Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy. In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.
This FLM covers the topics of pronunciation priorities at the word and sentence levels and helps students strategize to improve their specific pronunciation challenges.
Key Terms
word/phrase/sentence levels, syllable, verb/noun ending, consonant/vowel, stress pattern, thought group, intonation, suprasegmental
Module Overview
- Pronunciation Priorities at the Word Level
- Introduction
- Eye-Opener: Consonants and Vowels
- Pronouncing Verb and Noun Endings
- Saying the correct Number of Syllables in a Word
- Stressing the Correct Syllable in a Word
- Pronunciation Priorities at the Sentence Level
- Pausing at Thought Groups in Sentences
- Stressing Key Words in Sentences
- Using Appropriate Intonation in Sentences
Download Video Transcripts
Video 1: Pronunciation Priorities at the Word Level
Pronunciation Priorities Online Activity 1
Reflect on the three concepts we covered in this video–pronouncing verb and noun endings, saying the correct number of syllables in a word, and stressing the stressed syllable in a word. Which of these concepts do you think you struggle with, if any? Why? What have people said to you about your pronunciation that makes you think this particular aspect of pronunciation is a challenge to you? What can you do to work on this aspect of your pronunciation?
Please write a short paragraph, and submit it to your instructor.
Video 2: Pronunciation Priorities at the Sentence Level
Pronunciation Priorities Online Activity 2
Reflect on the three concepts we covered in this video–pausing at the end of thought groups, using extra stress to make contrasts and to imply, and using appropriate intonation in sentences. Which of these concepts do you think you struggle with, if any? Why? What have people said to you about your pronunciation that makes you think this particular aspect of pronunciation is a challenge to you? What can you do to work on this aspect of your pronunciation?
Please write a short paragraph, and submit it to your instructor.
Pronunciation Priorities Survey
Please answer the following two questions, and submit the responses to your instructor.
- What was the one most important thing you learned from this module?
- Do you have any unanswered questions for me?
Pronunciation Priorities In-Class Activity
Choose a paragraph of text to practice reading aloud, in order to work on all the pronunciation features discussed in this series of videos. Your instructor may direct you to practice first on a paragraph supplied in class, or taken from one of your course readings, or you may choose to practice on a paragraph you write yourself, scripting part of an oral presentation. Prepare to read aloud your paragraph, using the checklist below to help you.
CHECKLIST: Preparing to Read Aloud
Read a text silently first in order to become familiar with it. You need to understand a text completely in order to use correct sentence-level stress, intonation, and timing. Then, read your text aloud four times, each time focusing on a different item on the checklist to monitor your progress. If something is difficult for you to say or to remember to say, mark it on the text. Use any system that’s helpful to you. When you’re ready, try to put it all together! Put a check next to each item as you work on it. Work iteratively through this checklist, not trying to do everything in one single pass.
References
Derwing, Tracey M., and Murray J. Munro. “Second language accent and pronunciation teaching: A research-based approach.”
TESOL Quarterly, vol. 39, 2005, pp. 379-397.
Grant, Linda, et al. Pronunciation Myths: Applying Second Language Research to Classroom Teaching. University of Michigan Press, 2014.
Michaud, Christina, and Marnie Reed. “ESL Pronunciation Small Group Tutoring.” Teaching the Pronunciation of ESL: Focus on Whole Courses, edited by John Murphy, University of Michigan Press, 2017, pp. 218-238.
Murphy, John M. “Attending to Word-Stress While Learning New Vocabulary.” English for Specific Purposes Journal, vol. 23, 2004, pp. 67-83.
Reed, Marnie, and Christina Michaud. Sound Concepts: An Integrated Pronunciation Course. McGraw-Hill, 2005.
Reed, Marnie, and Christina Michaud. “An Integrated Approach to Pronunciation: Listening Comprehension and Intelligibility in Theory and Practice.” Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference (September 2010), edited by John Levis and Kimberly LeVelle, Iowa State University, 2011, pp. 95-104.
Reed, Marnie, and Christina Michaud. “Intonation in Research and Practice: The Importance of Metacognition.” The Handbook of English Pronunciation, edited by Marnie Reed and John Murphy, Wiley-Blackwell, 2015, pp. 454-470.
