[EnglishLanguage 2316] Re: EnglishLanguage Digest, Vol 32, Issue 9

Andrea Canter lucidpandora at gmail.com
Sat May 3 22:15:37 EDT 2008

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Thanks for that- I'll look Zoophonics up!

On Sat, May 3, 2008 at 8:18 PM, <englishlanguage-request at nifl.gov> wrote:

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> Today's Topics:

>

> 1. [EnglishLanguage 2310] Re: EnglishLanguage Digest, Vol 32,

> Issue 3 (kathleen morgan)

> 2. [EnglishLanguage 2311] Re: EnglishLanguage Digest, Vol 32,

> Issue 4 (Andrea Canter)

>

>

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

>

> Message: 1

> Date: Sat, 3 May 2008 17:14:50 -0400 (EDT)

> From: "kathleen morgan" <dezreen at excite.com>

> Subject: [EnglishLanguage 2310] Re: EnglishLanguage Digest, Vol 32,

> Issue 3

> To: englishlanguage at nifl.gov

> Message-ID: <20080503211450.49DFF8A1B6 at xprdmxin.myway.com>

> Content-Type: text/plain; charset="us-ascii"

>

>

> Along that line of thinking, when I'm introducing a new isolated sound

> (short a, long e, ph, sh, blends, etc.) to my teenagers/young adults, I

> first show pictures that use the targeted sound and the students and I

> discuss what they see. Absolutely no text is shown at this time. The entire

> focus is on listening, using background knowledge and pulling vocabulary

> from the students. If they don't know vocabulary, I'll tell them, but I try

> to use high frequency images.

>

> Once we have some basic words, I ask which images go together and why,

> which words sound similar, which rhyme, etc. This brings up all sorts of

> interesting connections and they get a lot of practice with the vocabulary.

> We work on listening to me and then repeating the words to each other and to

> me. I correct constantly, have students use mirrors if they need them and

> talk about what our mouths are doing. We identify the targeted sound and

> practice in isolation and in word chunks, taking the beginnings and ending

> off words to really listen to the sound of the lesson.

>

> Then I'll tape the pictures on the board and ask them to help me spell

> what they see. Then we discuss the word's structure, similar words, etc.

> They get a worksheet with smaller images to write in the spelling and

> pronunciation. Other times I print the words and give pairs a set of small

> images and the words and have students make matches.

>

> At the end of that lesson or the beginning of another, I may give them a

> quick sound discrimination quiz that has them circle one of 3 words (for

> spelling check) and to write words that I say if I feel that they can hear

> the target sound and pronounce it with high accuracy. If not, we work more

> on non-text phonemic skills more before using more text.

>

> I also use small hand motions for short vowels as these as typically the

> most challenging for my mainly Hispanic students. This is based on

> Zoophonics, a TPR type letter sound methodology used quite a bit in

> California elem. schools with ELL and native English speakers. While at

> first resistant, my students like having the hand motions and I often see

> them using them while writing independently.

>

> Kathleen Morgan

> Telluride CO

>

>

>

>

> --- On Fri 05/02, Andrea Canter < lucidpandora at gmail.com > wrote:

> From: Andrea Canter [mailto: lucidpandora at gmail.com]

> To: englishlanguage at nifl.gov

> Date: Fri, 2 May 2008 16:57:14 -0400

> Subject: [EnglishLanguage 2302] Re: EnglishLanguage Digest, Vol 32, Issue

> 3

>

> Off the cuff, have any of you ever heard of TPRS? The reason I ask is

> because when Robin mentioned studies of neurology, it prompted an idea....

> In the brain research that correlates with TPRS, studies show that the left

> brain makes second language acquisition with the traditional grammar

> study/drilling methods very difficult. The left brain is critical and

> rejects the second vocabulary because it presents as a lie (ex. for years

> the word for 'heart' has been 'heart', so it can't be 'corazon'). By using

> right brain learning methods BEFORE introducing the more left brain methods,

> language acquisition is much easier. I'm afraid my explanation of this

> process might not make much sense, but if you google TPRS right brain, you

> can find better explanations. The reason I bring this up is that I am

> wondering if there is some kind of right brain way of convincing the brain

> that the new way of making sounds is just as valid as the old way. I'm sorry

> if this doesn't make much

> sense!! 

>  AC <div class="gmail_quote">On Fri, May 2, 2008 at 4:40 PM,

> <<a href="mailto:englishlanguage-request at nifl.gov">

> englishlanguage-request at nifl.gov</a>> wrote: <blockquote

> class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204);

> margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">

> Send EnglishLanguage mailing list submissions to 

> <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a> 

>  

> To subscribe or unsubscribe via the World Wide Web, visit 

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> or, via email, send a message with subject or body 'help' to 

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>  

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> When replying, please edit your Subject line so it is more specific 

> than "Re: Contents of EnglishLanguage digest..." 

>  

>  

> Today's Topics: 

>  

> 1. [EnglishLanguage 2298] Re: Minimal pairs (<a href="mailto:

> robinschwarz1 at aol.com">robinschwarz1 at aol.com</a>) 

> 2. [EnglishLanguage 2299] Re: EnglishLanguage Digest, Vol 32, 

> Issue 2 (Andrea Canter) 

>  

>  

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

>  

> Message: 1 

> Date: Fri, 02 May 2008 15:46:17 -0400 

> From: <a href="mailto:robinschwarz1 at aol.com">robinschwarz1 at aol.com</a> 

> Subject: [EnglishLanguage 2298] Re: Minimal pairs 

> To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a> 

> Message-ID: <<a href="mailto:

> 8CA7AA451B8F675-9C0-1C3B at webmail-dd18.sysops.aol.com">

> 8CA7AA451B8F675-9C0-1C3B at webmail-dd18.sysops.aol.com</a>> 

> Content-Type: text/plain; charset="us-ascii" 

>  

>  

> An even better book for minimal pairs is Pronunciation Contrasts in

> English ( Nilsen & Nilsen) available in both old and new editions at

> Amazon.com./textbooks.? This book has ONLY minimal pairs of all contrasts in

> English and each page includes a) a list of languages for which that

> particular contrast is a problem, b) drawings of the mouth in both positions

> (actually side views) c) a set of minimal pair sentences with context d) a

> set of sentences with no context help (e.g. There is a bug/bag on the

> table.)?? and e) a complete list of all minimal pairs for that contrast.? It

> is an invaluable teaching resource.? Pronunciation Pairs is a good place to

> start if you are unfamiliar with the practice of minimal pairs, but it does

> not go far enough for review and mastery.? Learners typically memorize the

> contrasting words in the pairsin that book in lightning time, but do not

> generalize that skill to other pairs, in my experience. 

>

>  

> I teach minimal pairs for the purpose of phoneme isolation and

> manipulation (auditory perception) -- a by-product of that instruction is

> better pronunciation.? I? know there has been discussion here previously

> about the effectiveness of MPs out of context.? I do both-- a lot of

> non-contextualized practice and a LOT of contextualized practice, and have

> always seen a clear improvement--and learners report clear improvement.?

> Teachers I coach who use this say their learners BEG for this practice. When

> teachers use this, or I use this approach, I emphasize that it is NOT a

> vocabulary exercise, but rather an auditory discrimination practice and

> practice in associating specific sounds with specific spellings.? Students

> often resist not knowing the meanings, but the minute you include meanings,

> the listening part goes away.? Different brain pathways are in play.?? 

>

>  

> Bear in mind, however, that neuroscience and many decades of SLA study are

> clear on the fact that adults will not acquire very accurate pronunciation

> of foreign sounds because the brain of an adult language learner does not

> process unfamiliar sounds effectively and does not translate them into

> speech gestures ( i.e. pronunciation) accurately anymore.?? Thus

> accents.? 

>

>  

> An interesting study on adult Japanese showed that adults COULD learn to

> say L vs r? more accurately in a study environment, but could not generalize

> the new skill to informal conversation.? Nonetheless, pronunciation experts

> ARE able to achieve improvement, if not perfection.? There are LOTS of

> pronunciation aids out there- videos, software, etc--Rosetta Stone has a

> feature where learners can see a visigraph of what they say compared to a

> native model.? Learners LOVE this and it apparently helps a LOT.?? I heard a

> terrific presenter at the ACE of Florida conference last fall who does adult

> ESL pronunciation improvement. She uses LOTS of minimal pair practice and

> she emphasized the fact that to achieve improvement, you must do 100%

> correction.? That is, no error goes unnoticed and uncorrected. This is

> essentially what the study on Japanese did as well.? Obviously, you must

> have your learners' buy-in to do that or they will cry in frustration.?? She

> does it as part of a

> pronun 

>

> ciation improvement course where learners are there precisely to have

> their speech corrected. ? 

>  

> Mirrors are GREAT, as are "whisperphones"--those devices which look like

> telephone receivers into which the learner speaks and can hear him or

> herself saying sounds. Adult learners typically cannot hear that they are

> not producing the sounds you want them to.?? 

>

>  

> Don't forget as well, that speech pathologists can help a LOT in showing

> learners how to place tongue and lips for more accurate pronunciation (as

> long as they do not characterize speech differences that are the result of

> first language differences as "speech impediments" or speech problems--these

> are normal speech differences.). ? I have urged for over 20 years that adult

> ESL should be working more closely with speech pathologists? to help

> learners hear and pronounce better and to help determine if there really ARE

> pronunciation problems even in first language.?? 

>

>  

> Robin Lovrien Schwarz 

>  

>  

>  

>  

>  

>  

>  

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

> From: Ted Klein <<a href="mailto:taklein at austin.rr.com">

> taklein at austin.rr.com</a>> 

> To: The Adult English Language Learners Discussion List <<a href="mailto:

> englishlanguage at nifl.gov">englishlanguage at nifl.gov</a>> 

> Sent: Fri, 2 May 2008 9:47 am 

> Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 31,Issue

> 18 

>  

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> Emma, 

>  

>  

> ? 

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>  

> May I suggest that?listening procedures in teaching vowel and 

> consonant contrasts may be more important than pushing students into

> immediate 

> repetition. A basic principle in phonological exercises of any kind is

> that 

> listening and identification of sounds is of primary importance 

> before attempting repetition. If a student can't discriminate 

> the differences between two sounds, early attempts to produce them cause

> the 

> students to hear their own voices and those of other class members

> nearby,? 

> reinforcing existing problems. Identifying numerically seems to be the

> easiest 

> and quickest route. If students can't correctly hear the sounds,

> particularly 

> vowel sounds, they really can't make them. One of the problems with

> English is 

> that we have more vowel and diphthong sounds than most languages we deal

> with 

> and they are produced closer together. For example, Spanish has only

> one 

> high-front vowel sound, that of "piso" and it is between the English beat

> and 

> bit sounds. I also have found that if we teach minimal pair listening in

> single 

> words first, they should be followed by minimal sentences and then put

> into an 

> open environment for speaking practice. Here is a sample exercise?for

> the 

> same sounds that you gave, in medial position. Notice that consonants

> after the 

> vowels are different, because of the fact that in English syllable

> length 

> changes according to the consonants that follow:? beat (short) beef

> (half 

> long) bead (long) and bees (very long). Try it. Most students have the

> most 

> problems distinguishing the longer syllables. In Spanish, for example,

> all 

> syllables remain short. Initial priority should always be given to the

> ears. 

>  

>  

>  

> ? 

>  

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> ? 

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>  

> MEDIAL 

> VOWEL EXERCISE-1 & 2-Track 6 

>  

>  

> ? 

>  

>  

> ? 

>  

>  

> ??????????????????????????????????? 

> -/i/-1??????????????????????????????????????????????????? 

> -/I/-2 

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>  

> ? 

>  

>  

> ??????????????????????????????????? 

> heat????????????????????????????????????????????????????? 

> hit 

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>  

> ? 

>  

>  

> ??????????????????????????????????? 

> cease??????????????????????????????????????????????????? 

> sis 

>  

>  

> ? 

>  

>  

> ??????????????????????????????????? 

> heed???????????????????????????????????????????????????? 

> hid 

>  

>  

> ? 

>  

>  

> ??????????????????????????????????? 

> keen???????????????????????????????????????????????????? 

> kin 

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>  

> ? 

>  

>  

> ??????????????????????????????????? 

> Lee's??????????????????????????????????????????????????? 

> Liz 

>  

>  

> ??????????????????????? 

>  

>  

>  

> ??????????????????????????????????? 

> bead???????????????????????????????????????????????????? 

> bid 

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>  

> ? 

>  

>  

> ??????????????????? 

> It was a great heat.?????????????????????????????? 

> It was a great hit. 

>  

>  

> ? 

>  

>  

> I saw a 

> cease fire????????????????????????????????? 

> I saw sis fire. 

>  

>  

> ? 

>  

>  

> We heed 

> it.?????????????????????????????????????????? 

> We hid it. 

>  

>  

> ? 

>  

>  

> They 

> were keen.?????????????????????????????????? 

> They were kin. 

>  

>  

> ? 

>  

>  

> It was 

> Lee's.???????????????????????????????????????? 

> It was Liz. 

>  

>  

> ? 

>  

>  

> See the 

> bead.?????????????????????????????????????? 

> See the bid. 

>  

>  

> ??????????????????????? 

>  

>  

>  

> ??????? 

> Don't hit it, heat it. 

>  

>  

> ? 

>  

>  

> ??????????????????????????????????? 

> Will your sis ever cease? 

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>  

> ? 

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>  

> ??????????????????????????????????? 

> We heed it and they hid it. 

>  

>  

> ? 

>  

>  

> ??????????????????????????????????? 

> I'm keen to know her kin. 

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>  

> ? 

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>  

> ??????????????????????????????????? 

> Liz is at Lee's house. 

>  

>  

> ? 

>  

>  

> ??????????????????????????????????? 

> We bid on the bead. 

>  

>  

> ? 

>  

>  

>  

> ? 

>  

>  

> Here are the procedures that I use with my students. Vowel numbers are 

> permanent and used to identify sounds all of the time. Beat and bit happen

> to 

> have the permanent numbers one?and two:?? 

>  

>  

> ? 

>  

>  

> ? 

>  

>  

>  

>  

> 1. Put the pairs of words and 

> their identifiers on the marker board. Students are encouraged to copy

> these 

> words in their notebooks, but are not given copies of the complete

> exercises. 

> Students are encouraged to tape any exercises in class, rather than

> practice 

> from the written language. My students receive an audio compact disk of

> all 

> vowel sounds on their first day. 

>  

>  

> ? 

>  

>  

> 2. The instructor should repeat 

> these pairs of words with numbers both horizontally and vertically for 

> familiarization. Vowel numbers will remain consistent with numbers used in

> the 

> vowel hatches. 

>  

>  

> ? 

>  

>  

> 3. The instructor will go to the 

> back of the room and call out words at random for the students to

> identify 

> numerically. This identification exercises can be done as both group

> and 

> individual exercises.? Example: HIT 

> 2,? HEAT 1, HEAT 1, CEASE? 1, SIS 2, etc. If numerical errors are 

> heard, call out the correct number. When a majority of the students are

> able to 

> call the numbers correctly, change to double words at random. HEAT HEAT

> 1, 

> 1,? HIT HEAT? 2, 1,? HIT? HIT 2, 2. HIT HEAT, 2, 1. etc. 

>  

>  

> ? 

>  

>  

> 4. After most of the students are 

> responding accurately to the minimal pairs, switch to the minimal sentence

> pairs. These sentence 

> exercises should all be performed without written reference. First

> repeat 

> the sentences while the students listen. Next read the sentences at 

> unpredictable random and have the students identify target words in a

> sentence 

> environment numerically. This will be more difficult, but will help the

> students 

> to hear the sounds in a real structural environment. Continue this

> exercise with 

> the group and with individuals. 

>  

>  

> ? 

>  

>  

> Example:? It was a great heat. (1) It was a great 

> hit (2) It was a great hit (2), etc. 

>  

>  

> ? 

>  

>  

> 5. Finally give the students oral 

> practice with?sentences in which the target sounds are in free 

> environments.? "Don't hit it, heat 

> it." Occasional corrections should be done gently, diplomatically and in

> good 

> humor. If vowels 1, 3, 8 and 10 sound "flat" students can be instructed on

> how 

> to make their mouth and throat muscles tense. To strengthen the oral and

> throat 

> muscles takes time. Tongue twisters, "trabalenguas," which combine or

> emphasize 

> target sounds, are useful and students often enjoy and memorize them. 

>  

>  

> ? 

>  

>  

> Vowel Numbers:? 1 

> beat??? 2? bit??? 3? 

> bait??? 4? bet??? 5? bat?? 6 

> bot (fly)??? 7?bought???8 boat?? 

> 9?book?? 10 boot?? 11. but 

>  

>  

> Diphthong 

> Numbers??? 

> 6+2???lied????6+9?? 

> loud????? 7+2??? Lloyd? 

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>  

> ? 

>  

>  

> Cheers,?? Ted 

>  

>  

> <a href="http://www.tedklein-ESL.com?" target="_blank">

> www.tedklein-ESL.com?</a>?? 

>  

>  

>  

>  

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> ????????????????????????????????????? 

>  

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> ? 

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> ? 

>  

>  

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

>  

> From: "Emma Bourassa" <<a href="mailto:ebourassa at tru.ca">ebourassa at tru.ca

> </a>> 

>  

>  

> To: <<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a>> 

>  

>  

> Sent: Thursday, May 01, 2008 5:41 PM 

>  

>  

> Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol

> 31,Issue 

> 18 

>  

>  

>  

>  

>  

> >I believe it is Pronunciation Pairs that has illustrations, 

> single word and short dialogue practice. For example there might be: 

> > 

> sit? seat 

> > bit? beat 

> > 

> > etc. which is then worked 

> into a conversation: 

> > A: Bea, have a seat. 

> > B: I can eat but 

> can't sit. 

> > A: Sit in the seat, and eat your meat. 

> > B: No, I 

> need to knit. 

> > sorta silly but they do work for slow practice of moving 

> the mouth and tongue around. 

> > Pictures with mirrors so students can 

> watch themselves works well. 

> > 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 

> > <a href="mailto:ebourassa at tru.ca">ebourassa at tru.ca</a> 

> > 

> >>>> 

>  

> > From: Andrea Canter <<a href="mailto:lucidpandora at gmail.com">

> lucidpandora at gmail.com</a>> 

> > To: 

> <<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a>> 

> > 

> Date: 29/04/2008 12:03 pm 

> > Subject: [EnglishLanguage 2292] Re: 

> EnglishLanguage Digest, Vol 31, Issue 18 

> > 

> > Jenny, 

> > 

>  

> > Eek! That's the issue I'm coming up against soon. The way I've been 

> doing it 

> > works with the roman alphabet (and easiest with just one native 

> language in 

> > the group). I have this book that has Spanish translations 

> of English 

> > vocabulary words. Then it has the pronunciation of the word 

> spelled out in 

> > Spanish phonetics. I just borrow those phonetics for any 

> word I come across: 

> > (ex. Raise your hand = reiz yor jand). Sometimes 

> there isn't a sound in 

> > Spanish that quite matches the one in English and 

> I have to wrk around it 

> > (ex. the word 'sit'.... there isn't anything in 

> Spanish that sounds like the 

> > 'i' in that word.... I told my class it 

> sounds some where between 'eh' and 

> > 'ee' and they got it). 

> > 

>  

> > The thing with non-Roman alphabets is unless you speak the language, 

> it 

> > would be quite a task to do it that way. Then if you have people 

> with 

> > differing languages, it would be even worse. If all the people in 

> your class 

> > know the Roman alphabet, then I have a link to a website that 

> has books and 

> > workshops on a unique system to teach pronunciation with. 

> I haven't tried 

> > the method, but it looks really cool. Let me know if you 

> want the address. 

> > Hope this (any of it) helps! 

> > 

> > 

> Andrea 

> > 

> > On Tue, Apr 29, 2008 at 12:00 PM, <<a href="mailto:

> englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov

> </a>> 

> wrote: 

> > 

> >> Send EnglishLanguage mailing list submissions 

> to 

> >>??????? <a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a> 

>  

> >> 

> >> To subscribe or unsubscribe via the World Wide Web, 

> visit 

> >>??????? <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

>  

> >> or, via email, send a message with subject or body 'help' 

> to 

> >>??????? <a href="mailto:englishlanguage-request at nifl.gov">

> englishlanguage-request at nifl.gov</a> 

>  

> >> 

> >> You can reach the person managing the list 

> at 

> >>??????? <a href="mailto:englishlanguage-owner at nifl.gov">

> englishlanguage-owner at nifl.gov</a> 

>  

> >> 

> >> When replying, please edit your Subject line so it is 

> more specific 

> >> than "Re: Contents of EnglishLanguage 

> digest..." 

> >> 

> >> 

> >> Today's 

> Topics: 

> >> 

> >>?? 1. [EnglishLanguage 2291]? 

> computerless ESL instruction 

> >>????? (Jenny 

> Hubler) 

> >> 

> >> 

> >> 

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

> >> 

> >> 

> Message: 1 

> >> Date: Mon, 28 Apr 2008 08:57:35 -0500 

> >> From: 

> "Jenny Hubler" <<a href="mailto:JHubler at womenscenter.info">

> JHubler at womenscenter.info</a>> 

> >> 

> Subject: [EnglishLanguage 2291]? computerless ESL instruction 

> >> 

> To: "'The Adult English Language Learners Discussion 

> List'" 

> >>??????? <<a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a>> 

> >> 

> Message-ID: <001a01c8a937$d1da28d0$<a href="mailto:

> d600a8c0 at womenscenter.info">d600a8c0 at womenscenter.info</a>> 

> >> 

> Content-Type: text/plain; charset="us-ascii" 

> >> 

> >> 

> Andrea: 

> >> 

> >> 

> >> 

> >> Could you give more 

> details about how you teach pronunciation to speakers 

> >> of 

> >> 

> other languages? We have many Latinos, also some Koreans and a 

> student 

> >> from 

> >> 

> Sudan. 

> >> 

> >> 

> >> 

> >> 

> Jenny 

> >> 

> >> The Women's Center of Tarrant County, 

> TX 

> >> 

> >> 

> >> 

> >>? 

> _____ 

> >> 

> >> From: <a href="mailto:englishlanguage-bounces at nifl.gov">

> englishlanguage-bounces at nifl.gov</a> 

>  

> >> [mailto:<a href="mailto:englishlanguage-bounces at nifl.gov">

> englishlanguage-bounces at nifl.gov</a>] On Behalf Of Andrea 

> Canter 

> >> Sent: Friday, April 25, 2008 3:58 PM 

> >> To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a> 

> >> 

> Subject: [EnglishLanguage 2290] Re: EnglishLanguage Digest, Vol 31, 

> Issue 

> >> 16 

> >> 

> >> 

> >> 

> >> This is a 

> neat concept, but if you're like me and teach adults in venues 

> >> 

> without computers there needs to be something else. Since my class 

> is 

> >> entirely Hispanic, I use Spanish phonics to help. For some sounds 

> I have 

> >> to 

> >> go into further explanation because there is 

> no Spanish equivalent, but 

> >> for 

> >> the most part it 

> translates. This has worked SO well!! They have near 

> >> perfect 

> pronunciation instantly!! I'm getting ready to start a class with 

> >> 

> people from all over the world now. I have no idea how to address 

> the 

> >> issue 

> >> with them- any 

> suggestions?? 

> >> 

> >> On Fri, Apr 25, 2008 at 12:00 PM, <<a href="mailto:

> englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov

> </a>> 

> >> 

> wrote: 

> >> 

> >> Send EnglishLanguage mailing list submissions 

> to 

> >>?????? <a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a> 

>  

> >> 

> >> To subscribe or unsubscribe via the World Wide Web, 

> visit 

> >>?????? <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

>  

> >> or, via email, send a message with subject or body 'help' 

> to 

> >>?????? <a href="mailto:englishlanguage-request at nifl.gov">

> englishlanguage-request at nifl.gov</a> 

>  

> >> 

> >> You can reach the person managing the list 

> at 

> >>?????? <a href="mailto:englishlanguage-owner at nifl.gov">

> englishlanguage-owner at nifl.gov</a> 

>  

> >> 

> >> When replying, please edit your Subject line so it is 

> more specific 

> >> than "Re: Contents of EnglishLanguage 

> digest..." 

> >> 

> >> 

> >> Today's 

> Topics: 

> >> 

> >>? 1. [EnglishLanguage 2286] Re: on-line 

> dictionary with instant 

> >>???? sound (Molly 

> Elkins) 

> >>? 2. [EnglishLanguage 2287] Re: on-line dictionary with 

> instant 

> >>???? sound (Tom 

> Zurinskas) 

> >>? 3. [EnglishLanguage 2288] Re: on-line dictionary 

> with instant 

> >>???? sound (Elkins, Molly 

> (CR)) 

> >> 

> >> 

> >> 

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

> >> 

> >> 

> Message: 1 

> >> Date: Thu, 24 Apr 2008 11:06:33 -0600 

> >> From: 

> "Molly Elkins" <<a href="mailto:melkins at dclibraries.org">

> melkins at dclibraries.org</a>> 

> >> 

> Subject: [EnglishLanguage 2286] Re: on-line dictionary with 

> instant 

> >>?????? sound 

> >> To: 

> "'The Adult English Language Learners Discussion 

> List'" 

> >>?????? <<a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a>> 

> >> 

> Message-ID: <004f01c8a62d$8c7cafe0$<a href="mailto:be070a0a at dpld.org">

> be070a0a at dpld.org</a>> 

> >> 

> Content-Type: text/plain;?????? 

> charset="us-ascii" 

> >> 

> >> I think it is pretty 

> interesting- 

> >> 

> >> My only concern is that it took some time 

> to load the sound- even on my 

> >> pretty fast computer, AND it has a 

> British accent. Many of my learners 

> >> have 

> >> complained 

> about media that is British instead of American 

> pronunciation. 

> >> 

> >> Thank you, 

> >> 

> >> Molly 

> Elkins 

> >> Literacy Specialist 

> >> Douglas County 

> Libraries 

> >> Phillip S. Miller Library 

> >>? 100 S. Wilcox 

> Street 

> >>? Castle Rock CO 80104 

> >>? Map 

> >> 

> Direct Phone: (303)688-7646 

> >> Alt Phone: (303) 791-READ 

> >> 

> Fax: (303) 688-7655 

> >> Email: <a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org

> </a> 

> >> 

> Web: <a href="http://www.DouglasCountyLibraries.org" target="_blank">

> www.DouglasCountyLibraries.org</a> 

>  

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

> >> From: <a href="mailto:englishlanguage-bounces at nifl.gov">

> englishlanguage-bounces at nifl.gov</a> 

>  

> >> [mailto:<a href="mailto:englishlanguage-bounces at nifl.gov">

> englishlanguage-bounces at nifl.gov</a>] On Behalf Of Daphne 

> Greenberg 

> >> Sent: Sunday, April 06, 2008 3:00 PM 

> >> To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a> 

> >> 

> Subject: [EnglishLanguage 2254] on-line dictionary with instant 

> sound 

> >> 

> >> ESL is not my area of expertise, so I don't know 

> if this site is good, or 

> >> if 

> >> it is a site that everyone 

> already knows about. A friend of mine 

> >> introduced 

> >> me to a 

> site described as? "An English Pronouncing Dictionary with 

> Instant 

> >> Sound" I tried it out with a few words, and it seemed like a 

> great idea 

> >> for 

> >> learners struggling with pronunciation of 

> specific words. They need to 

> >> have 

> >> some proficiency with 

> English spelling in order to use the site because 

> >> they 

> >> 

> need to write the word in order to hear it pronounced. 

> >> 

> >> 

> The url is:? <a href="http://howjsay.com/" target="_blank">

> http://howjsay.com/</a> 

>  

> >> 

> >> I am curious what people on this list think about this 

> site. 

> >> 

> >> Daphne 

> >> 

> >> Daphne 

> Greenberg 

> >> Associate Professor 

> >> Educational Psych. & 

> Special Ed. 

> >> Georgia State University 

> >> P.O. Box 

> 3979 

> >> Atlanta, Georgia 30302-3979 

> >> phone: 

> 404-413-8337 

> >> fax:404-413-8043 

> >> <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

> >> 

> >> 

> Daphne Greenberg 

> >> Associate Director 

> >> Center for the Study 

> of Adult Literacy 

> >> Georgia State University 

> >> P.O. Box 

> 3977 

> >> Atlanta, Georgia 30302-3977 

> >> phone: 

> 404-413-8337 

> >> fax:404-413-8043 

> >> <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

> >> 

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

> >> National 

> Institute for Literacy 

> >> Adult English Language Learners mailing 

> list 

> >> <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov

> </a> 

> >> 

> To unsubscribe or change your subscription settings, please go to 

> >> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

>  

> >> Email delivered to <a href="mailto:melkins at dclibraries.org">

> melkins at dclibraries.org</a> 

>  

> >> 

> >> 

> >> 

> >> 

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

> >> 

> >> Message: 2 

> >> 

> Date: Fri, 25 Apr 2008 02:13:32 +0000 

> >> From: Tom Zurinskas <<a href="mailto:truespel at hotmail.com">

> truespel at hotmail.com</a>> 

> >> 

> Subject: [EnglishLanguage 2287] Re: on-line dictionary with 

> instant 

> >>?????? sound 

> >> To: 

> The Adult English Language Learners Discussion 

> List 

> >>?????? <<a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a>>, cornell 

> Kimble <<a href="mailto:cornell9 at earthlink.net">cornell9 at earthlink.net

> </a>> 

> >> 

> Message-ID: <BAY135-W4511FA4584E33E80584DDFD3DD0 at phx.gbl> 

> >> 

> Content-Type: text/plain; 

> charset="iso-8859-1" 

> >> 

> >> 

> >> <a href="http://m-w.com" target="_blank">m-w.com</a> is a marvelous 

> dictionary that you can click on to hear words in 

> >> US 

> >> 

> accent.? The only nits I pick are what I call "awe-dropping" where 

> the 

> >> sound 

> >> "awe" is replaced sometimes by "ah".? 

> Click on the word "flaw" to hear it 

> >> correctly (note, the word "awe" 

> is said "ah").? Another nit is that words 

> >> starting with "ex-" 

> are said to be spoken as "ix-" (so example is 

> >> ixample). 

> >> 

> I don't think that is the norm in USA but perhaps UK. 

> >> 

> >> 

> Tom Zurinskas, USA - CT20, TN3, NJ33, FL5+ 

> >> See <a href="http://truespel.com" target="_blank">truespel.com</a> -

> and 

> the 4 truespel books plus "Occasional Poems" at 

> >> 

> <a href="http://authorhouse.com" target="_blank">authorhouse.com</a>. 

> >> 

> >> 

> >> 

> >> 

> >> 

> >> 

> > From: <a href="mailto:melkins at dclibraries.org">melkins at dclibraries.org

> </a> 

>  

> >> > To: <a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a> 

> >> 

> > Date: Thu, 24 Apr 2008 11:06:33 -0600 

> >> > Subject: 

> [EnglishLanguage 2286] Re: on-line dictionary with instant 

> >> 

> sound 

> >> > 

> >> > I think it is pretty 

> interesting- 

> >> > 

> >> > My only concern is that it took 

> some time to load the sound- even on my 

> >> > pretty fast computer, 

> AND it has a British accent. Many of my learners 

> >> have 

> >> 

> > complained about media that is British instead of American 

> >> 

> pronunciation. 

> >> > 

> >> > Thank you, 

> >> 

> > 

> >> > Molly Elkins 

> >> > Literacy 

> Specialist 

> >> > Douglas County Libraries 

> >> > Phillip S. 

> Miller Library 

> >> > 100 S. Wilcox Street 

> >> > Castle 

> Rock CO 80104 

> >> > Map 

> >> > Direct Phone: 

> (303)688-7646 

> >> > Alt Phone: (303) 791-READ 

> >> > Fax: 

> (303) 688-7655 

> >> > Email: <a href="mailto:melkins at dclibraries.org">

> melkins at dclibraries.org</a> 

> >> 

> > Web: <a href="http://www.DouglasCountyLibraries.org" target="_blank">

> www.DouglasCountyLibraries.org</a> 

>  

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

> >> > From: <a href="mailto:englishlanguage-bounces at nifl.gov">

> englishlanguage-bounces at nifl.gov</a> 

>  

> >> > [mailto:<a href="mailto:englishlanguage-bounces at nifl.gov">

> englishlanguage-bounces at nifl.gov</a>] On Behalf Of Daphne 

> Greenberg 

> >> > Sent: Sunday, April 06, 2008 3:00 PM 

> >> > 

> To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a> 

>  

> >> > Subject: [EnglishLanguage 2254] on-line dictionary with 

> instant sound 

> >> > 

> >> > ESL is not my area of expertise, 

> so I don't know if this site is good, 

> >> or 

> >> if 

> >> 

> > it is a site that everyone already knows about. A friend of 

> mine 

> >> introduced 

> >> > me to a site described as "An 

> English Pronouncing Dictionary with 

> >> Instant 

> >> > Sound" 

> I tried it out with a few words, and it seemed like a great idea 

> >> 

> for 

> >> > learners struggling with pronunciation of specific words. 

> They need to 

> >> have 

> >> > some proficiency with English 

> spelling in order to use the site because 

> >> they 

> >> > need 

> to write the word in order to hear it pronounced. 

> >> > 

> >> 

> > The url is: <a href="http://howjsay.com/" target="_blank">

> http://howjsay.com/</a> 

>  

> >> > 

> >> > I am curious what people on this list think 

> about this site. 

> >> > 

> >> > Daphne 

> >> 

> > 

> >> > Daphne Greenberg 

> >> > Associate 

> Professor 

> >> > Educational Psych. & Special Ed. 

> >> > 

> Georgia State University 

> >> > P.O. Box 3979 

> >> > 

> Atlanta, Georgia 30302-3979 

> >> > phone: 404-413-8337 

> >> 

> > fax:404-413-8043 

> >> > <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

> >> 

> > 

> >> > Daphne Greenberg 

> >> > Associate 

> Director 

> >> > Center for the Study of Adult Literacy 

> >> 

> > Georgia State University 

> >> > P.O. Box 3977 

> >> > 

> Atlanta, Georgia 30302-3977 

> >> > phone: 404-413-8337 

> >> 

> > fax:404-413-8043 

> >> > <a href="mailto:dgreenberg at gsu.edu">dgreenberg at gsu.edu</a> 

> >> > 

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

> >> > National 

> Institute for Literacy 

> >> > Adult English Language Learners mailing 

> list 

> >> > <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov

> </a> 

> >> 

> > To unsubscribe or change your subscription settings, please go 

> to 

> >> > <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

>  

> >> > Email delivered to <a href="mailto:melkins at dclibraries.org">

> melkins at dclibraries.org</a> 

> >> 

> > 

> >> > 

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

> >> > National 

> Institute for Literacy 

> >> > Adult English Language Learners mailing 

> list 

> >> > <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov

> </a> 

> >> 

> > To unsubscribe or change your subscription settings, please go 

> to 

> >> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

>  

> >> > Email delivered to <a href="mailto:truespel at hotmail.com">

> truespel at hotmail.com</a> 

>  

> >> 

> >> 

> _________________________________________________________________ 

> >> 

> Spell a grand slam in this game where word skill meets World Series. 

> Get 

> >> in 

> >> the game. 

> >> 

> >> <a href="

> http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08"

> target="_blank">

> http://club.live.com/word_slugger.aspx?icid=word_slugger_wlhm_admod_april08

> </a> 

>  

> >> 

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

> >> 

> >> 

> Message: 3 

> >> Date: Fri, 25 Apr 2008 09:26:53 -0600 

> >> From: 

> "Elkins, Molly (CR)" <<a href="mailto:melkins at dclibraries.org">

> melkins at dclibraries.org</a>> 

> >> 

> Subject: [EnglishLanguage 2288] Re: on-line dictionary with 

> instant 

> >>?????? sound 

> >> To: 

> The Adult English Language Learners Discussion 

> List 

> >>?????? <<a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a>> 

> >> 

> Message-ID: <<a href="mailto:web-1497724 at bl-208.cluster1.echolabs.net">

> web-1497724 at bl-208.cluster1.echolabs.net</a>> 

> >> 

> Content-Type: text/plain; charset="us-ascii" 

> >> 

> >> An HTML 

> attachment was scrubbed... 

> >> URL: 

> >> 

> >> <a href="

> http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/"

> target="_blank">

> http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/

> </a> 

>  

> >> attachment-0001.html<<a href="

> http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/attachment-0001.html"

> target="_blank">

> http://www.nifl.gov/pipermail/englishlanguage/attachments/20080425/1599a44f/attachment-0001.html

> </a>> 

>

> >> 

> >> 

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

> >> 

> >> 

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

> >> National 

> Institute for Literacy 

> >> Adult English Language Learners mailing 

> list 

> >> <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov

> </a> 

> >> 

> To unsubscribe or change your subscription settings, please go to 

> >> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

>  

> >> 

> >> End of EnglishLanguage Digest, Vol 31, Issue 

> 16 

> >> 

> *********************************************** 

> >> 

> >> 

> >> 

> >> 

> -------------- next part -------------- 

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> scrubbed... 

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>

>  

> >> 

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

> >> 

> >> 

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

> >> National 

> Institute for Literacy 

> >> Adult English Language Learners mailing 

> list 

> >> <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov

> </a> 

> >> 

> To unsubscribe or change your subscription settings, please go to 

> >> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

>  

> >> 

> >> End of EnglishLanguage Digest, Vol 31, Issue 

> 18 

> >> 

> *********************************************** 

> >> 

> > 

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

> > National Institute 

> for Literacy 

> > Adult English Language Learners mailing list 

> > <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov

> </a> 

> > To 

> unsubscribe or change your subscription settings, please go to <a href="

> http://www.nifl.gov/mailman/listinfo/englishlanguage" target="_blank">

> http://www.nifl.gov/mailman/listinfo/englishlanguage</a> 

> > 

> Email delivered to <a href="mailto:taklein at austin.rr.com">

> taklein at austin.rr.com</a> 

>  

>  

>  

>  

>  

>  

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

> National Institute for Literacy 

> Adult English Language Learners mailing list 

> <a href="mailto:EnglishLanguage at nifl.gov">EnglishLanguage at nifl.gov</a> 

> To unsubscribe or change your subscription settings, please go to 

> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

> Email delivered to <a href="mailto:robinschwarz1 at aol.com">

> robinschwarz1 at aol.com</a> 

>  

>  

>  

>  

>  

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>  

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

>  

> Message: 2 

> Date: Fri, 2 May 2008 16:14:05 -0400 

> From: "Andrea Canter" <<a href="mailto:lucidpandora at gmail.com">

> lucidpandora at gmail.com</a>> 

> Subject: [EnglishLanguage 2299] Re: EnglishLanguage Digest, Vol 32, 

> Issue 2 

> To: <a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a> 

> Message-ID: 

> <<a href="mailto:

> cf11bd530805021314s39a36d02v2f74b61d4ec24a0a at mail.gmail.com">

> cf11bd530805021314s39a36d02v2f74b61d4ec24a0a at mail.gmail.com</a>> 

> Content-Type: text/plain; charset="iso-8859-1" 

>  

> Ted, 

>  

> I just want to say that this is brilliant. I never thought about the

> fact 

> that the same vowel sound is made longer by the following consonant

> (and 

> that Spanish doesn't have this phenomenon). That explains so much and

> is 

> such a help! I also like the tongue twister idea- logic should have told

> me 

> that to produce these sounds, the muscles need to be strengthened. I

> really 

> want to use your method, but I'm not sure how to explain the exercises to

> my 

> students. Do you have any suggestions? 

>  

> AC 

>  

>  

> On Fri, May 2, 2008 at 3:25 PM, <<a href="mailto:

> englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov</a>>

> wrote: 

>  

> > Send EnglishLanguage mailing list submissions to 

> > <a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a> 

> > 

> > To subscribe or unsubscribe via the World Wide Web, visit 

> > <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

> > or, via email, send a message with subject or body 'help' to 

> > <a href="mailto:englishlanguage-request at nifl.gov">

> englishlanguage-request at nifl.gov</a> 

> > 

> > You can reach the person managing the list at 

> > <a href="mailto:englishlanguage-owner at nifl.gov">

> englishlanguage-owner at nifl.gov</a> 

> > 

> > When replying, please edit your Subject line so it is more specific 

> > than "Re: Contents of EnglishLanguage digest..." 

> > 

> > 

> > Today's Topics: 

> > 

> > 1. [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 

> > 31,Issue 18 (Ted Klein) 

> > 2. [EnglishLanguage 2296] Re: EnglishLanguage Digest, Vol 32, 

> > Issue 1 (Andrea Canter) 

> > 3. [EnglishLanguage 2297] Re: EnglishLanguage Digest, Vol 32, 

> > Issue 1 (Marcos Valle) 

> > 

> > 

> >

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

> > 

> > Message: 1 

> > Date: Fri, 2 May 2008 09:47:01 -0500 

> > From: "Ted Klein" <<a href="mailto:taklein at austin.rr.com">

> taklein at austin.rr.com</a>> 

> > Subject: [EnglishLanguage 2295] Re: EnglishLanguage Digest, Vol 

> > 31,Issue 18 

> > To: "The Adult English Language Learners Discussion List" 

> > <<a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a>> 

> > Message-ID: <001101c8ac63$61b857f0$0202a8c0 at your4dacd0ea75> 

> > Content-Type: text/plain; charset="iso-8859-1" 

> > 

> > Emma, 

> > 

> > May I suggest that listening procedures in teaching vowel and

> consonant 

> > contrasts may be more important than pushing students into immediate 

> > repetition. A basic principle in phonological exercises of any kind is

> that 

> > listening and identification of sounds is of primary importance

> before 

> > attempting repetition. If a student can't discriminate the

> differences 

> > between two sounds, early attempts to produce them cause the students

> to 

> > hear their own voices and those of other class members nearby,

> reinforcing 

> > existing problems. Identifying numerically seems to be the easiest

> and 

> > quickest route. If students can't correctly hear the sounds,

> particularly 

> > vowel sounds, they really can't make them. One of the problems with

> English 

> > is that we have more vowel and diphthong sounds than most languages we

> deal 

> > with and they are produced closer together. For example, Spanish has

> only 

> > one high-front vowel sound, that of "piso" and it is between the

> English 

> > beat and bit sounds. I also have found 

> > that if we teach minimal pair listening in single words first, they 

> > should be followed by minimal sentences and then put into an open 

> > environment for speaking practice. Here is a sample exercise for the

> same 

> > sounds that you gave, in medial position. Notice that consonants after

> the 

> > vowels are different, because of the fact that in English syllable

> length 

> > changes according to the consonants that follow: beat (short) beef

> (half 

> > long) bead (long) and bees (very long). Try it. Most students have the

> most 

> > problems distinguishing the longer syllables. In Spanish, for example,

> all 

> > syllables remain short. Initial priority should always be given to the

> ears. 

> > 

> > 

> > MEDIAL VOWEL EXERCISE-1 & 2-Track 6 

> > 

> > 

> > 

> > 

> > 

> > -/i/-1 

> > -/I/-2 

> > 

> > 

> > 

> > heat 

> > hit 

> > 

> > 

> > 

> > cease 

> > sis 

> > 

> > 

> > 

> > heed 

> > hid 

> > 

> > 

> > 

> > keen 

> > kin 

> > 

> > 

> > 

> > Lee's 

> > Liz 

> > 

> > 

> > 

> > bead 

> > bid 

> > 

> > 

> > 

> > It was a great heat.

> It 

> > was a great hit. 

> > 

> > 

> > 

> > I saw a cease fire I saw sis fire. 

> > 

> > 

> > 

> > We heed it. We hid it. 

> > 

> > 

> > 

> > They were keen. They were kin. 

> > 

> > 

> > 

> > It was Lee's. It was Liz. 

> > 

> > 

> > 

> > See the bead. See the bid. 

> > 

> > 

> > 

> > Don't hit it, heat it. 

> > 

> > 

> > 

> > Will your sis ever cease? 

> > 

> > 

> > 

> > We heed it and they hid it. 

> > 

> > 

> > 

> > I'm keen to know her kin. 

> > 

> > 

> > 

> > Liz is at Lee's house. 

> > 

> > 

> > 

> > We bid on the bead. 

> > 

> > 

> > 

> > 

> > Here are the procedures that I use with my students. Vowel numbers

> are 

> > permanent and used to identify sounds all of the time. Beat and bit

> happen 

> > to have the permanent numbers one and two: 

> > 

> > 

> > 1. Put the pairs of words and their identifiers on the marker board. 

> > Students are encouraged to copy these words in their notebooks, but are

> not 

> > given copies of the complete exercises. Students are encouraged to tape

> any 

> > exercises in class, rather than practice from the written language.

> My 

> > students receive an audio compact disk of all vowel sounds on their

> first 

> > day. 

> > 

> > 

> > 

> > 2. The instructor should repeat these pairs of words with numbers

> both 

> > horizontally and vertically for familiarization. Vowel numbers will

> remain 

> > consistent with numbers used in the vowel hatches. 

> > 

> > 

> > 

> > 3. The instructor will go to the back of the room and call out words

> at 

> > random for the students to identify numerically. This identification 

> > exercises can be done as both group and individual exercises. Example:

> HIT 

> > 2, HEAT 1, HEAT 1, CEASE 1, SIS 2, etc. If numerical errors are

> heard, 

> > call out the correct number. When a majority of the students are able

> to 

> > call the numbers correctly, change to double words at random. HEAT HEAT

> 1, 

> > 1, HIT HEAT 2, 1, HIT HIT 2, 2. HIT HEAT, 2, 1. etc. 

> > 

> > 

> > 

> > 4. After most of the students are responding accurately to the

> minimal 

> > pairs, switch to the minimal sentence pairs. These sentence exercises

> should 

> > all be performed without written reference. First repeat the sentences

> while 

> > the students listen. Next read the sentences at unpredictable random

> and 

> > have the students identify target words in a sentence environment 

> > numerically. This will be more difficult, but will help the students to

> hear 

> > the sounds in a real structural environment. Continue this exercise with

> the 

> > group and with individuals. 

> > 

> > 

> > 

> > Example: It was a great heat. (1) It was a great hit (2) It was a

> great 

> > hit (2), etc. 

> > 

> > 

> > 

> > 5. Finally give the students oral practice with sentences in which

> the 

> > target sounds are in free environments. "Don't hit it, heat it."

> Occasional 

> > corrections should be done gently, diplomatically and in good humor.

> If 

> > vowels 1, 3, 8 and 10 sound "flat" students can be instructed on how to

> make 

> > their mouth and throat muscles tense. To strengthen the oral and

> throat 

> > muscles takes time. Tongue twisters, "trabalenguas," which combine

> or 

> > emphasize target sounds, are useful and students often enjoy and

> memorize 

> > them. 

> > 

> > 

> > 

> > Vowel Numbers: 1 beat 2 bit 3 bait 4 bet 5 bat 6

> bot 

> > (fly) 7 bought 8 boat 9 book 10 boot 11. but 

> > 

> > Diphthong Numbers 6+2 lied 6+9 loud 7+2 Lloyd 

> > 

> > 

> > 

> > Cheers, Ted 

> > 

> > <a href="http://www.tedklein-ESL.com" target="_blank">

> www.tedklein-ESL.com</a> 

> > 

> > 

> > 

> > 

> > 

> > 

> > 

> > 

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

> > From: "Emma Bourassa" <<a href="mailto:ebourassa at tru.ca">

> ebourassa at tru.ca</a>> 

> > To: <<a href="mailto:englishlanguage at nifl.gov">englishlanguage at nifl.gov

> </a>> 

> > Sent: Thursday, May 01, 2008 5:41 PM 

> > Subject: [EnglishLanguage 2294] Re: EnglishLanguage Digest, Vol

> 31,Issue 

> > 18 

> > 

> > 

> > >I believe it is Pronunciation Pairs that has illustrations, single

> word 

> > and short dialogue practice. For example there might be: 

> > > sit seat 

> > > bit beat 

> > > 

> > > etc. which is then worked into a conversation: 

> > > A: Bea, have a seat. 

> > > B: I can eat but can't sit. 

> > > A: Sit in the seat, and eat your meat. 

> > > B: No, I need to knit. 

> > > sorta silly but they do work for slow practice of moving the mouth

> and 

> > tongue around. 

> > > Pictures with mirrors so students can watch themselves works well. 

> > > 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 

> > > <a href="mailto:ebourassa at tru.ca">ebourassa at tru.ca</a> 

> > > 

> > >>>> 

> > > From: Andrea Canter <<a href="mailto:lucidpandora at gmail.com">

> lucidpandora at gmail.com</a>> 

> > > To: <<a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a>> 

> > > Date: 29/04/2008 12:03 pm 

> > > Subject: [EnglishLanguage 2292] Re: EnglishLanguage Digest, Vol

> 31, 

> > Issue 18 

> > > 

> > > Jenny, 

> > > 

> > > Eek! That's the issue I'm coming up against soon. The way I've

> been 

> > doing it 

> > > works with the roman alphabet (and easiest with just one native

> language 

> > in 

> > > the group). I have this book that has Spanish translations of

> English 

> > > vocabulary words. Then it has the pronunciation of the word spelled

> out 

> > in 

> > > Spanish phonetics. I just borrow those phonetics for any word I

> come 

> > across: 

> > > (ex. Raise your hand = reiz yor jand). Sometimes there isn't a sound

> in 

> > > Spanish that quite matches the one in English and I have to wrk

> around 

> > it 

> > > (ex. the word 'sit'.... there isn't anything in Spanish that sounds

> like 

> > the 

> > > 'i' in that word.... I told my class it sounds some where between

> 'eh' 

> > and 

> > > 'ee' and they got it). 

> > > 

> > > The thing with non-Roman alphabets is unless you speak the language,

> it 

> > > would be quite a task to do it that way. Then if you have people

> with 

> > > differing languages, it would be even worse. If all the people in

> your 

> > class 

> > > know the Roman alphabet, then I have a link to a website that has

> books 

> > and 

> > > workshops on a unique system to teach pronunciation with. I

> haven't 

> > tried 

> > > the method, but it looks really cool. Let me know if you want the 

> > address. 

> > > Hope this (any of it) helps! 

> > > 

> > > Andrea 

> > > 

> > > On Tue, Apr 29, 2008 at 12:00 PM, <<a href="mailto:

> englishlanguage-request at nifl.gov">englishlanguage-request at nifl.gov

> </a>> 

> > wrote: 

> > > 

> > >> Send EnglishLanguage mailing list submissions to 

> > >> <a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a> 

> > >> 

> > >> To subscribe or unsubscribe via the World Wide Web, visit 

> > >> <a href="http://www.nifl.gov/mailman/listinfo/englishlanguage"

> target="_blank">http://www.nifl.gov/mailman/listinfo/englishlanguage

> </a> 

> > >> or, via email, send a message with subject or body 'help' to 

> > >> <a href="mailto:englishlanguage-request at nifl.gov">

> englishlanguage-request at nifl.gov</a> 

> > >> 

> > >> You can reach the person managing the list at 

> > >> <a href="mailto:englishlanguage-owner at nifl.gov">

> englishlanguage-owner at nifl.gov</a> 

> > >> 

> > >> When replying, please edit your Subject line so it is more

> specific 

> > >> than "Re: Contents of EnglishLanguage digest..." 

> > >> 

> > >> 

> > >> Today's Topics: 

> > >> 

> > >> 1. [EnglishLanguage 2291] computerless ESL instruction 

> > >> (Jenny Hubler) 

> > >> 

> > >> 

> > >>

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

> > >> 

> > >> Message: 1 

> > >> Date: Mon, 28 Apr 2008 08:57:35 -0500 

> > >> From: "Jenny Hubler" <<a href="mailto:JHubler at womenscenter.info">

> JHubler at womenscenter.info</a>> 

> > >> Subject: [EnglishLanguage 2291] computerless ESL instruction 

> > >> To: "'The Adult English Language Learners Discussion List'" 

> > >> <<a href="mailto:englishlanguage at nifl.gov">

> englishlanguage at nifl.gov</a>> 

> > >> Message-ID: <001a01c8a937$d1da28d0$<a href="mailto:

> d600a8c0 at womenscenter.info">d600a8c0 at womenscenter.info</a>> 

> > >> Content-Type: text/plain; charset="us-ascii" 

> > >> 

> > >> Andrea: 

> > >> 

> > >> 

> > >> 

>