g
ood-
bye.
Supe
rvis
or L
esso
n 2
151
jobL
ink
152
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
34
Class 1Class 2
Speaking Clearly: Improving Pronunciation V'Sup er v is or Lesson 1 jobLink
Schedule of Classes
Week 1 Lesson 1: "Vowels"Week 2 Lesson 2: "Vowels"
Class 3 Week 3 Lesson 3: Two-Syllable-Word StressPronunciation buddies attend last half-hour.
No Class Meeting Week 4 Lesson 4: Three-Syllable-Word StressStudents work with pronunciation buddies.
No Class Meeting Week 5 Lesson 5: (Parts 1 and 2): Sentence StressStudents work with pronunciation buddies.
Class 4 Week 6 Lesson 5: (Parts 3-5) and Lesson 6: Rhythm
No Class Meeting Week 7 Lesson 7: Rising/Falling IntonationStudents work with pronunciation buddies.
No Class Meeting Week 8 Lesson 8: Rising IntonationStudents work with pronunciation buddies.
Class 5 Week 9 Lesson 11: The /th/ Sound
Class 6 Week 10 Lesson 13: The Consonants /b/, /v/, /p/,and /f/
Note: Weekly lessons are completed in Sounds Great, Book 1.
Supervisor Lesson 1
153
Copyright ©1996 by Coast Community College District Supervisor Handout 1
Speaking Clearly: Improving Pronundation V jOblinkSup er visor Lesson
The Buddy Contract
Thank you for offering to be a pronunciation buddy for:
Your commitment will indude meeting with your buddy to complete four lessons in theSounds Great text. In addition, you will need to attend the next pronunciation class for 30minutes to receive your instnictions and some background material.
We appreciate your willingness to help! Thank You!
Student
Instructor
Buddy
Supervisor Lesson 1 Copyright 01996 by Coast Community College District Supervisor Handout 2
9
Speaking Clearly: Improving Pronunciation VSup er v is or L ess on 1 jObbink
Listening Discrimination
See "Listening Discrimination" (Sample Exercise from Sounds Great, p. 40)
1 155
Supervisor Lesson 1 Copyright ©1996 by Coast Community College District Supervisor Handout 3
Spealdng Clearly: Improving Pronunciation VSup er v is or L ess on 1 JobLink
Picture of Office
See "Picture of Office" (Sample Exercise from Sounds Great, p. 151)
Supervisor Lesson 1
156
Copyright C1996 by Coast Community College District Supervisor Handout 4
Speaking Clearly: Improving Pronunciation VSup er visor L esson 2 dobLink
Supervisors' Pre/Post SurveyPronunciation Module
1. What do you do when someone does not understand you?
2. What skill besides speaking does a person need for pronunciation?
3. What are the biggest pronunciation problems in your department?
4. How long do you think it will take a student to improve his/her pronunciation?
Supervisor Lesson 2
157Copri3Ot 01996 by Coast Community College District Supervisor Handout 5
D
[J/
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