Aalok's VnA Training PPT

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Aalok's VnA Training PPT

  1. 1. Accent Reduction Training
  2. 2. Voice and Accent - A Comprehensive Toolkit Review Implementation • Post Assessment & Feedback and Action plan Classroom : Evaluation • Establish program objectives • Consonant & Vowel Sounds • Analyze the data • Pronunciation • Intonation Pre assessment • Pre assessment of the participants ‘Entry Level’ Introduction • Ice breaker • Expectations of the training program • Purpose • Listening Skills
  3. 3. INTRODUCTION
  4. 4. Unit 1 Voice and Accent What What  Ice Breakers Purpose/ Why Purpose/ Why  The day the training begins is usually the 2nd day for them. They need to break out of their shell and start interacting with each other to help build rapport. How How  The ice breakers need to be used with the class per the instructions in the attachment. Process Template: Ice Breakers Microsoft PowerPoint Presentation Sample SHARE A SECRET Ice breakers with instructions This is a good ice breaker for Day 2 in a session where the participants hardly know each other.Would work very well with a New Hire group. INSTRUCTIONS: 1. Pass around a plate full of peanuts or Candy mid way through the session and encourage them to pick up as many as they want.. Make sure you pick up a few as well.
  5. 5. Unit 1 Voice and Accent What What  Introduction Purpose/ Why Purpose/ Why How How  To discuss the objectives of the program and the game plan for the training sessions.  To encourage the participants to participate and improve their speech pattern.  To motivate to learn  Checking their expectations. Capturing them on a Flip chart.  Taking them through a Communication Dissection/Breakdown  Communication Tree Process Template:  Linking the above to their Expectations.  Desensitization: Identity Crisis.  Structure of training: MID Path Objectives Microsoft PowerPoint Presentation Microsoft Word Document Microsoft Word Document Structure of training: MID Path  Defining Accent and Global English.  An overview of what we will cover in the training.  Laying ground rules for the training.  Assessing the recordings, Pre-Training. Introduction – Our Training is based on the following structure: MOTIVATION … You can lead a horse to water BUT… Speech patterns are old, old habits we have engraved in our biological and psychological systems. To change these patterns requires effort and dedication and skill. However the greatest factor influencing this change, is an inner motivation from the individual to really make it happen. Without this motivation, a trainer can give a million techniques, but they will not work. The individual is responsible for WANTING his/her speech to improve, only then will the attention and effort follow, leading to mastery of the skill.
  6. 6. Unit 1 Voice and Accent Purpose/ Why Purpose/ Why How How  To understand the improvement areas for What What the trainees so that training inputs are tailored to their individual needs.  Pre Assessment  Recording of (a) Free Speech  Reading the passage Shrill Girls  Assess the reading & recording on the parameters in the assessment sheet. Process Template: The English Language Assessment Sheet Microsoft Word Document Microsoft Excel Worksheet Sample S.No. PARAMETERS Parameters The specialist says correct consonant sounds 2. Rating 1. The specialist uses correct long and short vowel sounds Fit For Floor Fit For Training Not Fit for Floor
  7. 7. Unit 2 Voice and Accent What What Purpose/ Why Purpose/ Why  Relaxation  In order to incorporate changes in our pattern of speech we work on the smaller muscles of the mouth like the lip, tongue etc.. This also means that we need to let go of the stress in the larger muscles.  Relaxation also focuses on getting rid of the mental stress that we carry with us, so that we gain confidence with the new things we learn. How How  Take everyone through the Relaxation Exercise in a quiet room with the lights dimmed. Process Template: Relaxation Exercise Microsoft Word Document Sample INSTRUCTIONS: Step by step procedure for the Relaxation Exercise. 1. Unfold your arms and legs. Do not slouch or be too stiff. 2. Sit back in your chair; adjust the height of the chair to your requirement.
  8. 8. Unit 2 Voice and Accent What What Purpose/ Why Purpose/ Why How How  Formation of Speech  To acquaint ourselves with the scientific process of the formation of sound and Voice.  What is a Sound?  What is Voice?  Explain the difference between Sound and Voice.  Explain the biological process.  Voice is formed on the out breath, explain using examples.  Breath Control  The English language works on a 10 beat rhythm as opposed to the 4 beat rhythm all the Indian languages follow.  This makes the English sentences longer , and because we are used to a 4 beat, we tend to pause at the wrong places leading the listener to believe that they are not speaking to a native English speaker. Since we know that the Voice is formed on the out breath it is important that we are able to control it.  Practicing exhaling with an open mouth.  Practicing the sound ‘f ’ on the out breath.  Stretching the sound from 4 to a maximum of 20 seconds/counts.
  9. 9. CONSONANTS
  10. 10. Unit 2 Voice and Accent What What  Consonant Sounds. Purpose/ Why Purpose/ Why How How  Clarity in the consonant sounds drives clarity in speech.  The purpose of this document is to introduce the consonant sounds used in Global English and remove MTI from the speech.  Definition of consonants. How are they formed.  Importance of studying Consonants.  Sounds vs. Letters.  Types of consonants, Voiced and Unvoiced- definition. Process Template: Consonant Sounds Microsoft Word Document Sample Unvoiced Voiced p Types of Consonants with examples b f v s z t d sh zh
  11. 11. Unit 2 Voice and Accent What What Purpose/ Why Purpose/ Why  Places of articulation of consonants How How  Empowerment: Understanding the technique of creating a sound empowers the trainee to create the same sound in new words, independent of the trainer.  The technique for producing individual consonant sounds.  Practicing individual sounds with each trainee.  Practicing the technique with Examples.  Consonant Drill  Target Sound Practice. Process Template: Technique to the formation of sounds Microsof t Pow erPoint Presentation Microsoft Word Document  Application in passages. Sample Target Sound Practice 1. Take the sound you want to work on. For eg. W 2. Once you have explained the technique of creating the sound, have them create the sound in slow motion. Eg. Round the lips, create an ‘oooo’ and SLOWLY move to ‘a’. 3. Make them implement the sound in isolation repeatedly.
  12. 12. Unit 2 Voice and Accent What What  Focus on Vs and Ws Purpose/ Why Purpose/ Why How How  Vs and Ws are sounds that are usually confused by an average Indian speaker.  To move towards global comprehensibility it is important that we understand this difference and incorporate it in our speech. Process Template: W’s V’s Microsoft Excel Worksheet Sample Microsoft Excel Worksheet  Technique of the formation of the sound.  Individual sound practice.  Examples with V’s and W’s in different position in a word.  Word practice.  Sentences for practice.  Application in passages  Target sound Practice as homework. Passages Microsoft Word Document Practice sound ‘ V’ Practice sound ‘W’ Passages for ‘V’ sound practice Passages for ‘W’ sound practice Vaccine Divide Cave Waddle Brewery Brew Valuable Driver Connive Wafer Coward Cow Value Environment Cove Waffle Cower Meadow Valve Practice words with V and W ‘s in Primary, Middle and Final position Envision Dive Wag Dwell Sew THE RIVER VALLEY The river valley has always been home to an unrivaled variety and wonderful diversity of wildlife, including voles and vixens. THE BOOKSHOP Every Wednesday, William works at the village bookshop. He waits on customers, collects orders, records purchase details and operates the computer.
  13. 13. Unit 2 Voice and Accent What What Purpose/ Why Purpose/ Why  Focus on Ls and Rs  The Global ‘L’ and ‘R’ differ from the Indian ‘L’ and ‘R’ sounds in terms of articulation.  Understanding this difference and seeing how it is translated in speech, will assist us in understanding the American client better. Process Template: L’s Microsoft Excel Worksheet Sample Practice ‘L’ sounds Application at the beginning, middle and at the end of each word. Practice ‘R’ sounds Application at the beginning, middle and at the end of each word. How How R’s Microsoft Excel Worksheet  Introduction to the American R and formation.  Introduction to the American L and its formation  Introduction to the schwa sound and its’ effect on speech.  Practicing words with ‘L’ in the tertiary position.  Discussing how ‘R’ is spoken differently in British and American accents. Practicing words using ‘R’: In American it is always curled. In British it is curled only in the beginning and sometimes in the middle of the word. (Raise, praise, but not in pardon) It is eliminated in the tertiary position (Water) In the Indian accent, it is always rolled like a running rrrr. Initial Medial Final Liar Milk Fill Land Slip Full Initial Medial Final Ray Grow Here Rifle Word Share
  14. 14. Unit 2 Voice and Accent What What Purpose/ Why Purpose/ Why  Passages for practice How How  Once we are familiar with the correct sounds we should be able to apply them in our spoken English.  We begin with the application in simple sentences, moving on to passages Process Template: Patter Exercises Microsoft Excel Worksheet Passages  A passage is read out by each trainee. It can also be given as homework.  In both cases, the target sound as well as the other sounds are checked by the trainer for correction.  Checking for Breath Control and pauses will also assess the rhythm in which they speak : 4 beat or 10 beat.  Pronunciation is checked and the trainee is provided with corrective feedback. Microsoft Word Document Sample 1. A Big blue badly bleeding blister. Read out each sentence keeping in mind the correct consonant sound. Check consonant sounds ‘t’, ‘d’ and word ends. 2. Stop touching Ted’s toes. 3. The dainty dancers danced in the dark. 4. Seven slick slimy snakes slowly sliding southwards. On dark nights, I sometimes dream of little dwarfs who like to ride through the woods and along country roads on tiny donkeys. On cold stabbing nights they try to invert riddles to the sound of the wind.
  15. 15. VOWELS
  16. 16. Unit 3 Voice and Accent What What Purpose/ Why Purpose/ Why  Vowel Sounds How How  Vowels are what convey emotion in our speech. As English is a secondary language for us, we are unable to convey emotions in English.  Openness of sounds adds clarity to our speech. This opens doors of communication.     Definition of vowels. Importance of vowels Sounds vs. Letters Types of Vowels. Process Template: Vowels Microsoft Word Document Sample VOWELS: Vowels : Types Vowel sounds are produced by the uninterrupted flow of breath. These sounds carry emotion and give due weight to a word. LIP VOWELS are those vowel sounds that are crafted by the shaping of the lips. Aa aw oh oo
  17. 17. Unit 3 Voice and Accent What What Purpose/ Why Purpose/ Why  Types of Vowels How How  Showing trainees how to create the varying shades of vowels, enables them to incorporate this skill into their speech. Process Template: The Powers           Application Microsoft Word Document  Microsoft Excel Worksheet Practice the formation of the Lip Vowels. Listen individually. Support with Examples. Practice the formation of Tongue Vowels. Listen individually. Support with examples. Vowel Chant. Transitioning Lip Vowels and then the Tongue Vowels in one breath. Application of this exercise in language. Group practice. Stretching each sound to a maximum of 12 seconds. Application in poem “The Powers” Sample Check on the openness of vowels Application of Vowel sounds THE Powers whose name and shape no living creature knows Have pulled the Immortal Rose; Ae ow aw I ay e oo oh At Out Ought I’d Ate Eat Ooze Own
  18. 18. Unit 3 Voice and Accent What What  Shades of Vowels Purpose/ Why Purpose/ Why How How  It gives us a comprehensive understanding of the varying vowel sounds used in Global English.  Apart from the basic sounds there are 92 shades existent in the English language. They are nothing but the shorter versions of the basic sounds. This addresses and checks the Long and Short Vowel problem.  What are Shades of Vowels.  Practice each sound, supported with examples.  Group practice.  Exercise: Take them through the “e” and “ae” sentences.  Exercise: Take them through the “I” and “ee” sentences. Process Template: Shades of Vowels Microsoft Excel Worksheet Microsoft Excel Worksheet Microsoft Word Document Sample Look Lord Lout My Lord, look at this lout. Combination of various Consonants with different shades of vowels in words and sentences. oo ay ee Moon Mane Mean Pool Pain Peep LED LAD He led the lad home. SET SAT Anna sat down after losing the first set. IT EAT I eat it. DEED He did the deed DID
  19. 19. Unit 3 Voice and Accent What What Purpose/ Why Purpose/ Why  Consonant - Vowels combinations How How  A word is formed by combining vowels and consonants in various ways.  Once we know how consonants and vowels are formed and have worked on them in isolation, we are ready to combine these and practice them leading us closer to effective speaking.  Combine all vowels with a single consonant. Build words with that to support the use of this exercise.  Practice the consonant clusters with the trainees.  Give examples of the consonant clusters from the poem: “The Powers”.  Keep checking individually as well.  Group Exercise: They can form words using the consonant clusters and give you a list by the next day.  The poem: “Fear No More” focuses on Breath Control. Begin by reading one line in one breath gradually moving to a stanza in breath ensuring the correct consonant and vowel sounds, apart from breath control. Process Template: Consonant Clusters Microsoft Excel Worksheet Sample Oo Placement of consonants after the vowels sound. aw ah ay ee ow i ItI OOT OHT ImI OOM OHM AWM AHM AYM EEM OWM IME Oo Placement of the Vowels after the oh AWT AHT AYT EET OWT aw ah ay ee ow ITE i IdI DOO DOH DAW DAH DAY DEE DOW DI ItI Consonants sound. Combination of 2 unvoiced or 2 voiced consonants after the vowel sound. oh TOO TOH TI Oo oh aw TAW ah TAH TAY TEE ay ee TOW ow i ImI&IdI OOMD OHMD AWMD AHMD AYMD EEMD OWMD IMD IkI&ItI OOKT OHKT AWKT AHKT AYKT EEKT OWKT IKT
  20. 20. Unit 3 Voice and Accent What What Purpose/ Why Purpose/ Why  Diphthongs How How  In English, sometimes one vowel letter may denote 2 different vowel sounds together. Process Template: Diphthongs Berlin Wall Microsoft Word Document      Listing the basic diphthongs. Check for understanding. Words for Practice. Using them in Sentences . The “ei” and “aei” difference. Explain using the Berlin Wall exercise.  Quiz individually to check for understanding of the sounds. Microsoft Excel Worksheet Sample A combination of 2 vowels forming a diphthong /ay/ as in “eight” = /e/ + /i/ /oi/ as in “oil” = /aw/ =/i/ Air Combining the consonants with the two sounds to check the difference in meaning. Ear IbI Bare, Bear, Blare Bear IpI Pare, Pair, Pear Peer, Pier
  21. 21. Unit 3 Voice and Accent What What Purpose/ Why Purpose/ Why How How  Often we confuse the pronunciation in basic words that are either spelt the same or pronounced alike.  This exercise also helps build vocabulary. Rhyming Vowels Process Template: Rhyming Vowels Microsoft Excel Worksheet Fear No More  Create a word list on the board using the sounds “oo” and “ew”.  Add on the columns for ”ow” and “o” sounds.  Practice with the class.  Quiz the trainees on the sounds of the words.  Read out the poem “Fear no More” .  Begin with each trainee reading out one line at a time followed by 2 lines in 1 breath.. and so on, moving to maximum number of stanzas in each breath. Microsoft Word Document Sample List the words and sort out the different pronunciation Reading out the entire stanza in a single breath. Vowel Sounds : oo ew ow o Blue, Blew Cue, Dew Bow, Vow, Bow, So, Jew, Slew View, New How, Sow Sow, Sew Fear no more the heat o' th' Sun, Nor the furious Winters rages, Thou thy worldly task hast don, Home art gon, and taken thy wages. Golden Lads, and Girls all must, As Chimney-Sweepers come to dust.
  22. 22. Unit 3 Voice and Accent What What  Combination of Learned Sounds in Speech Purpose/ Why Purpose/ Why  Now that we have gone through all the consonant sounds as well as the vowel sounds and practiced them, it’s time to apply them in a passage and practice the crispness of the consonants along with the openness of the vowels. Process Template: Under Milk wood Microsoft Word Document Sample:  Check for Word endings.  Check for Vowel sounds.  Check for consonant sounds.  Check for Breath Control.  Check for correct sounds, vowels and consonants. How How Exercise  Use the passage “ Under Milk wood”.  Step 1: Whisper the passage together to emphasize the crispness of the consonants  Step 2: Chant the passage together to emphasize the openness of the vowels.  Step 3: Stand at the corner of the room, leaning there, cup your mouth and read out the passage as loud as possible, without screaming and keeping in mind the correct sounds and breath control. Microsoft Word Document UNDER MILKWOOD And the shrill girls giggle and master around him and squeal as they clutch and thrash, and he blubbers away downhill with his patched pants falling and his tear splashed blush burns all the way as the triumphant bird like sisters scream with buttons in their claws and the bully brothers hoot after him his little nickname and his mother's shame and his father's wickedness with the loose and wild barefoot women of the hovels of the hills. We wondered why we were made to vent in their van with chairs one could barely sit on.
  23. 23. PRONOUNCIATION
  24. 24. Unit 4 Voice and Accent What What  Syllables Purpose/ Why Purpose/ Why How How  Understanding syllables is the first step towards correct pronunciation.  Pronunciation in turn leads us to comprehensibility and effective speech .     Why are syllables important. What are syllables. Learning to count syllables. Making words with 1,2,3,4,5,6 & 7 syllables. Process Template: Syllables Microsoft Word Document Sample A syllable has a vowel sound. Usually there is a consonant sound between it and the next syllable. What are syllables, Counting them. Look at the number of syllables in the following words: Great Paula Beautiful
  25. 25. Unit 4 Voice and Accent What What Purpose/ Why Purpose/ Why  The Basic Rules How How  Empowerment: In the English language there are a 101 exceptions to 100 rules that exist! What we offer are guidelines. These guidelines will help trainees tackle new words even in the absence of the trainer.         Process Template: The Basic Rules The Past tense rule Practice The Plural rule. Practice The Compound Noun rule. Practice The Acronym rule. Practice. Microsoft Word Document Sample Please remember the fact that ‘ed’ becomes an extra syllable only when added to words ending with ‘t’ or ‘d’. This is the only time the past tense has an extra syllable. Past Tense Rule Projected Pleaded Please remember that ‘es’ becomes an extra syllable only when added to words ending with a hissing sound. When the original word without the ‘es’ ending, ends with a hissing sound, only then does the added ‘es’ become an extra syllable. Plural Rule Office/offices Promise/Promises Beach/Beaches A combination of two words is called a compound noun, like soft/ware. In English, the stress usually falls on the first part of the compound noun Compound Noun Software Acronyms Protected Hardware Carpool Acronyms (words that are made from the first letters of a group of words) are very common in American English. The stress in acronyms is almost always on the last letter. UCLA USA MTV
  26. 26. Unit 4 Voice and Accent What What Purpose/ Why Purpose/ Why  Syllable Stress How How  This is the next step towards correct pronunciation.  Comprehensibility problems mostly occur due to the misplaced stress in a word rather than the incorrect sounds of the letters. Process Template: Stress Rules  What is Syllable Stress  How can it be shown.  Rule 1: Only 1 stressed syllable in one word.  Support with examples.  Rule 2: As the word expands .. The stress moves forwards.  Support with examples.  Rule 3: If we stress on 1 syllable more than the others, then the preceding vowel sound reduces.  Support with examples. Microsoft Word Document Sample STRESS Syllable stress Examples for Syllable stress When we learn to break a word into syllables, the idea is to keep in mind that there is only one syllable in a word that gets stressed. Organize Industry Technology Organization Industrial Industrialization Technological
  27. 27. Unit 4 Voice and Accent What What Purpose/ Why Purpose/ Why  Pronunciation How How  Pronunciation is the key to Global Comprehensibility.  A majority of the communication lapses are due to to incorrect pronunciation A guide to easy pronunciation that lists a few rules helps us find our way around with new words. Process Template: Pronunciation Rules Exercise NOTES: The trainer need not take the trainees through the entire list. Microsoft Excel Worksheet Microsoft Word Document             Rule 1: “-ology” Rule 2: “- shn” Rule 3: “- ity” Rule 4: “- ic/ ics” Rule 5: “- ical” Rule 6: “-ically” Rule 7: “- ial” Rule 8: “- ially” Rule 9: “- ious” Rule 10:“- meter” Practice the rules using words. Exercise: Have the trainees count the number of syllables and find the stressed syllables. They should be taught through examples only. Sample -ology Common word ends Biology -ically Examples off words with the common word ends. Counting syllables and Syllable Stress Basically -tion -lity -ic/-ics Station Ability Physics -ially -ious -meter Pious Kilometer -ial Official Financially -ical Practical A/bi/li/ty Cha/ri/ty E/me/rald In/te/rest Pro/ba/bly A/cci/dent Che/mi/cal En/gi/neer In/ves/ti/ga/tion Pro/cess
  28. 28. Unit 4 Voice and Accent What What  Application of Syllable Stress Purpose/ Why Purpose/ Why How How  Once we know what the rules are, it is easier for us to apply them in the words that we use on a day to day basis. Process Template: State Names CITI terms Microsoft Excel Worksheet Microsoft Excel Worksheet City Names       List of State Names . List of Citi Terms List of the major city names. Top American names for Boys Top American names for Girls. Process specific pronunciation guide to the frequently used words.  Auto Loans Car makes. Microsoft Excel Worksheet Am. First Names (M) Am. First Names(F) Microsoft Excel Worksheet Microsoft Excel Worksheet Sample STATE State Names and Pronunciation Pronunciation Alabama Al-a-BAM-aa Alaska a-LASS-kaa CITI Terms American Names for Boys City Names ud-JUST-tb-bl (a-just) Amortization American Names for Girls Pronunciation Adjustable CITI Terms am-er-tz-AY-shn Amanda a-MAN-daa Danielle Dan-ee-ELL Laura LAW-raa Aaron - AER-rn (like Karen) Damion - DAY-mee-yn Jeremy JER-rm-mee Raymond RAY-mnd State Name : Important City Names and Pronunciation ALABAMA : Birmingham (BER-ming-ham), Huntsville (HUNTS-vill), Mobile (Mo-BEEL), Montgomery (Mn-GUM-ree)
  29. 29. INTONATION
  30. 30. Unit 5 Voice and Accent What What  Intonation Purpose/ Why Purpose/ Why  The Indian languages follow a 4 beat rhythm that does not give much room for intonation. English on the other hand provides ample opportunity for this, especially since it a language based on a 10 beat rhythm.  It is imperative that we understand how the tone of our voice effects communication. How How  What is pitch.  What is Intonation. Process Template: Intonation Microsoft Word Document Sample INTONATION: Terms Definition Speech, like music, has pitch changes that create a melody. WHAT IS PITCH? Pitch is the frequency at which we speak.
  31. 31. Unit 5 Voice and Accent What What Purpose/ Why Purpose/ Why  Noun-verb change How How  The same word may at times be used as a noun and at others as a verb. In both these cases the pronunciation will differ. This may lead to comprehensibility problems.  The stress pattern in a noun and a verb.  Practice reading out the words and the sentences in the class.  Ensure each trainee practices this individually. Process Template: Noun-Verb change Microsoft Excel Worksheet Sample NOUN VERB SENTENCE an accent Read out the Noun and the Verb form, application in sentences. to accent His Scottish accent, accented his English. a convict to convict The convict was convicted for 12 years of hard labor. a desert to desert Sam deserted Denise in the desert where she ate her dessert. an envelope to envelope She took the envelope from his hands and enveloped him in a bear hug.
  32. 32. Unit 5 Voice and Accent What What Purpose/ Why Purpose/ Why  Emphasis : Word Stress, Questions and Strong Agreement.  Stressing on a particular word in a sentence also conveys a meaning. E.g.: “ I have too”, “I have to” and “I have two” How How  Methodology: How do we stress on a word more than the others.  Support with examples.  Practice the Exercises.  In questions which word do we stress on.  Stress in strong Agreements. Process Template: Emphasis Microsoft Word Document Sample EMPHASIS Emphasis: Meaning & Importance Emphasis is used to show extra emotion in our speech. By giving extra stress to different words in an English sentence, we can actually change the meaning of the sentence. WORD STRESS: Word Stress In every word in English, there is one main emphasized syllable. The vowel sound in this syllable sounds higher in pitch, longer, and louder, and this is called stress. Practice: 1. Practice Word Stress I’m going to the store. (I am, Not you) 2. I am going to the store. (Are you going? Yes, I am)
  33. 33. Unit 5 Voice and Accent What What Purpose/ Why Purpose/ Why  Question and Statements How How  Apart from its grammatical structure, a statement differentiates from a question by the intonation pattern as well.  In case a statement is read out like a question, the listener gets confused about the meaning, or thinks that the speaker is uncertain, or that the speaker sounds condescending. Process Template: Contours Questions Microsoft Microsoft Word PowerPoint Presentation Document  The pitch at the end of the statement.  Pitch at the end of a question.  The absolute no-no’s of intonation: Sing sing, rocket climb.  Different ways of intonating questions.  Practice on the questions and statements.  Role Plays: Enact out Role play 1 to the class. Have them prepare the remaining role plays in pairs and present them to the class. Role Plays Microsoft Word Document Sample QUESTIONS OR STATEMENTS. Difference in Intonation. Whenever our statements end with a rise in the volume, it confuses the listener and they spend time trying to figure out whether the last sentence was a question or a statement and more often than not they assume it to be a confirmatory question to which they reply a ‘yes’ or ‘no’ which may surprise us as we never expected a reply! Exercise A: 1. Sure I can help you with that. Practice with Different Intonation. 2. The turn around time would be 2 business days.  Exercise B: 1. Can you see?  2. Does he play golf? 
  34. 34. Unit 5 Voice and Accent What What  Numbers Purpose/ Why Purpose/ Why How How  An American’s life revolves around numbers. Be it a social security number, phone number or account number.  Numbers may be as long as 10-12 digits at times. Reading them out in one go confuses the listener.  Discuss why we break the numbers in smaller groups.  How do we do that using Intonation.  Practice. Process Template: Intonation with Numbers: Microsoft Word Document Sample INTONATION WITH NUMBERS: How can we Intonate Numbers effectively. When we take calls we often come across groups of digits which may be as much as 2 to a maximum of 12 digits. They may be Apartment numbers, Account numbers, transit routing numbers, Zip codes, Social security numbers or Telephone numbers. Telephone Numbers: 310-526-9546 1-800-354-9561 Examples Social Security Numbers: 356-65-9856 527-45-5447
  35. 35. Unit 5 Voice and Accent What What  Choices Purpose/ Why Purpose/ Why How How  We often have not one solution, but many options. How should we put them across to the customer?  Relate to the intonation pattern.  Practice with questions. Process Template: Choices Microsoft Word Document INTONATION WITH CHOICES: Sample INTONATION WITH CHOICES. Practice 1. Do you want Tea or Coffee? 2. Do you want Black or brown?
  36. 36. Unit 5 Voice and Accent What What  Pauses Purpose/ Why Purpose/ Why How How  The role of pauses is very important in our speech since a pause defines when a certain thought has ended and a new thought has begun.  In addition, it aids the management of breath as well.  Explain the importance of pauses.  Practice using the sentences. Process Template: Role of Pauses Microsoft Word Document Sample ROLE OF PAUSES. Significance In written English, we use punctuation to show where the pauses in the sentences should be. Example: Application Finally,// each time you prepare a solution// you should take into account / the temperature of the liquids.// Don’t mix these two liquids together / unless they have the same temperature://Room Temperature.
  37. 37. Unit 5 Voice and Accent What What  Practice Purpose/ Why Purpose/ Why How How  Many of us need to break out of a shell that restricts us from experimenting with the pitch changes. These exercises focus on breaking out of old habits and establishing new ones. Process Template: Stories Trench Coat Microsoft Word Document Microsoft Word Document Gollum  Lead by example using the 3 short stories in which the places of inflection have been marked out.  Use Archie comics hand outs to groups of 3s and 4s, have them act out the story in front of the class.  The passage “Dark Trench Coat” can be used to practice Intonation.  Practice using the passage “ Deep down here… Gollum”. Microsoft Word Document Assessment Sample THREE LITTLE PIGS Words that need To be stressed Once upon a time there were three little pigs. They lived with their kind old mother near a large, dark forest. One day, they decided to build their own houses. The first little pig used straw. He took his straw-cutting tools and his new lawnmower, and built a little straw house. The second little pig used sticks. He took his woodcutting tools and some old paintbrushes and built a small wooden house. The third little pig, who was a very hard worker, used bricks.
  38. 38. UNDERSTANDING AMERICAN ENGLISH
  39. 39. Unit 6 Voice and Accent What What Purpose/ Why Purpose/ Why  American Accent  Since we are dealing with the American customer it is important that we understand how the accent differs. How How  Explain the American sound shifts.  Support with examples.  Play audio file: “Arthur The Rat”. Fill in the blanks.  Discuss the various accents in US: Southern, Californian, Eastern Process Template: The American Sounds Microsoft Word Document Sample The American Sound Shifts: Accents occur in the mouth, but have to be breathed out. There are three factors that make the American English different to the Global English. 1. The “AW“ change: The British AW sound changes to the AA sound in the American English Examples: Bob, Dog, Doctor etc.
  40. 40. FLUENCY
  41. 41. Unit 7 Voice and Accent What What Purpose/ Why Purpose/ Why  Fluency How How  Once a person learns the correct sounds and pronunciation, he/she needs to be able to translate it to speech.  This translation of thoughts into speech using the correct sounds is Fluency with the speech.  Introducing various topics to the class  Have each trainee express their thoughts in 2 minutes.  Give constructive feedback. Process Template: Free Speech Topics Microsoft Word Document Sample 1. 2. Free speech topics Window Exercise Sell the Object 3. Hot Seat 4. My favorite Vacation Spot

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