lunes, 27 de febrero de 2012

PRONUNCIATION MISTAKES IN A DIAGNOSTIC PASSAGE


PRONUNCIATION MISTAKES IN A DIAGNOSTIC PASSAGE
Alejandro Cediel Giraldo
Clifford A Prator’s diagnostic passage
When a (I pronounce this article as /ɑ/. The good form is /eɪ/) student from another country (I pronounce /Kaʊtri/, The correct form is / ˈkʌntri/) comes (sometimes I omit the pronunciation of the /s/ at the end) to study in the United States, he has (sometimes I stopped here because It was difficult to pronounce both /h/ quickly) to find out for himself the answers (I pronounced always the semivowel /w/. The correct pronunciation is / ˈænsər /) to many questions, and he has many problems to think about.
Where should (sometimes I don’t pronounce good the phoneme /ʃ/) he live? (My Intonation in the questions was not quite similar to the audio)
Would it be better if he (Reading these words quickly was difficult to me. I had to read the question several times to pronounce the words correctly) looked for a private room off campus, or if he stayed in a dormitory?
Should he spend all of his time just studying?
Shouldn’t he try to take advantage of the many social and cultural (This word is difficult to me ['kʌltʃərəl] because sometimes I pronounce it similar as is pronounced in Spanish ['kulturəl]) activities which are offered?
At first it is not easy for him to be casual in dress, informal in manner, and confident in speech.
Little by little he learns what kind of clothing (/ ˈkləʊðɪŋ/ In some cases I pronounced the phoneme /t/ instead of /ð/) is usually worn here to be casually dressed for classes.
He also learns to choose the language and customs that are appropriate for informal situations.
Finally he begins to feel sure of himself.
But let me tell you, my friend, this long-awaited feeling doesn’t develop suddenly, does it?  (My tag question intonation sometimes doesn’t sound as the audio sounds. I think that I could be caused because I don’t use tag questions usually)
All of this takes will power (Usually I pronounce a semivowel in the middle of the word / ˈpawər /, the correct form is / ˈpaʊər /).

Listen my recordings of this diagnostic I found such quantity of problems in my pronunciation that I felt a little upset with myself. However that encourages me to practice a lot to improve my English pronunciation. I identified several problems in the following aspects:
-       Harmony of speech: It was difficult to me reading the text fluently in a normal velocity. At first I had to read it considerably slower than the guide audio in order to pronounce word by word correctly. After almost twenty repetitions, and when I had almost memorized the text, I reach an acceptable speed in the speech. Despite that, some mistakes were difficult to avoid, somehow because I wasn’t conscious of them. On the other hand, in some cases I was thinking so much about the correct pronunciation of every word while I was reading and that aspect produces a loss of harmony in the lecture, the lecture was not natural. In addition, when I read the passage aloud in front of my classmates that makes feel a little nervous and I lost the concentration as a consequence many mistakes were evidenced. Finally, I realized that sometimes I read without taking into account the meaning of the text trying to pronounce good each word.
-       Stops in lecture: When I was presenting the text to my phonetics teacher, after almost 30 repetitions, I had necessity of stopping in many parts of the lecture because some combinations of words were difficult to pronounce. Example, “Would it be better if he” The repetition of the syllable “be” and after the alveolar flapping[1] in the word better done in the guide audio were sounds difficult to emit.
-       Ability to identify phonemes[2]: Mostly, my mistakes were related to recognizing some phonemes in words. As you can see in the corrections, many of them are confusions between sounds influenced for Spanish phonemes. I have to be more critical in my learning process and I should try to look the transcription of confusing words.
-       Intonation in questions: In the first lectures my intonation in questions was really different to the guide audio intonation questions. I had to do a considerably effort to sound similar to the audio.




[1] Phonological process found in many dialects of English, especially North American English and Australian English, by which either or both prevocalic (preceding a vowel) /t/ and /d/ surface as the alveolar tap [ɾ] after sonorants other than /ŋ/, /m/, and /l/. http://en.wikipedia.org/wiki/Intervocalic_alveolar-flapping
[2] A phoneme is a basic element of a given language or dialect, from which words in that language or dialect are analyzed as being built up. The phoneme is defined by the International Phonetic Association as "the smallest segmental unit of sound employed to form meaningful contrasts between utterances" http://en.wikipedia.org/wiki/Phoneme.

miércoles, 22 de febrero de 2012

home work

Emily dickinson poem

I'm Nobody! Who Are You?

by Emily Dickinson.

I'm nobody! Who are you?
Are you nobody, too?
Then there's a pair of us - don't tell!
They'd advertise - you know!
How dreary to be somebody!
How public like a frog
To tell one's name the livelong day
To an admiring bog!

Alejandro Cediel

Past tense pronounciation



1. Use /t/ after unvoiced final sounds
f, k, p, s, t
ß (ch), ß (sh), (th)

2. Use /d/ after voiced final sounds

b, g,
Ω(j), l, m, n, ˜, r, (th), v, z, + vowels

3. Use /

final /d/ and /t/ .
\d/ after

look - looked (t) push - pushed (t)

ask - asked (t) watch - watched (t)
help - helped(t) dress - dressed (t)

sob - sobbed (d) roam - roamed (d)

believe - believed (d) judge - judged (d)
fill - filled (d) enjoy - enjoyed (d)

**/
\d/ adds an extra syllable
need - needed (
wait – waited (
\d) \d)


A. Say the past tense form of these regular verbs. Pay attention to your pronunciation.


1.watch 
2.dress
3.ask
4.wash
5.seat
6.answer
7.test
8.cross
9.dance
10.fix
11.lie
12.correct
13.mix
14.invent
15.consider
16.talk
17.bathe
18.crash
19.miss
20.pull
21.burn
22.zip
23.sigh
24.enjoy
25.try
26.check
27.push
28.complain
29.decide
30.allow
31.damage
32.please
33.greet
34.pass
35.drill
36.explore
37.flood
38.mow
39.exercise
40.hope
41.pray
42.melt
43.increase
44.follow
45.touch
46.tax
47.brush
48.cash
49.want
50.judge
51.kneel
52.hum
53.open
54.reply
55.discover
56.invite
57.care
58.save
59.report
60.stop
61.concentrate
62.rent
63.stay
64.treat
65.realize
66.retire
67.cough
68.reach
69.study
70.permit
71.pretend
72.kidnap
73.listen
74.produce
75.love
76.remind
77.share
78.supply
79.snore
80.work  

B. Choose 10 verbs and make a sentence for each one. Pronounce each verb correctly.

viernes, 17 de febrero de 2012

The song for say Good Bye!!!

The song for say Good Bye!!!
I HAVEN'T BEEN WITH YOU
present perfect
I've been to Fez,
I've been to Paris,
I've been to Katmandu,
But I haven't been happy anywhere,
If I haven't been with you.

I've been to Rome,
I've been to Cairo,
I've been to far Peru,
But I haven't been happy anywhere,
If I haven't been with you.

We've seen the Nile,
We've seen the Ganges,
We've seen the Tigris too,
But I haven't been happy anywhere,
If I haven't been with you.

I just moved in


Dialogs for listening
I JUST MOVED IN
Jack:
Woman:
Jack:
Woman:
Jack:
Woman:
Jack:
Woman:
Jack:
Excuse me. I'm your new neighbor, Jack. I just moved in.
Oh. Yes?
I'm looking for a grocery store. Are there any around here?
Yes, there are some on Pine Street.
OK. And is there a laundromat near here?
Well, I think there's one across from the shopping center.
Thank you.
By the way, there's a barber shop in the shopping center, too.
A barber shop?!!

Minimal Pairs

----- -----------------------
bet
bat
pen
pan
men
man
head
had
said
sad
guess
gas
letter
latter
better
batter
dead
dad
Ken
can
pet
pat
hem
ham
set
sat
pedal
paddle
bend
band
lend
land
kettle
cattle
peck
pack
vet
vat 
send
sand

From: http://www.btinternet.com/~ted.power/phonominimal.html

Minimal Pairs

- -----------------------
then
den
thy
die
thee
Dee
there
dare
they'll
dale
breathe
breed
breather
breeder
heather
header
lather
larder
worthy
wordy
Southern
sudden
bathe
bade
Hythe
hide
lathe
laid
loathe
load
seethe
seed
scythe
side
wreathe
reed
soothe
sued
swathe


suede


jokes

We live in a society where pizza gets to your house before the police.
Why the butter goes out  through the window? because the butter flies.
Fighting for peace is like fucking for virginity.
God made man and then rested. God made women and then no one rested

miércoles, 15 de febrero de 2012

Clifford A Prator’s diagnostic passage


  1. When a student from another country comes to study in the United States, he has to find out for himself the answers to many questions, and he has many problems to think about.
  2. Where should he live?
  3. Would it be better if he looked for a private room off campus, or if he stayed in a dormitory?
  4. Should he spend all of his time just studying?
  5. Shouldn’t he try to take advantage of the many social and cultural activities which are offered?
  6. At first it is not easy for him to be casual in dress, informal in manner, and confident in speech.
  7. Little by little he learns what kind of clothing is usually worn here to be casually dressed for classes.
  8. He also learns to choose the language and customs that are appropriate for informal situations.
  9. Finally he begins to feel sure of himself.
  10. But let me tell you, my friend, this long-awaited feeling doesn’t develop suddenly, does it?
  11. All of this takes will power.

jueves, 9 de febrero de 2012

homework___fable


The Lion and the Mouse
An Aesop's Fable


Once when a Lion was asleep a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. "Pardon, O King," cried the little Mouse: "forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn
some of these days?" The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Some time after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse.


Little friends may prove great friends

miércoles, 8 de febrero de 2012

Homework

Practicar frases de I've
buscar un cuento en internet y aprenderlo para contarlo
Capitulo 7 de american voice
Intonation and pronounciation "Present perfect"

  1. I've sealed the envelope
  2. I've had very little vacation
  3. I've preventive an accident
  4. I've never tried to write verse
  5. I've read Volume 1
  6. I've just left my favorite class
  7. I've developed several vices
  8. I've spilled gravy on my test
  9. I've never even seen it
  10. I've lost some valuable papers
  11. I've never driven a Cadillac
  12. I've learned all vowels are voiced
Monitor theory


"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen

"The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." Stephen Krashen

"In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful." Stephen Krashen

Introduction
Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada.
This is a brief description of Krashen's widely known and well accepted theory of second language acquisition, which has had a large impact in all areas of second language research and teaching since the 1980s.

Description of Krashen's Theory of Second Language Acquisition
Krashen's theory of second language acquisition consists of five main hypotheses:
  • the Acquisition-Learning hypothesis,
  • the Monitor hypothesis,
  • the Natural Order hypothesis,
  • the Input hypothesis,
  • and the Affective Filter hypothesis.

The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act.
The 'learned system' or 'learning' is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. According to Krashen 'learning' is less important than 'acquisition'. (Veja o texto ao lado e também outra página em português sobre Acquisition/Learning).

The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.

martes, 7 de febrero de 2012

List of English Irregular Verbs


Base FormPast SimplePast Participle3rd Person SingularPresent Participle / Gerund
AbideAbode/AbidedAbode/Abided/AbiddenAbidesAbiding
AlightAlit/AlightedAlit/AlightedAlightsAlighting
AriseAroseArisenArisesArising
AwakeAwokeAwokenAwakesAwaking
BeWas/WereBeenIsBeing
BearBoreBorn/BorneBearsBearing
BeatBeatBeatenBeatsBeating
BecomeBecameBecomeBecomesBecoming
BeginBeganBegunBeginsBeginning
BeholdBeheldBeheldBeholdsBeholding
BendBentBentBendsBending
BetBetBetBetsBetting
BidBadeBiddenBidsBidding
BidBidBidBidsBidding
BindBoundBoundBindsBinding
BiteBitBittenBitesBiting
BleedBledBledBleedsBleeding
BlowBlewBlownBlowsBlowing
BreakBrokeBrokenBreaksBreaking
BreedBredBredBreedsBreeding
BringBroughtBroughtBringsBringing
BroadcastBroadcast/BroadcastedBroadcast/BroadcastedBroadcastsBroadcasting
BuildBuiltBuiltBuildsBuilding
BurnBurnt/BurnedBurnt/BurnedBurnsBurning
BurstBurstBurstBurstsBursting
BustBustBustBustsBusting
BuyBoughtBoughtBuysBuying
CastCastCastCastsCasting
CatchCaughtCaughtCatchesCatching
ChooseChoseChosenChoosesChoosing
ClapClapped/ClaptClapped/ClaptClapsClapping
ClingClungClungClingsClinging
ClotheClad/ClothedClad/ClothedClothesClothing
ComeCameComeComesComing
CostCostCostCostsCosting
CreepCreptCreptCreepsCreeping
CutCutCutCutsCutting
DareDared/DurstDaredDaresDaring
DealDealtDealtDealsDealing
DigDugDugDigsDigging
DiveDived/DoveDivedDivesDiving
DoDidDoneDoesDoing
DrawDrewDrawnDrawsDrawing
DreamDreamt/DreamedDreamt/DreamedDreamsDreaming
DrinkDrankDrunkDrinksDrinking
DriveDroveDrivenDrivesDriving
DwellDweltDweltDwellsDwelling
EatAteEatenEatsEating
FallFellFallenFallsFalling
FeedFedFedFeedsFeeding
FeelFeltFeltFeelsFeeling
FightFoughtFoughtFightsFighting
FindFoundFoundFindsFinding
FitFit/FittedFit/FittedFitsFitting
FleeFledFledFleesFleeing
FlingFlungFlungFlingsFlinging
FlyFlewFlownFliesFlying
ForbidForbade/ForbadForbiddenForbidsForbidding
ForecastForecast/ForecastedForecast/ForecastedForecastsForecasting
ForeseeForesawForeseenForeseesForeseeing
ForetellForetoldForetoldForetellsForetelling
ForgetForgotForgottenForgetsForegetting
ForgiveForgaveForgivenForgivesForgiving
ForsakeForsookForsakenForsakesForsaking
FreezeFrozeFrozenFreezesFreezing
FrostbiteFrostbitFrostbittenFrostbitesFrostbiting
GetGotGot/GottenGetsGetting
GiveGaveGivenGivesGiving
GoWentGone/BeenGoesGoing
GrindGroundGroundGrindsGrinding
GrowGrewGrownGrowsGrowing
HandwriteHandwroteHandwrittenHandwritesHandwriting
HangHung/HangedHung/HangedHangsHanging
HaveHadHadHasHaving
HearHeardHeardHearsHearing
HideHidHiddenHidesHiding
HitHitHitHitsHitting
HoldHeldHeldHoldsHolding
HurtHurtHurtHurtsHurting
InlayInlaidInlaidInlaysInlaying
InputInput/InputtedInput/InputtedInputsInputting
InterlayInterlaidInterlaidInterlaysInterlaying
KeepKeptKeptKeepsKeeping
KneelKnelt/KneeledKnelt/KneeledKneelsKneeling
KnitKnit/KnittedKnit/KnittedKnitsKnitting
KnowKnewKnownKnowsKnowing
LayLaidLaidLayslaying
LeadLedLedLeadsLeading
LeanLeant/LeanedLeant/LeanedLeansLeaning
LeapLeapt/LeapedLeapt/LeapedLeapsLeaping
LearnLearnt/LearnedLearnt/LearnedLearnsLearning
LeaveLeftLeftLeavesLeaving
LendLentLentLendsLending
LetLetLetLetsLetting
LieLayLainLiesLying
LightLitLitLightsLighting
LoseLostLostLosesLosing
MakeMadeMadeMakesMaking
MeanMeantMeantMeansMeaning
MeetMetMetMeetsMeeting
MeltMeltedMolten/MeltedMeltsMelting
MisleadMisledMisledMisleadsMisleading
MistakeMistookMistakenMistakesMistaking
MisunderstandMisunderstoodMisunderstoodMisunderstandsMisunderstanding
MiswedMiswed/MisweddedMiswed/MisweddedMiswedsMiswedding
MowMowedMownMowsMowing
OverdrawOverdrewOverdrawnOverdrawsOverdrawing
OverhearOverheardOverheardOverhearsOverhearing
OvertakeOvertookOvertakenOvertakesOvertaking
PayPaidPaidPaysPaying
PresetPresetPresetPresetsPresetting
ProveProvedProven/ProvedProvesProving
PutPutPutPutsPutting
QuitQuitQuitQuitsQuitting
Re-proveRe-provedRe-proven/Re-provedRe-provesRe-proving
ReadReadReadReadsReading
RidRid/RiddedRid/RiddedRidsRidding
RideRodeRiddenRidesRiding
RingRangRungRingsRinging
RiseRoseRisenRisesRising
RiveRivedRiven/RivedRivesRiving
RunRanRunRunsRunning
SawSawedSawn/SawedSawsSawing
SaySaidSaidSaysSaying
SeeSawSeenSeesSeeing
SeekSoughtSoughtSeeksSeeking
SellSoldSoldSellsSelling
SendSentSentSendsSending
SetSetSetSetsSetting
SewSewedSewn/SewedSewsSewing
ShakeShookShakenShakesShaking
ShaveShavedShaven/ShavedShavesShaving
ShearShore/ShearedShorn/ShearedShearsShearing
ShedShedShedShedsShedding
ShineShoneShoneShinesShining
ShoeShodShodShoesShoeing
ShootShotShotShootsShooting
ShowShowedShownShowsShowing
ShrinkShrankShrunkShrinksShrinking
ShutShutShutShutsShutting
SingSangSungSingsSinging
SinkSankSunkSinksSinking
SitSatSatSitsSitting
SlaySlewSlainSlaysSlaying
SleepSleptSleptSleepsSleeping
SlideSlidSlid/SliddenSlidesSliding
SlingSlungSlungSlingsSlinging
SlinkSlunkSlunkSlinksSlinking
SlitSlitSlitSlitsSlitting
SmellSmelt/SmelledSmelt/SmelledSmellsSmelling
SneakSneaked/SnuckSneaked/SnuckSneaksSneaking
SoothsaySoothsaidSoothsaidSoothsaysSoothsaying
SowSowedSownSowsSowing
SpeakSpokeSpokenSpeaksSpeaking
SpeedSped/SpeededSped/SpeededSpeedsSpeeding
SpellSpelt/SpelledSpelt/SpelledSpellsSpelling
SpendSpentSpentSpendsSpending
SpillSpilt/SpilledSpilt/SpilledSpillsSpilling
SpinSpan/SpunSpunSpinsSpinning
SpitSpat/SpitSpat/SpitSpitsSpitting
SplitSplitSplitSplitsSplitting
SpoilSpoilt/SpoiledSpoilt/SpoiledSpoilsSpoiling
SpreadSpreadSpreadSpreadsSpreading
SpringSprangSprungSpringsSpringing
StandStoodStoodStandsStanding
StealStoleStolenStealsStealing
StickStuckStuckSticksSticking
StingStungStungStingsStinging
StinkStankStunkStinksStinking
StrideStrode/StridedStriddenStridesStriding
StrikeStruckStruck/StrickenStrikesStriking
StringStrungStrungStringsStringing
StripStript/StrippedStript/StrippedStripsStripping
StriveStroveStrivenStrivesStriving
SubletSubletSubletSubletsSubletting
SunburnSunburned/SunburntSunburned/SunburntSunburnsSunburning
SwearSworeSwornSwearsSwearing
SweatSweat/SweatedSweat/SweatedSweatsSweating
SweepSwept/SweepedSwept/SweepedSweepsSweeping
SwellSwelledSwollenSwellsSwelling
SwimSwamSwumSwimsSwimming
SwingSwungSwungSwingsSwinging
TakeTookTakenTakesTaking
TeachTaughtTaughtTeachesTeaching
TearToreTornTearsTearing
TellToldToldTellsTelling
ThinkThoughtThoughtThinksThinking
ThriveThrove/ThrivedThriven/ThrivedThrivesThriving
ThrowThrewThrownThrowsThrowing
ThrustThrustThrustThrustsThrusting
TreadTrodTroddenTreadsTreading
UndergoUnderwentUndergoneUndergoesUndergoing
UnderstandUnderstoodUnderstoodUnderstandsUnderstanding
UndertakeUndertookUndertakenUndertakesUndertaking
UpsetUpsetUpsetUpsetsUpsetting
VexVext/VexedVext/VexedVexesVexing
WakeWokeWokenWakesWaking
WearWoreWornWearsWearing
WeaveWoveWovenWeavesWeaving
WedWed/WeddedWed/WeddedWedsWedding
WeepWeptWeptWeepsWeeping
WendWended/WentWended/WentWendsWending
WetWet/WettedWet/WettedWetsWetting
WinWonWonWinsWinning
WindWoundWoundWindsWinding
WithdrawWithdrewWithdrawnWithdrawsWithdrawing
WithholdWithheldWithheldWithholdsWithholding
WithstandWithstoodWithstoodWithstandsWithstanding
WringWrungWrungWringsWringing
WriteWroteWrittenWritesWriting
ZincZinced/ZinckedZinced/ZinckedZincsZincking



http://www.usingenglish.com/reference/irregular-verbs/