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Transcript of Bi Yang Betul!!!
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1.0 Features Of Spoken Laguage
1.1 Pronunciation
Proper pronunciation, requires use of the right sounds when vocalizing a word andstressing the right syllable. It requires knowing the proper way of saying a word in the
region where it is used and accepted by the majority of native speakers. (For this
discussion, we will be limited to the English language.)
Proper articulation involves the correct use of sounds for each letter or grouping of
letters. The challenge arises when common rules are ignored due to local custom,
slang or uneducated pronunciation.
Occasionally, language takes a left turn. Certain expressions including their
mispronunciation become accepted in local language.
Speech mastery requires knowing colloquialisms, local expressions and ways of
pronouncing words. It requires knowing their use. Even though you may never say
them, the ability to communicate with them may have a profound significance some
day.
Names
It starts with saying names properly. If you are going to use names, make sure they
are pronounced correctly.
Proper Name Pronunciationis essential for speakers being introduced, introducing
others, and when using them in their speeches.
Difficult Names need to be considered too.
May I Ax you a question?
To put it in proper perspective, consider one example: many have been genuinely
troubled by regional speakers who would ax (ask) a question. The outrage at the
misuse of the word may result in sarcasm, retorting with, Wouldnt you rather hatchet
http://www.speechmastery.com/name-pronunciation.htmlhttp://www.speechmastery.com/name-pronunciation.htmlhttp://www.speechmastery.com/difficult-name-pronunciation.htmlhttp://www.speechmastery.com/difficult-name-pronunciation.htmlhttp://www.speechmastery.com/name-pronunciation.html -
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outsider.
However if you pronounced it as House-ton (Thus SO-HO or South of Hous-ton), it
might give you an extra 60 seconds before they know youre a visitor. New Yorkers
are quite sharp when it comes to native speakers.
List of Most Common Words With Dual Pronunciation.
The following is a list of the most common words and names with multiple
pronunciations. We will start with words and names. We will be continually updating
and adding the various pronunciations and additional words and names as
submitted. Until completed, check your dictionary. Follow the usage by the majority
percentage of native speakers unless demographics dictate otherwise.
Afrikaans (the language with 'cans' as the third syllable vs African's with the short a
sound or 'kens' in the third syllable, the possessive of the people or land of Africa.)
analogous
Angus
arctic
Arkansas
ask
cache (pronounced the same as cash)(often confused with and
mispronounced as cachet)(thanks to Peter from Oregon)
cafe, caf
Cape Verde (from J.M. Philippines)
Chimera (pronounced with a hard K sound like Ky-mere-a)
chipotle
comfortable
comparable
controversy
coupon
daylight saving time (its not "daylight savings time")
destroy (DEE stroy vs DES troy)
envelope
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1.2 Stress
Improving sentence intonation is one of the key elements in your English
pronunciation. Let's discuss the four basic types of word stress that lead to proper
intonation in English.
tonic stress
emphatic stress
contrastive stress
new information stress
Tonic Stress
Tonic stress refers to the syllable in a word which receives the most stress in an
intonation unit. An intonation unit has one tonic stress. It's important to remember
that a sentence can have more than one intonation unit, and therefore have more
Emphatic Stress
If you decide to emphasize something, you can change the stress from the principal
noun to another content word such as an adjective (big, difficult, etc.), intensifier
(very, extremely, etc.) This emphasis calls attention to the extraordinary nature of
what you want to emphasize.
Contrastive Stress
Contrastive stress is used to point out the difference between one object and
another. Contrastive stress tends to be used with determiners such as 'this, that,
these and those'.
New Information Stress
When asked a question, the requested information is naturally stressed more
strongly.
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Tonic stress refers to the syllable in a word which receives themost stress in an intonation unit.
For examples (words are bold):
He's waiting
He's waiting / for his friend
He's waiting / for his friend / at the station.
Tonic Stress
Generally, the final tonic stress in a sentence receives the
most stress. In the above example, 'station' receives the
strongest stress.
There are a number of instances in which the stress changes
from this standard. Here are short explanations for each of the
changes with example sentences to illustrate.
You can change the stress from the principal noun toanother content word such as an adjective (big, difficult,etc.), intensifier (very, extremely, etc.)
For example:
- That was a difficult test. - Standard statement
- That was a difficult test. - Emphasizes how difficult thetest was
Emphatic Stress
STRESS
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There are a number of adverbs and modifiers which tend to be used
to emphasize in sentences that receive emphatic stress.
Extremely
Terribly
Completely
Utterly
especially
used to point out the difference between one objectand another.
determiners such as 'this, that, these and those'.
For example:
- I think I preferthis color.
- Do you want these orthose curtains?
Contrastive Stress
Contrastive Stress also slightly change the meaning.
He came to the party yesterday. (It was he, not someone else.)
He walked to the party yesterday. (He walked rather than drove.)
He came to the party yesterday. (It was a party not a meeting or
something else.)
He came to the party yesterday. (It was yesterday not two
weeks ago or some other time.)
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When asked a question, the requested information is
naturally stressed more strongly.
For example:
- Where are you from? - I come from Seattle, in the USA.
- What do you want to do? - I want to go bowling.
- When does class begin? - The class begins at nine o'clock.
New
Information Stress
Use these various types of stress to help improve your
pronunciation and understandability.
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1.3 Rhythm
Rhythm is both a feature of and product of the phonological structure of English. The
phonology of any language is a system, so that a change in one part of the system
will affect some or all of the other parts.
Sentence stress
Connected speech
Teaching rhythm
Recognition
Production
English is a very rhythmical language, so that a learner who can maintain the rhythm
of the language is more likely to sound both natural and fluent. The two components
of the system which have the greatest influence on rhythm are sentence stress and
the various features of connected speech, i.e. what happens to words when we put
them in an utterance.
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Sentence
stress
In any sentence, some words carry a stress. These are the strong
or lexical words (usually nouns, verbs, adjectives and adverbs). The
remaining words are grammatical words and are unstressed or weak
(conjunctions, pronouns, prepositions, auxiliaries, articles). For example:
- Its theworst thing that you could do
The rhythm produced by this combination of stressed and unstressed syllables
is a major characteristic of spoken English and makes English a stress-timed language.In stress-timed languages, there is a roughly equal amount of time between each stress in
a sentence. Sentence stress is an important factor in fluency, as English spoken with only
strong forms has the wrong rhythm, sounds unnatural and does not help the listener to
distinguish emphasis or meaning.
Connected
speech
Speed is also a factor in fluency. When we speak quickly, we
speak in groups of words which are continuous and may not have pauses
between them. This causes changes to the shape of words. Unstressed
words always sound different when used in a sentence as opposed to
being said in isolation.
The most common features of connected speech are the weak forms
of grammatical and some lexical words (and, to, of, have, was, were)
and contractions, some of which are acceptable in written English (can't, won't, didn't, I'll,
he'd, they've, shouldve). However, we often ignore other features which preserve rhythm
and make the language sound natural. The most common of these are:
- Elision (losing sounds)
- Linking (adding or joining sounds between words)
- Assimilation (changing sounds)
Rhythm
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Teaching
rhythm
Rhythm, is a product of sentence stress and what happens to the
words and sounds between the stresses. Learners whose mother
tongue is phonemic or syllable-timed have particular problems.
Teachers should remember to:
Provide natural models of new target language before introducing the written form.
Use natural language themselves in the classroom.
Encourage learners to listen carefully to authentic speech.
Teach recognition before production.
Integrate rhythm and other aspects of phonology into grammar, vocabulary and functionallanguage lessons as well as listening and speaking activities.
Recognition
Speed dictations (the boys are good / the boy is good / the boy wasgood).
Dictogloss and other variations on dictation.
Ask students how many words they hear in a sentence ( to practiserecognising word boundaries).
Ask; "Whats the third / fifth / seventh word?" in the sentence.
Teaching weak forms and contractions at the presentation stage, andhighlighting these on the board.
Matching phrases to stress patterns.
Using tapescripts. Marking stresses and weak forms.
Using recordings of deliberately unnatural English.
Authentic listening.
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Production
Drills (especially backchaining).
Physical movement (finger-clicking, clapping, tapping, jumping) in time tothe rhythm of the sentence.
Focus on stress in short dialogues (kn you? Yes I can).
Making short dialogues, paying attention to stress and rhythm (How oftendo you speak English? Once in a while).
Headlines, notes and memos (build the rhythm with content words, thenadd the rest).
Reading out short sentences with only the stressed words
(Howcomeschool?), then add the other words without slowing down.
Reading aloud (with plenty of rehearsal time).
Focus on short utterances with distinctive stress and intonation patterns and a specificrhythm (long numbers, phone numbers, football results).
Jazz chants.
Poems, rhymes and tongue-twisters (limericks are good at higher levels).
Songs (the rhythm of English lends itself to rock and pop music, while rap involves fittingwords into distinct beat).
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1.4 Intonation
Definitions
1. Tone - the rise and fall of the voice. Tune/Pitch variation. An oscilloscope will
give an oscillograph of speech. The frequency will be shown by the closeness of the
waves (high frequency will be shown by waves which are closer together).
2. The volume (strength of signal) will be shown by the height of the waves. The
height of the note depends on the speed of opening and closing of the vocal cords.
More vibrations of the larynx (up to 800 per sec) show up more compact waves.
Intonation
New
InformationContrast Meaning Pronunciation
Mood &
Personality
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In standard English, we consider that the nouns carry the weight of a sentence,
when all else is equal. Although the verb carries important information, it does
not receive the primary stress of a first-time noun.
- Dogs eat bones.
After the information has been introduced, or is being repeated through the use
of pronouns, the intonation shifts over to the verb. Notice how the intonation
changes when a sentence changes from nouns to pronouns:
- Dogs eat bones.
- They eat them.
Phrasing
In addition to the intonation of a statement, there is another aspect of
speech that indicates meaning -- phrasing.
StatementStress the nouns and letthe tone fall at the end ofthe sentence.
Dogs eat bones.
First half, second halfThe first half of a sentence usuallysets up the second half.Dogs eat bones, but cats eatfish.
Intro PhraseWhen you want to prefaceyour statement, use arising tone.As we allknow, dogs eatbones.
ListingWith more than one item in a list, allbut the last one have a rising tone.Dogs eat bones, kibbles andmeat.
QuestionA regular question goes up(compared with astatement), but drops backdown at the end.Do dogs eat bones?
Repeated QuestionA repeated, rhetorical or emotionalquestion goes up, and then upagain at the end.Do dogs eat bones?!
New
Information
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Once the intonation of new information is established, you'll soon notice that there isa pattern that breaks that flow. When you want to emphasize one thing over another,you reflect this contrast with pitch change. Notice how the intonation indicatescontrast:Bob studies English.Bob studies English, but he doesn't use it.If a person consistently stresses "contrast words" as opposed to "new informationwords", he can end up sounding permanently argumentative:I said it is good.
He doesn't like it. Where are you going?
Additionally, mixed messages occur when modals or verbs of perception are stressed --
you end up with the opposite meaning!
People should exercise more, but . . .They would help us, if . . .It looks like Chanel, but at that price, it's a knock-off.He seems like a nice guy, but once you get to know him. . .
A good exercise to demonstrate the variety of meaning through intonation changes is totake a single sentence, try stressing each word in turn, and see the totally differentmeanings that come out.1. I didn't say he stole the money.2. I didn't say he stole the money.3. I didn't say he stole the money.4. I didn't say he stole the money.5. I didn't say he stole the money.6. I didn't say he stole the money.
7. I didn't say he stole the money.
Once you are clear on the intonation changes in the seven sentences, you can addcontext words to clarify the meaning:1. I didn't say he stole the money, someone else said it.2. I didn't say he stole the money, that's not true at all.3. I didn't say he stole the money, I only suggested the possibility.
4. I didn't say he stole the money, I think someone else took it.5. I didn't say he stole the money, maybe he just borrowed it.6. I didn't say he stole the money, but rather some othermoney.7. I didn't say he stole the money, he may have taken somejewelry.
Contrast
Meaning
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intonation and pronunciation have two areas of overlap. First is thepronunciation of the letter T. When a T is at the beginning of a word (such astable, ten, take), it is a clear sharp sound. It is also clear in combination withcertain other letters, (contract, contain, etc.) When T is in the middle of a word(or in an unstressed position), it turns into a softer D sound. (This is covered inmore detail in pronunciation.)Betty bought a bit of better butter.Beddy bada bida bedder budder.It is this intonation/pronunciation shift that accounts for the difference betweenphotography (phoTAgraphy) and photograph (PHOdagraph).
This is an extremely important aspect of intonation. It dictates how your listener
will relate to you as an individual--if you will be considered charming or rude,
confident or nervous, informed or unfamiliar.
When we contrast two similar words, one ending with a voiced consonant (d,z, g, v, b) and the other with an unvoiced consonant (t, s, k, f, p), you will hear
the difference in the preceding vowel, specifically in the length or duration ofthat vowel.Simply put, words that end in a voiced consonant have a doubled vowel sound.For example, if you say bit, it is a quick, sharp sound--a single musical note. Ifyou say bid, however, the word is stretched out, it has two musical notes, thefirst one higher than the second, bi-id. pronunciation.
single doubletense beat beadlax bit bid
Pronunciation
Mood &
Personalit
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1.5 Relevant materials on public speaking
1. Inflections
Speak with emotion in your voice. Use vocal inflections to emphasize important
points. A monotone vocal delivery tends to be extremely boring, and will put your
audience to sleep very quickly.
2. Note Cards
Use note cards only as prompts. During your presentation, you should not read from
your note cards. Look at the audience and make eye contact while presenting. Whenyou use note cards will want to jot down important topics and thoughts that you will
want to say to your audience. You won't want to make whole sentences - and
especially not paragraphs but short to the point thoughts. You won't want to read off
of the card while giving your speech, but just to refer back to it to help you keep your
thoughts and presentation in order.
3. Transition
If you are moving from one subject to another, be sure to make a smooth transition
from the subject material so that the presentation flows smoothly.
4. Practice
It is unrealistic to think that you can perform better without practicing your
presentation. The easiest way to get through a speech is to know what your audience
needs to know. You will want to know your material and have it presented in a logical
way. You don't want to jump around giving your presentation. You will want to have it
in order and have a nice flow when giving your speech. When preparing Note Cards
is the perfect way to keep your thoughts organized.
5. Avoid Plugs
Conference attendees typically do not like to be sold to during a presentation. Use
your presentation to educate the audience about a specific subject, and do not use
the presentation as a way to sell or advertise your product or service.
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6. Close
Always close the presentation with a summary of the items that you discussed. Keep
in mind that the best presentations are often relevant, animated, engaging, and
humorous.
7.Use Audio-Visual Aids.
This will help the audience connect to points that you are making in your speech.
PowerPoint is one way that you can show graphs, and photos, and even make
bulleted points to make you speech more effective.
9. Telling stories:
If you have a humorous story about a topic youre talking about you can give a short
and very short story about it. Don't make it complicated, or make it long and boring.
Make sure that its relevant to the topic that you are talking about. Don't just add a
story just because.
10. Handout
Handouts are another way that you can help your audience learn the material. You
can do this easily with PowerPoint, you can make a handout that explains all the
slides, and even has a place for your audience to take notes. You can give them the
handouts and maybe a pen or pencil so that they can take notes if you need them to
remember things in your speech.
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1.6 Characteristics Of A Good Speaker
Speak from clear, comprehensive lecture notes.
Practice your presentation for voice, language, andtiming.
Do not read your presentation.Preparation
Do not begin with an apology for your
knowledge or your English. If you lack
confidence in
yourself, the audience will perceive it and lose
confidence in you, too.
Be thoroughly prepared and familiar with your
material; preparation creates confidence.
Pause occasionally. Never be afraid to stopspeaking for a moment.
Speak at a normal, slow rate. Do not rush.
Self-confidence is developed by knowing
everything you can about your subject and
thoroughly preparing and practicing
Confidence
Start your presentation with a smile. You will put youraudience at ease.
Make eye contact with members of the audience. Do
not talk to the back wall, the table, or your notes. Finda few friendly, encouraging faces in the different partsof the audience and talk to them.
Check to see whether the audience is following you.
Make sure you talk with, not at, your audience.
Talking at an audience comes across as talking down to
them.
Responsiveness
Characteristics of a good
s eaker
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Be sure the organization of your talk is clear to the
audience.
Make short, simple and specific statements.
Strive for a smooth transition from one point to the
next.
Use visual support to illustrate and clarify difficult
points. Visuals should complement the oralpresentation. Visuals should not be used as substitutes
for commentary, nor should they require overly
complex explanations.
Clarity
When something is important, say it slower and
louder.
Try to communicate to the audience your own
interest in and enthusiasm for your subject.
Enthusiasm
Your likability is helped by smiling and beingpositive and friendly.
An upbeat tone to your voice will attract your
listeners.
Keep the other person's point of view in mindwhen developing your presentation.
Take an active interest in what your audiencehave to say and show that you care about them.
Likability
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2.0 Speech
Bullying Is a Big Problem
A very good morning to our headmistress, assistant headmistresses, teachers
and all the pupils. English week starts from today. So, today i would like to give a little
speech about Bullying is a big problem .
Every day thousands of teens wake up afraid to go to school. Bullying is a
problem that affects millions of students, and it has everyone worried, not just the
kids on its receiving end. Yet because parents, teachers, and other adults don't
always see it, they may not understand how extreme bullying can get. Bullying is
when a person is picked on over and over again by an individual or group with more
power, either in terms of physical strength or social standing.
Two of the main reasons people are bullied are because of appearance and
social status. Bullies pick on the people they think don't fit in, maybe because of how
they look, how they act (for example, kids who are shy and withdrawn), their race or
religion, or because the bullies think their target may be gay or lesbian.
Some bullies attack their targets physically, which can mean anything from
shoving or tripping to punching or hitting, or even sexual assault. Others use
psychological control or verbal insults to put themselves in charge. For example,
people in popular groups often bully people they categorize as different by excluding
them or gossiping about them.
Ladies and gentleman how to deal with bullies. Here some Bullying Survival
Tips You can do is.First, Ignore the bully and walk away. It's definitely not a coward's
response .sometimes it can be harder than losing your temper. Bullies thrive on the
reaction they get, and if you walk away or ignore hurtful emails or instant messages,
you're telling the bully that you just don't care. Sooner or later the bully will probably
get bored with trying to bother you. Walk tall and hold your head high. Using this type
of body language sends a message that you're not vulnerable.
Next, Hold your anger. Who doesn't want to get really upset with a bully? But
that's exactly the response he or she is trying to get. Bullies want to know they have
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control over your emotions. If you're in a situation where you have to deal with a bully
and you can't walk away with poise, use humor it can throw the bully off guard.
Work out your anger in another way, such as through exercise or writing it down
(make sure you tear up any letters or notes you write in anger).
Don't get physical. However you choose to deal with a bully, don't use physical
force (like kicking, hitting, or pushing). Not only are you showing your anger, you can
never be sure what the bully will do in response. You are more likely to be hurt and
get in to trouble if you use violence against a bully. You can stand up for yourself in
other ways, such as gaining control of the situation by walking away or by being
assertive in your actions. Aggressive responses tend to lead to more violence and
more bullying for the victims.
Practice confidence. Practice ways to respond to the bully verbally or through
your behavior. Practice feeling good about yourself (even if you have to fake it at
first).
Find your (true) friends. If you've been bullied with rumors or gossip, all of the
above tips can apply. But take it one step further to help ease feelings of hurt and
isolation. Find one or two true friends and confide how the gossip has hurt your
feelings. Set the record straight by telling your friends quietly and confidently what's
true and not true about you. Hearing a friend say, "I know the rumor's not true. I didn't
pay attention to it," can help you realize that most of the time people see gossip for
what it is.
That all for today, i hope through my speech today you all know how to deal
with bullies. Thank you.
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Reflection
Thanks god i.m glad that i finished this assignment and complete it by the
time. I would like to say thank you to Encik Lucas Umbul for giving me an extra time
to finish this task. During doing this task, there are a lot of experience and knowledge
that i have leaened.
With this task i learned how we need to work individually. We are required to
gather information from at lease 2 differences types of sources i. E internet, and
books related to the question given. Moreover i would ike to say thank you to my
beloved friends for showing me how to do this task. Without their help i cant do it by
my self.
While doing this task, i spend a few days to search all the relevant materials.
There are many different sources for me to find all the information about the features
of spoken language such as prounuciation, stress, rhythm and intonation. I went to
the library to find the reference book. From the reference book, i manage to collect all
the information about this coursework. I have faced a lot of problem while doing this
coursework. I also able to collaborate with my lecture and friends and shared the
problems with them. With that, i can get lot information for my task.
Last but not least, i feel grateful that i can finish this task. While doing this task,
i had gain a lot of knowledge and experiences and some information about features
of spoken language, materials on public speaking, characteristics of a good speaker
and many more. As a future primary teacher, i will apply everything that i had gained
during the process while doing the task into my daily life. I hope from this task i had
gained something valuable foe me so that i can be a good teacher in future.
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Bibliography
Kenworthy, J. 1987.Teaching English Pronunciation, Selangor. Longman.
S.Sivagnanachelvi, Dr. Chong Poh Wan. 2008. English For Oral
Communication.Selangor. Univision Press Sdn. Bhd
http://kidshealth.org/teen/your_mind/problems/bullies.html#
http://www.swgc.mun.ca/lcentre/Documents/factsheets/good.pdf
http://www.articlealley.com/article_1380394_24.html
http://www.speechmastery.com/pronunciation.html
http://www.swgc.mun.ca/lcentre/Documents/factsheets/good.pdfhttp://www.articlealley.com/article_1380394_24.htmlhttp://www.speechmastery.com/pronunciation.htmlhttp://www.speechmastery.com/pronunciation.htmlhttp://www.articlealley.com/article_1380394_24.htmlhttp://www.swgc.mun.ca/lcentre/Documents/factsheets/good.pdf