1. D1-LP-04 10.00 -12.00 Jennie WONG Rebecca Chen HKIEd

2. I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you On hiccough, thorough, slough and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word, That looks like beard and sounds like bird. And dead: it’s said like bed, not bead – For goodness’ sake don’t call it ‘deed’. Watch out for meat and great and threat. They rhyme with suite and straight and debt. p.1

3. I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you On hiccough, thorough, slough and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word, That looks like beard and sounds like bird. And dead: it’s said like bed, not bead – For goodness’ sake don’t call it ‘deed’. Watch out for meat and great and threat. They rhyme with suite and straight and debt. What does this poem tell us about Letter-sound relationship in English?

4. I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you On hiccough, thorough, slough and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word, That looks like beard and sounds like bird. And dead: it’s said like bed, not bead – For goodness’ sake don’t call it ‘deed’. Watch out for meat and great and threat. They rhyme with suite and straight and debt. What does this poem tell us about Letter-sound relationship in English?

5. I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you On hiccough, thorough, slough and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word, That looks like beard and sounds like bird. And dead: it’s said like bed, not bead – For goodness’ sake don’t call it ‘deed’. Watch out for meat and great and threat They rhyme with suite and straight and debt What does this poem tell us about Letter-sound relationship in English? Same letters BUT different sounds e.g. tough & bough Different letters BUT same sounds e.g. heard & bird really so

6. I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you On hiccough, thorough, slough and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word, That looks like beard and sounds like bird. And dead: it’s said like bed, not bead – For goodness’ sake don’t call it ‘deed’. Watch out for meat and great and threat They rhyme with suite and straight and debt  more regular patterns than irregular ones  in many cases, letters in English can be mapped reliably to just one sound  approx. 84% of English words are phonetically regular (Blevins 2006)  seeing links between spelling & PRON = ability to narrow down possibilities vs making wild guess

7.  Using SPELLING (+ knowledge of the language) as a resource to help work out PRONUNCIATION  Putting words together  Sentence Stress and Rhythm

8. p.2

10. exhale h in an unstressed syllable

12.  hate  chocolate  adequate approximatecalculate coordinate graduate unfortunate hatechocolate adequate approximatecalculate coordinate graduate unfortunate date late state coordinate graduate approximate

13. How about these words with –age ending?  age  damage  package  stage  image  encourage

14.  commoncomputercomfort comparablecomprehensible  coneconcertcondition conversationconduct common computer comfort comparable comprehensible concert condition conversationconduct cone

15.  She crooked her little finger. I drove slowly on the crooked country road.  wicked  naked

16. hallelujahDurhamNottinghamenhance gateappropriateseparateirritate cottagevoyagepercentage comparecomiccommacomposition concavecontributeconfidentiality She is a learned professor. I learned English at school. His beloved wife died last year. p.3

17.  Using SPELLING (+ knowledge of the language) as a resource to help work out PRONUNCIATION  Putting words together  Sentence Stress and Rhythm

18. It's raining, it's pouring The old man is snoring He went to bed, And he bumped his head And he couldn't get up in the morning. Rain, rain, go away Come again some other day Rain, rain, go away Come again some other day. http://www.bbc.co.uk/schoolradio/subjects/earlylearning/nurserysong s/F-J/raining_pouring

22. koala /k«UÈAù nl«/

23. Two boys were arguing when the teacher entered the room. The teacher says, "Why are you arguing?" One boy answers, "We found a ten dollar note and decided to give it to whoever tells the biggest lie." "You should be ashamed of yourselves," said the teacher, "When I was your age I didn't even know what a lie was." The boys gave the ten dollars to the teacher. CV linking Linking-/j/ (yi) Linking-/w/

24.  Using SPELLING (+ knowledge of the language) as a resource to help work out PRONUNCIATION  Putting words together  Sentence Stress and Rhythm

25. Listen to the following sentence carefully. Pay attention to the stress and rhythm. 25 Which syllables receive greater stress? I’m going to the shop to buy some eggs. p.4

26. English has stress-timed rhythmEnglish has stress-timed rhythm A, B, C, D A and B and C and D An A and a B and a C and a D An A and then a B and then a C and then a D

27. A, B, C, D A and B and C and D An A and a B and a C and a D An A and then a B and then a C and then a D

28. OOOO A and B and C and D An A and a B and a C and a D An A and then a B and then a C and then a D

29. OOOO O o O o O o O An A and a B and a C and a D An A and then a B and then a C and then a D

30. OOOO O o O o O o O o O o o O o o O o o O An A and then a B and then a C and then a D

31. OOOO O o O o O o O o O o o O o o O o o O o O o o o O o o o O o o o O

32. A, B, C, D A and B and C and D An A and a B and a C and a D An A and then a B and then a C and then a D

33. I’m GOing to the SHOP to BUY some EGGS. I’m going to the shop to buy some eggs. im GO ingtothe SHOP to BUY some EGGS Weak forms  unstressed, with softer voice & faster pace

34.  stressed syllables of an utterance are louder, longer and more clearly articulated & they tend to be evenly spaced  unstressed syllables are squeezed in between  resulting in a regular alternation of strong & weak syllables  making up the rhythm of English utterances im GO ingtothe SHOP to BUY some EGGS Weak forms  unstressed, with softer voice & faster pace

35. Kenworthy (1987) “All aspects of rhythm and stress, including word stress, are highly problematical for [Chinese] learners and must be given high priority.” (p.130) Chinese English – stress-timed equal time intervals between stressed syllables all syllables are of approximately equal length – syllable-timed

36. Kenworthy (1987) “All aspects of rhythm and stress, including word stress, are highly problematical for [Chinese] learners and must be given high priority.” (p.130) Chinese English – stress-timed equal time intervals between stressed syllables all syllables are of approximately equal length – syllable-timed 陳老師早晨。 很高興認識你。 Good morning Miss Chen. Nice to meet you.

37. Kenworthy (1987) “All aspects of rhythm and stress, including word stress, are highly problematical for [Chinese] learners and must be given high priority.” (p.130) English – stress-timed To practise this stressed-timed rhythm:  gradually build up a phrase  add more and more syllables  but keep the stressed syllables clear & keep the time between them constant. Good morning Miss Chen. Nice to meet you. I’m going to the shop to buy some eggs. equal time intervals between stressed syllables

38. Baa baa black sheep, Have you any wool? Yes sir, yes sir, Three bags full! One for the master, One for the dame, And one for the little boy Who lives down the lane. http://www.youtube.com/watch?v=g3xtMZvG2WI

40. http://mymedia.yam.com/m/3209749

43. http://ec-concord.ied.edu.hk/phonetics_and_phonology/wordpress/

44. Rebecca Chen hsuehchu@ied.edu.hk Jennie Wong jennie@ied.edu.hk