 What is one fun thing that you did this summer?  Think about this question and be prepared to share aloud.

Introduction

 Like the text, I am short with a high voice  What we will learn:  How to be better speakers  What not to do  How to build our credibility  Apply to everyday life  (SNL)

 The difference between sounds and letters is a fundamental one and is really indispensable to you if you want to understand spoken language.  Modern English spelling no longer reflects English speech sounds. For example, author George Bernard Shaw was often quoted spelling fish – ghoti; with the f sound from enough, the i sound from women, and the sh sound from nation.

 This alphabet (not a language) was designed 100 years ago for the purpose of writing down sounds of a language. IPA is international which means it can be applied to any language because it is phonetic, meaning it is based on observed speech sounds.  In this course, we will use IPA as an ear- training tool. This will help in improving your pronunciation by associating the symbols with actual movements of speech.

1. Consonants: A type of speech sound that is produced by completely or partially blocking the breath stream using the articulators. 2. Vowels: Speech sounds produced without obstruction of the breath stream by the articulators. 3. Diphthongs: A glide composed of two vowels, blended together, produced in a single syllable, as in the word out.

 Voicing  Place of articulation  Method of articulation

 Plosive: sounds you make by blocking off the breath stream entirely for a short period, just long enough to build some air pressure behind your lips. Example: pet  Fricative: sounds you make when you narrowly squeeze air between you’re an opening in your teeth. Example: see  Nasals: as the name suggests. Sounds produced by lowering the soft palate and blocking the air way with your teeth of tongue. Example: man  Glides: sounds your make while moving your mouth from one position to another as if the sound is gliding out. Example: yes  Lateral sounds: (English only has one) sounds you make by dropping the tongue from the top of the mouth to the bottom. Example: lull  Affricates: consonant combinations. Usually this is the combination of a plosive and an affricate. Example: charge

 Height of the tongue  Place of production  Muscle tension.

 You raise your tongue to different heights to create different vowel sounds. Example: the difference between the words see and saw.  The “place” of the tongue refers to either the front, middle or back of the mouth. See is made in the front and saw is made in the back.  The contractions of the larynx (throat muscle) also contribute to vowel production. See creates tension and saw does not.

 Fancier vowels  No need to worry about knowing each sounds for these categories yet. We will discuss all of them over the course of the semester!!!  chCM chCM

 The Communication Process  Communication is the symbolic process of sharing meanings using verbal and nonverbal channels.  1950’s model of communication vs today’s model

 Source/sender  Receiver  Feedback  Message  Channel  Noise

 Think about how the elements of communication would look if it were a model.  Pair up with one partner and share with your partner what this model would look like.  Draw your model on a scratch sheet of paper.  Be prepared to share with the class. Use these elements: 1. Receiver 2. Sender 3. Feedback 4. Channel 5. Noise 6. Message

Noise

 Noise is a barrier to communication; unwanted sound.  Three kinds of noise exists in speech communication External- sounds, not generated by the speaker or listener, that block out speech of make hearing difficult Listener-generated- psychological and perceptual factors within the listener that may reduce communication effectiveness Speaker-generated- speaker creating noise that interferes with accurate message transmission

 Linguistic behaviors- faulty grammar or syntax, incorrect word choices, or faulty production of any sounds that make-up the words.  Axe and ask  Wore and wear  Won and one

 Uneven loudness, rate, or rhythm  Inappropriate pitch or stress patterns  Unusual or abnormal voice qualities  Voice cracks  “wittle”  Think about teens that hit puberty

 m/watch?v=OvEci5Bjgd4 m/watch?v=OvEci5Bjgd4 (Friends)  Gestures or facial expressions might not be appropriate for your message  m/watch?v=Kc2yRqat7q 8 (Documentary) m/watch?v=Kc2yRqat7q 8

 WLU (Seinfeld) WLU  Discussion Questions: 1. When saying “hello,” what did you notice about how the characters said it? 2. What made it funny? 3. What was the tone of voice when “hello” was said? 4. What method of articulation was used when saying “hello?”