Speaking

Feedback Master

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OEAI Partner Interview

Coherence & Pragmatics:

Interview, upload & peer feedback:

Self-evaluation:

Individual conference:

Pronunciation:

Warm-up questions: 

Definition of terms:

Open-ended questions: 

AI disclosure:

Fluency

Teaching/Presentation Fluency

Conversational Fluency

Building friendships in English

To build friendships and gain opportunities to regularly converse in English, make a list of University of Illinois student organizations/activities you’re interested in searching online and possibly visiting. Here are few ideas:

Overly short/nonlogical thought groups


False starts


Fillers


Speech rate


Linking/Connected Speech

To work on including invisible /y/ and invisible /w/ pronounced WITHIN words: Watch each of the following videos about when English words insert “invisible /y/” and “invisible /w/," practicing each mentioned word/phrase first individually and then within 5 new YouGlish phrasal contexts per day until pronouncing invisible /y/ and/or /w/ becomes automatic for you (Monica: Need to evaluate if the below are the BEST videos in the BEST teaching order)


To work on including invisible /y/ and invisible /w/, etc., pronounced BETWEEN words: Watch each of the following videos on how “invisible /y/” and “invisible /w/” insertion (=vowel-to-vowel linking), plus certain consonant adjustments, can help with fluency by smoothing the flow of speech, practicing each mentioned word/phrase first individually and then within 5 new YouGlish phrasal contexts per day until linking via invisible /y/ and /w/, etc., becomes automatic for you


Miscellaneous

Pronunciation

How to pronounce the sounds of American English (DOCX)

θ     ð     ʃ    ʒ     ŋ     ɫ     ʔ     ɾ     ɹ 

ɪ     ʊ      ʌ      ɛ     ɝ/ɚ       æ     ɑ/ɔ     ə 

á é í ó ú ý 

https://ipa.typeit.org/


Enunciation

Day 1: Jaeny Baik's video on how to stop mumbling

Day 2: Vocal Image's video on how to improve your articulation

Day 3: Accent's Way English with Hadar's video on three exercises to improve your pronunciation

Day 4: Patrick Muñoz's video on using a cork to develop vocal strength

Day 5: Patrick Muñoz's video on how to stop mumbling

Day 6: Psychology Theory's video on how to stop mumbling


Syllable Deletion

— Consonants

How to pronounce the consonants of American English (DOCX)

θ     ð     ʃ    ʒ     ŋ     ɫ     ʔ     ɾ     ɹ 

https://ipa.typeit.org/


Vibration in the throat?

unvibrated /?/ mispronounced as vibrated /?/:

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vibrated /?/ mispronounced as unvibrated /?/:

WHERE this consonant is pronounced

/p/ mispronounced as /f/ (Are these instances of HYPERcorrection?) (FYI: Have submitted request 12/04/22 to San Diego Voice and Accent for a “visual test” video about this common substitution):

Day 1ff: Watch this Accent's Way English with Hadar video on how to pronounce English /p/ vs. /f/, practicing each word from her p/f minimal pairs list, first individually and then (possibly videorecording yourself in order to check that you’ve indeed pronounced the correct sound) within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 2: Follow Tools for Clear Speech instructions on how to practice RELIABLY distinguishing English /p/ vs. /f/

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/b/ mispronounced as /v/: If you think this is a common mistake for you, watch one of the following videos per day, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you: (Are these instances of HYPERcorrection?) (FYI: Have submitted request 12/04/22 to San Diego Voice and Accent for a “visual test” video about this common substitution) (Monica: Need to evaluate if these are the BEST available teaching videos in the BEST order)

Day 1ff: Watch this Clear English Corner video on how to pronounce English /b/ vs. /v/ (focusing on Spanish) 

Day 2ff: Watch this Accent's Way English with Hadar video on how to pronounce English /b/ vs. /v/ (focusing on Korean), practicing each word from her b/v minimal pairs list, first individually and then, possibly videorecording yourself in order to check you’ve indeed pronounced the correct sound for each word, within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 3: Follow Tools for Clear Speech instructions on how to practice RELIABLY distinguishing English /b/ vs. /v/

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/f/ mispronounced as /p/ (FYI: Have submitted request 12/04/22 to San Diego Voice and Accent for a “visual test” video about this common substitution):

Day 1ff: Watch this Accent's Way English with Hadar video on how to pronounce English /p/ vs. /f/, practicing each word from her p/f minimal pairs list, first individually and then, possibly videorecording yourself in order to check that you’ve indeed pronounced the correct sound for each word, within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 2: Follow Tools for Clear Speech instructions on how to practice RELIABLY distinguishing English /p/ vs. /f/


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/v/ mispronounced as /b/: If you think this is a common mistake for you, watch one of the following videos per day, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you: (FYI: Have submitted request 12/04/22 to San Diego Voice and Accent for a “visual test” video about this common substitution) (Monica: Need to evaluate if these are the BEST available teaching videos in the BEST order) 

Day 1ff: Watch this Clear English Corner video on how to pronounce English /v/ vs. /b/ (focusing on Spanish) 

Day 2ff: Watch this Accent's Way English with Hadar video on how to pronounce English /v/ vs. /b/ (focusing on Korean), practicing each word from her b/v minimal pairs list, first individually and then, possibly videorecording yourself in order to check you’ve indeed pronounced the correct sound for each word, within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 3: Follow Tools for Clear Speech instructions on how to practice RELIABLY distinguishing English /v/ vs. /b/

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unvibrated /θ/ pronounced as /s/: If this is something you want to work on, pay attention to pronouncing “th” with your tongue—even if just barely—BETWEEN vs. BEHIND your teeth in at least 10 new words containing the (unvibrated) “th” per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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vibrated /ð/ pronounced as /z/: If this is something you want to work on, pay attention to pronouncing “th” with your tongue—even if just barely—BETWEEN vs. BEHIND your teeth in at least 10 new words containing the vibrated “th"per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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unvibrated /θ/ pronounced as /t/: If this is something you want to work on, pay attention to pronouncing “th” with your tongue—even if just barely—BETWEEN vs. BEHIND your teeth in at least 10 new words containing the (unvibrated) “th” per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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vibrated /ð/ pronounced as /d/: Although this pronunciation matches African-American English (AAE), it does not match mainstream American English (MAE). If you would like to work on adding the MAE pronunciation to your pronunciation repertoire, pay attention to pronouncing “th” with your tongue—even if just barely—BETWEEN vs. BEHIND your teeth in at least 10 new words containing the vibrated “th" per day, first individually and then within 5 new YouGlish phrasal contexts per day until this pronunciation becomes automatic for you: 

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"lisped" /s/ or /z/ mispronunciations: I've done some research and although I’m not specifically trained as a speech pathologist, there is enough overlap between my training and theirs that I think there is a good chance I may be able to help address your  “st”/lisp concerns 🤗  I would like to do a more systematic check in order to hopefully be able to diagnose exactly WHY the “st” consonant cluster is difficult for you. I also would like to learn more about whether this occurs only in English or also in your native language[s] 🤗) ¶ Please do be encouraged by this speech-language therapy quotation (that supports my analysis of the strengths/weaknesses of your Microteaching #1!😉): “Lisping, as an isolated speech characteristic, does not usually reduce the person's intelligibility unduly.  Most people can easily understand what the person with a lisp is saying.” (Notice the “easily”!!!) See also Voice Science’s “Can you fix your lisp as an adult?” for additional info about how having a lisp basically NEVER affects how easy you are to understand  🤗 ¶ Please check out the following (also added to your 15-Minutes-per-Day Assignment Options Google Doc 😉):

Although you spoke with no lisp, 

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/ʒ/ mispronounced as /z/: (Should instead sound like a vibrated "sh" 😉) (Monica: Need to evaluate if the below is BEST teaching order)

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/ŋ/ pronounced as /n/: If this is something you want to work on, watch one of the following videos per day and then practice pronouncing at least 10 familiar words containing the"-ng" sound per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you  (Monica: Still need to find and add training taking respectful account of AAVE + need to evaluate if the below are the BEST available teaching videos in the BEST order)

Day 1: San Diego Voice and Accent’s “How to Pronounce the N /n/ and NG /ŋ/ consonants”

Day 2: Sounds American’s “Thin or Thing? Sin or Sing? American English Pronunciation”

Day 3: “Clear English Corner’s “American Accent Tutorial: How to Pronounce NG” 

HOW this consonant is pronounced

/v/ mispronounced as /w/ (and vice versa): Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you  (Monica: Need to evaluate if the below is the BEST teaching order)

Day 1: Pronunciation Snippets' video on how to pronounce /v/ so it doesn't sound like /w/

Day 2: Accent's Way English with Hadar video on how to pronounce the /v/ and /w/ (and how NOT to confuse them when speaking)

Day 3: Clear English Corner's video on the /w/ vs. /v/ sounds

Day 4: Practice pronouncing at least 10 new words containing /v/  per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you


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vibrated /ð/ mispronounced as /l/: If this is something you want to work on, pay attention to pronouncing “th” with your tongue—even if just barely—BETWEEN vs. BEHIND your teeth in at least 10 new words containing the vibrated “th" per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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vibrated /ð/ mispronounced as /n/: Practice pronouncing “then” slowly as “theeeeeeeen,” paying attention to (1) verifying you feel NO air under your nose until you pronounce “n” in at least 10 new words containing the vibrated “th"per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/d/ mispronounced as /n/ (and in a few cases /d/ sounded like /l/—likely an instance of HYPERcorrection?—i.e., “any” sounded like “ady”): 

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/l/ mispronounced as /n/ (and in a few cases /n/ sounded like /l/—likely an instance of HYPERcorrection?—i.e., “nonnegative” mispronounced as “nonlegative”). After you feel generally competent at distinguishing /l/ vs. /n/ vs. /d/ AND ending /ɫ/ vs. /w/, practice pronouncing at least 10 new words containing /l/ (at the beginning, middle, AND end of words and syllables) per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you: 

Day 1: Watch and practice distinguishing /l/ vs. /n/ using this Pronunciation Snippets video

Day 2: Review and practice as needed distinguishing /l/ vs. /n/ using the Pronunciation Snippets video + watch and practice distinguishing /l/ vs. /n/ using this ESL Garage video (except not the tongue twister part)

Day 3: Review and practice as needed distinguishing /l/ vs. /n/ using the Pronunciation Snippets video and ESL Garage video; read and practice distinguishing /l/ vs. /n/ (and /d/) using this “Phonetic N-L-ysis (Or, You’ll Want to Hold Your Nose for This One” blog post (Please let me know if you find this additional information helpful or not—I know this post includes LOTS of technical pronunciation terms!)

Day 4ff: Practice pronouncing at least 10 new words beginning with /l/ per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 10ff: After you can reliably pronounce words BEGINNING with /l/, practice 10 new 2-syllable (or more—just modify the URL) words containing the spelling "-ll-"  as well as 10 new 2-syllable (or more—just modify the URL) words containing the spelling "-nn-" per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/l/ mispronounced as (halfway) /r/  (Monica: Need to evaluate if the below is BEST teaching order):

Day 1ff: Watch this Accent's Way English with Hadar video on how to RELIABLY distinguish English /l/ vs. /r/, practicing each word from her l/r minimal pairs list, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking for each word that your tongue has NOT touched the top of your mouth to accidentally pronounce /r/ like /l/

Day 2ff: Watch this Sounds American video on how to pronounce English /l/ vs. /r/, then practice pronouncing at least 10 new words beginning with /l/ per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking for each word that your tongue has indeed TOUCHED the top of your mouth to pronounce /l/

Day 3: Watch this Sounds American video on how to pronounce English words containing BOTH /l/ vs. /r/, then practice pronouncing at least 10 new words containing BOTH /l/ and /r/ per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking for each word that your tongue has NOT touched the top of your mouth  to accidentally pronounce /r/ like /l/

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/r/ mispronounced as (halfway) /l/  (Monica: Need to evaluate if the below is BEST teaching order):

Day 1ff: Watch this Accent's Way English with Hadar video on how to RELIABLY distinguish English /l/ vs. /r/, practicing each word from her l/r minimal pairs list, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking for each word that your tongue has NOT touched the top of your mouth to accidentally pronounce /r/ like /l/

Day 2ff: Watch this Sounds American video on how to pronounce English /l/ vs. /r/, then practice pronouncing at least 10 new words beginning with /r/ per day, first individually  and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking for each word that your tongue has NOT touched the top of your mouth to accidentally pronounce /r/ like /l/

Day 3: Watch this Sounds American video on how to pronounce English words containing BOTH /l/ vs. /r/, then practice pronouncing at least 10 new words containing BOTH /l/ and /r/ per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking for each word that your tongue has NOT touched the top of your mouth to accidentally pronounce /r/ like /l/

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/ʒ/ mispronounced as (halfway) /r/: 

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/ʒ/ mispronounced as /y/: 

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/ʒ/ mispronounced as /dʒ/: (Instead of sounding like the “j” in judge, should sound like a vibrated "sh")

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/dʒ/ mispronounced as just /d/: 

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/y/ (a.k.a. /j/) mispronounced as /dʒ/: 

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intervocalic flap "t": Pronouncing a true "t" instead of the (uniquely American!) flap "t" that occurs ONLY between two vowels will (by itself 😉) NOT cause listeners to understand you—it simply marks you as not having an AMERICAN English accent. However, if you don't have anything more important left to work on and you WANT to learn how to pronounce the American flap "t," watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you  (Monica: Need to evaluate if the below is the BEST teaching order)

Day 1: San Diego Voice and Accent’s “All About the Flap /ɾ/ (aka Flap T)”

Day 2: Clear English Corner's video on the American "flap T" sound

https://www.youtube.com/watch?v=cK9gl_CD09M

https://www.youtube.com/watch?v=XpN-X2PzdAk

https://www.youtube.com/watch?v=IpMkJDTnSPI

https://www.youtube.com/watch?v=Op10ke3_jhE

https://www.youtube.com/watch?v=bFqRf03sAzw

https://www.youtube.com/watch?v=_hoARxeemns

Day 3: Monica: Need to check if there are other good videos about this


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glottal stop:


Syllabic consonants


Consonant clusters

Nonstandard consonant cluster reduction: Although these pronunciations match African-American English (AAE), they do not match mainstream American English (MAE). If you would like to work on adding the MAE pronunciations to your pronunciation repertoire, pay attention to pronouncing (most!) consonants spelled at the end of words (Monica, is this the best video for teaching the "rule of three"? Also, develop comment that MAE also exhibits metathesis in words like "iron" and increasingly "introduce" and "interduce"):


Metathesis


Final consonant devoicing

/g/ at the end of words/syllables mispronounced as /k/— Is this a HYPERcorrection?— “Coe (2001) explains that since in Spanish word-final plosives are rare, Spanish speakers tend to use /t/ for final /d/ (e.g. /sæt/ instead of / sæd. . .)”:  

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/t/ at the end of words/syllables mispronounced as /d/— Is this a HYPERcorrection?— “Coe (2001) explains that since in Spanish word-final plosives are rare, Spanish speakers tend to use /t/ for final /d/ (e.g. /sæt/ instead of / sæd. . .)”: Practice pronouncing at least 25 new words ending in /t/ per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, ideally videorecording yourself in order to check you have indeed pronounced the final sound as “-t”


Consonant deletion

Deleting /w/ (Monica: Need to evaluate if the below are the BEST available teaching videos in the BEST order):

Day 1ff: Watch this San Diego Voice and Accent video on how to pronounce English /w/ (and /y/), then practice pronouncing at least 10 new words beginning with /w/ per day (and, after you can reliably pronounce words BEGINNING with /w/, then words containing /w/ more generally), first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking yourself each time that you have not accidentally started your intended /w/ with a glottal stop

Day 2: Watch this Sounds American video on how to pronounce English /w/

Day 3 (optional): Watch this Clear English Corner video on "Hidden sounds in English words"


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/ɫ/ at the end of words/syllables mispronounced as /w/ (or /r/): Watch this video on how to pronounce dark /ɫ/ and then practice pronouncing at least 10 new words ending in /ɫ/ per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you. 

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Deleting final consonants:

Day 1ff: Practice the following first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, being sure to check for each word that you are clearly pronouncing ALL of its ending consonants—make sense?

Day 2ff: Practice clearly pronouncing the final consonants of at least 10 familiar words per day from the following lists, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, checking each time that you are clearly pronouncing ALL the ending consonant sounds, including /n/, /m/, or /ŋ/, NOT just nasalizing the preceding vowel—make sense?

Day 3ff: Use the practice activity “Analyze2Imitate: Final Consonants” to work on building habits of automatically pronouncing (most!) consonants spelled at the end of words ☺


Spelling-Based Segmental Errors

Practice the following first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation (in spite of their potentially confusing spelling!) becomes automatic for you: 

— Vowels

How to pronounce the vowels of American English (DOCX)

ɪ     ʊ      ʌ      ɛ     ɝ/ɚ       æ     ɑ/ɔ     ə 

https://ipa.typeit.org/

Monophthongs

/æ/ mispronounced as /ɛ/—Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, paying attention to pronouncing the “a” as in “Navisworks” with your mouth WIDE open (as for the /æ/ in “bat”) vs. only SLIGHTLY open (as for the /ɛ/ in “bet”) (Monica: Need to evaluate if the below are the BEST available teaching videos in the BEST order)

Day 1: Watch this Accent's Way with Hadar video on how to pronounce /æ/ vs. /ɛ/

Day 2: Watch this San Diego Voice and Accent video on how to pronounce /æ/ vs. /ɛ/

Day 3: Watch this Sounds American video on how to pronounce /æ/ vs. /ɛ/

Day 4: Watch and practice how to pronounce /æ/ using this second San Diego Voice and Accent video

Day 5: Watch and practice how to pronounce /æ/ using this Clear English Corner video

Day 6ff: Practice pronouncing at least 5 new /æ/ vs. /ɛ/ minimal pairs (Monica: Need to evaluate if this is the BEST minimal pairs list to share) per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/ɛ/ mispronounced as /æ/: Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, paying attention to pronouncing the “e” in “best” with your mouth only SLIGHTLY open (as for the /ɛ/ in “bet”) vs. WIDE open (as for the /æ/ in “bat”) (Monica: Need to evaluate if the below are the BEST available teaching videos in the BEST order)

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/i/ mispronounced as /ɪ/—If you think this is a common mistake for you, watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, paying attention to pronouncing /i/ with your mouth muscles TENSE (like for the letter of the alphabet “e”) vs. RELAXED 

Day 1: Watch and practice distinguishing /i/ vs. /ɪ/ using this first San Diego Voice and Accent video

Day 2: Watch and practice distinguishing /i/ vs. /ɪ/ using this second San Diego Voice and Accent video

Day 3: Watch and practice distinguishing /i/ vs. /ɪ/ using this Sounds American video

Day 4: Watch and practice distinguishing /i/ vs. /ɪ/ using this first Accent's Way with Hadar video

Day 5: Watch and practice distinguishing /i/ vs. /ɪ/ using this second Accent's Way with Hadar video

Day 6ff: Practice pronouncing at least 5 new /i/ vs. /ɪ/ minimal pairs (Monica: Need to evaluate if this is the BEST minimal pairs list to share) per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/ɪ/ mispronounced as /i/—Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, paying attention to pronouncing /ɪ/ with your mouth muscles RELAXED vs. TENSE

Day 1: Watch and practice distinguishing /i/ vs. /ɪ/ using this first San Diego Voice and Accent video

Day 2: Watch and practice distinguishing /i/ vs. /ɪ/ using this second San Diego Voice and Accent video

Day 3: Watch and practice distinguishing /i/ vs. /ɪ/ using this Sounds American video

Day 4: Watch and practice distinguishing /i/ vs. /ɪ/ using this first Accent's Way with Hadar video

Day 5: Watch and practice distinguishing /i/ vs. /ɪ/ using this second Accent's Way with Hadar video

Day 6ff: Practice pronouncing at least 5 new /i/ vs. /ɪ/ minimal pairs (Monica: Need to evaluate if this is the BEST minimal pairs list to share) per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/ɪ/ mispronounced as /ɛ/—Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, paying attention to ? (Monica: Need to evaluate if the below is the BEST teaching order)

Day 1: Watch and practice how to pronounce /ɪ/ using this first San Diego Voice and Accent video

Day 2: Watch and practice how to pronounce /ɛ/ using this second San Diego Voice and Accent video

Day 3: Watch and practice distinguishing /ɪ/ vs. /ɛ/ using this Sounds American video

Day 4: Watch and practice how to pronounce /ɪ/ using this Clear English Corner video

Day 5ff: Practice pronouncing at least 5 new /ɪ/ vs. /ɛ/ minimal pairs per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/ɑ/ mispronounced as /ʌ/ : Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 1: Watch and practice distinguishing /ʌ/ vs. /ɑ/ using this first San Diego Voice and Accent video

Day 2: Watch and practice distinguishing /ʌ/ vs. /ɑ/ using this first San Diego Voice and Accent video

Day 3: Watch and practice distinguishing /ʌ/ vs. /ɑ/ using this second San Diego Voice and Accent video

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/ʌ/ mispronounced as /ɑ/: Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 1: Watch and practice distinguishing /ʌ/ vs. /ɑ/ using this Sounds American video

Day 2: Watch and practice distinguishing /ʌ/ vs. /ɑ/ using this first San Diego Voice and Accent video

Day 3: Watch and practice distinguishing /ʌ/ vs. /ɑ/ using this second San Diego Voice and Accent video

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/ʌ/ mispronounced as /u/: Pay attention to pronouncing the “u” in “punch” with your lips RELAXED vs. TENSELY ROUNDED

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/ʊ/ mispronounced as /u/ : Watch each of the following videos, practicing each mentioned word first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you (Monica: Need to evaluate if the below are the BEST available teaching videos in the BEST order—have only searched VERY briefly)

Day 1: Watch and practice distinguishing /ʊ/ vs. /u/ using this first Accent's Way with Hadar video

Day 2: Watch and practice distinguishing /ʊ/ vs. /u/ using this second Accent's Way with Hadar video (/ʊ/ as in the spelling "o" in "woman")

Day 3: Watch and practice distinguishing /ʊ/ vs. /u/ using this third Accent's Way with Hadar video

Diphthongs

/ɑi/ diphthong mispronounced as just the /ɑ/ monophthong: Watch each of the following videos, practicing each mentioned word first individually (being careful to pronounce the /i/ part of the diphthong long enough to check that you have indeed pronounced it), and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you (again pronouncing the /i/ part of the diphthong long enough to check that you have indeed pronounced it) (Monica: Need to evaluate if the below are the BEST videos in the BEST teaching order)

/ɑi/ diphthong pronunciation of the "i" in “colliders” mispronounced as just the /ɑ/ monophthong (i.e., as “co-lodders”) 

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/ei/ diphthong mispronounced as /ɛ/ monophthong: Watch each of the following videos, practicing each mentioned word first individually (being careful to pronounce the /i/ part of the diphthong long enough to check that you have indeed pronounced it), and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you (again pronouncing the /i/ part of the diphthong long enough to check that you have indeed pronounced it) (Monica: Need to evaluate if the below is the BEST teaching order)

/ei/ diphthong pronunciation of the "a" in “scale” mispronounced as the /ɛ/ monophthong (i.e., as “skell”) (x2) 

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Other diphthongs: 

aʊ: If you think this is a common mistake for you, watch each of the following videos, practicing each mentioned word first individually (being careful to pronounce the second part of the diphthong long enough to check that you have indeed pronounced it correctly) and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you (again pronouncing the second part of the diphthong long enough to check that you have indeed pronounced it correctly)(Monica: Need to evaluate if the below are the BEST videos in the BEST teaching order)

Day 1: San Diego Voice and Accent's video on how to pronounce the English /aʊ/ diphthong

Day 2: Sounds American's video on how to pronounce English the /aʊ/ diphthong

Day 3ff: Practice pronouncing at least 10 new words containing the /aʊ/ diphthong per day, first individually and then within 5 YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/oʊ/: If you think this is a common mistake for you, watch each of the following videos, practicing each mentioned word first individually (being careful to pronounce the second part of the diphthong long enough to check that you have indeed pronounced it correctly) and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you (again pronouncing the second part of the diphthong long enough to check that you have indeed pronounced it correctly)(Monica: Need to evaluate if the below are the BEST videos in the BEST teaching order)

Day 1: Clear English Corner's video on how to pronounce the English /oʊ/ diphthong

Day 2: Clear English Corner's video on how to pronounce "don't" and "won't" and "phone"

Day 3: Accent's Way English with Hadar's on how to pronounce "hotel" in English

Day 4:Accent's Way English with Hadar's on how to pronounce "focus" in English

Day 5:San Diego Voice and Accent's video on how to pronounce the /oʊ/ diphthong

Day 6: Sounds American's video on how to pronounce the /oʊ/ diphthong

Day 7ff: Practice pronouncing at least 10 new words containing the /oʊ/ diphthong per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

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/ɔɪ/:If you think this is a common mistake for you, watch each of the following videos, practicing each mentioned word first individually (being careful to pronounce the second part of the diphthong long enough to check that you have indeed pronounced it correctly) and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you (again pronouncing the second part of the diphthong long enough to check that you have indeed pronounced it correctly)(Monica: Need to evaluate if the below are the BEST videos in the BEST teaching order)

Day 1: San Diego Voice and Accent's video on how to pronounce the English /ɔɪ/ diphthong

Day 2: Sounds American's video on how to pronounce the /ɔɪ/ diphthong

Day 3ff: Practice pronouncing at least 10 new words containing the /ɔɪ/ diphthong per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Vowel Syncope

Nonstandard Vowel Deletion

Deleting /r/—Although British English often does not pronounce /r/ where it is spelled, in the American context pronouncing the following r-colored vowels without a clear /r/ can sometimes make it hard for listeners to identify the word you're saying. If you’re interested in adjusting your pronunciation to match your currently American context, practice pronouncing the following words, first individually (checking you have indeed clearly pronounced /r/) and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you (again being careful to check each time that you have indeed clearly pronounced /r/)

Nonstandard Vowel Insertion

Inserting /r/: Practice the following first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you, being careful to check that you have NOT inserted /r/:

Vowel Metathesis


Spelling-Based Segmental Errors

Practice the following first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation (in spite of their potentially confusing spelling!) becomes automatic for you: 

— Word stress

á é í ó ú ý 


Default

i + vowel / u + vowel / e + vowel

-ic

-ate/-ite

Day 1: Compare in YouGlish the difference in word stress between (1) “i+vowel”-controlled words ending in “-ation” vs. (2) verbs ending in “-ate” vs. (3) adjectives/nouns ending in “-ate." How is the word stress of the “i+vowel”-controlled words different from that of words ending in the stress-controlling suffix “-ate”? How is the pronunciation of verbs ending in “-ate” different from that of adjectives/nouns ending in “-ate”?

Day 2: Practice correctly stressing at least 10 verbs ending in the stress-controlling suffix “-ate” per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

Day 3ff: After you can RELIABLY CORRECTLY stress verbs ending in “-ate,” practice correctly stressing at least 10 adjectives/nouns ending in the stress-controlling suffix “-ate” per day, first individually and then within 5 new YouGlish phrasal contexts per day until their standard pronunciation becomes automatic for you

long word ending in "-y" (except "-cy and "-ary"/"-ory")

Less common stress-controlling suffixes:

Stress-repelling prefixes:

Exceptions:


Compound stress


Noun vs. verb stress


“-teen” vs. “-ty”


Destressing needed

— Phrase stress

Contrast/emphasis stress

— Intonation

Intonation range:

Falling intonation:

Rising intonation:

Presenting

Volume

Eye contact

Facial expressions/gestures:

Time management

Handling the unexpected

— Visual aids

PPT

Font
Animations
Copyediting

Images

Video

Online teaching tools

Boardwork

Props

Demonstration/Role play

— Teaching

Introduction (Contextualization + Hook):

Tailoring communication to audience

Real-life examples

Conclusion

Team teaching

— Interacting

ASKING questions

ANSWERING questions

Other teacher-student interaction

Student-student interaction

Vocal presence

Vocabulary/Phrasing/Grammar

Vocabulary


Phrasing/Collocation


Grammar

Word FORM:

Verbs:

Articles:

Plurals:

Noun/pronoun agreement:

Miscellaneous

Listening

AI Disclosure

Individual Conference

Task Completion

Self-Reflection

Miscellaneous

Assignment-Specific Feedback

ESL 111/112 Oral Presentation

Preparation

Delivery

Volume
Eye Contact
Gestures
Fluency
  • Also, maybe because you were nervous, you spoke a little more quickly than is ideal for helping an audience unfamiliar with your content to follow your presentation, so whenever you practice presentations, practice speaking 10% more slowly than for normal conversation. Make sense? 
Intonation
Handling the unexpected

Visual Design

Formatting & Structure

Clarity of Language

Listener Participation

Email Templates

Microteaching

Please prepare your microteaching lesson about YOUR field

Dear X,

Although I think it's definitely better if ESL 508 students do their microteaching within their field, I've decided to allow you to do your microteaching lesson on either or both of these two algorithms (especially since I'm replying SO late!!! 😭). However, if you can think of any possible connection between these algorithms and electrical engineering or how these algorithms could be used by electrical engineers (even if not in YOUR area of specialization 😉) and either include a slide about that or just verbally discuss it, that would be best.

Thanks for checking in with me and I VERY much hope my late reply doesn't hurt your microteaching prep!!! 😳

 Looking forward to hopefully seeing you Tuesday night!

 Monica

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PERFECT 😍—thank you SO much!!! 😍😍😍 

(Just want to let you know that the reason I think this is SO important is that I want your classmates—and therefore any future ESL 508 students they may know! 😉—to be convinced that a major goal of ESL 508 is for students to learn how to teach THEIR field in an interesting way vs. just cherry-picking some random interesting topic to teach but then not knowing how to apply high-interest teaching strategies when teaching their own field 😭. I hope this make sense!)

Thanks SO much, therefore, for planning on making the electrical engineering connections to your topic clear—I'm VERY grateful!!! 😍

Monica



Subject: Monica Ghosh has shared a video with you on Box

Dear X,

 Here’s the (unlisted 😉) link to your Microteaching #2 video from tonight for you to use to complete your final self-reflection assignment: YYY

Here’s the link to your beginning-of-semester Microteaching #1: XXX

Thanks! 

Monica



Preparing for our Microteaching #1 individual conference 

Dear X,

I'm sorry not to have managed to get this info to you earlier!

(1) Please sign up on Canvas at Calendar → Find appointment → Select course → View appointments → Reserve appointment ASAP for an individual conference with me next Tuesday either in my Literatures, Cultures, and Linguistics Building (LCLB) #2019 office (upstairs on the 2nd floor) or via Zoom at XXXXXXXXX. (If none of my listed available times can work for you, please let me know!)

(2) Please complete before this Sunday, January 28th, at 11:59 pm (a) reviewing your Microteaching #1 video file and (b) completing our ESL 508 Microteaching #1 Self-Evaluation available at XXXXXXXXX

Thanks! Looking forward to hopefully meeting some time on Tuesday to debrief your Microteaching #1 🤗

Monica


Here's how I will share my recommended 15-minutes-per-day homework with you 🤗

Lecture/Discussion

Subject: List of ESL 508 students/majors 

Dear X & Y,

Please find attached our list of ESL 508 students/majors. Admittedly, probably most people in our class will have no trouble with your teaching-ChatGPT-algebra task, but to maximize the chances that any students WITHOUT adequate background are in groups likely to help them LEARN (vs. just doing the work FOR them 😝), you may want to strategically organize who is included in each group based on the following information about different ESL 508 students' majors, etc.: 

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Very much looking forward to your lesson tonight!

Monica

Class Observation

Re: May I observe a lab?

Dear X,

Good question—DEFINITELY  you may observe a lab if lab instruction is most likely to be your future TA responsibility!!! 🤗

Remember teaching doesn't occur only at the front of a classroom. VERY often it occurs in one-on-one and/or small group interactions with students (like what happens in a lab 😉). ANYTHING a teacher does in order to maximize student learning is teaching—even if it's just watching as students attempt an assigned task on their own and stepping in only when the teacher believes doing so will produce MORE learning than letting students figure things out on their own. Make sense?

Monica


Please submit pre-observation questions so I know what to pay attention to when I observe 😉 

Dear X,

Could you please submit your <add Canvas link>pre-teaching-observation questions</add Canvas link> so I know what to pay particular attention to when I'm scheduled to observe your teaching tomorrow? 😉

I'm very much looking forward to it—thanks!

Monica

P.S. I was observing another student in a nearby building, so I checked <add building name>Talbot</add building name>today to make sure I could locate your classroom—just to verify: your classroom/lab is XXX 103 (the X Lab), right? 🤔


Scheduling our ESL 508 post-observation meeting?

Dear X,

I very much enjoyed observing your lecture-discussion section this morning—would you have time to meet in my LCLB #2019 office (upstairs on the 2nd floor) to chat about it any time tomorrow before 3 pm? (But just FYI: I'll need to have you <update Canvas link>submit your post-observation reflection BEFORE we meet</update Canvas link>, so we can discuss this as well 😉) 

If tomorrow can't work for you, please let me know—we can figure out a different date if necessary! 🤗

Monica

Miscellaneous

ESL 504 vs. 506 vs. 510

Dear [INSTRUCTOR] and Suzanne,

Just wanted to let you both know that this morning after class I explained to [STUDENT] the differences between ESL 506 and ESL 510 and she said she had actually already dropped ESL 510 and is planning only to take ESL 506 (which I think is the best fit since she plans on retaking the OEAI 😉)

Happy first day of the semester!!! 🤗 

Monica

FYI from Suzanne: "XXX is enrolled in both 504 and 506. While XXX can stay in both sections, we strongly discourage this since there is some overlap in what is covered." 

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Dear Suzanne (cc Eva),

Just wanted to let you know that Eva and I chatted this morning and, for whatever reason, apparently [STUDENT] has dropped BOTH ESL 504 and ESL 506 🤔

Monica

FYI from Suzanne: "XXX is enrolled in ESL 510 and ESL 506. While we discourage students from taking 2 ITA/PRO courses at the same time, it is not necessarily against the 'rules'. These courses are different enough that a student might benefit from both. Please speak to them about their motivation for taking both and encourage them to make a decision about which course or courses they will stay in before the drop/add deadline. Most students end up selecting one course and dropping the other one." 


New class enrollment not yet showing up in Canvas

Dear [STUDENT],

Welcome to [ESL XXX]! 

Can you access our Canvas course now? (Just FYI: There's a short delay before Student Self-Service class enrollments sync with Canvas, but I can see your information in Canvas now, so I think you also should now be able to see our Canvas course 🤔)

Looking forward to hopefully meeting you soon! 🤗 

Monica

P.S. We have no class assignments so far you need to catch up on 🤗


Missed you in ESL 506 today! 

Dear [STUDENT],

Missed you in ESL 506 this morning/afternoon/yesterday and last Thursday—just wanting to check in to make sure you're okay and still planning on taking ESL 506. Can you let me know? 🤗

Thanks! Hoping to see you in class Tuesday/Thursday/tomorrow 😉

Monica

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Dear [STUDENT],

Okay, thanks for letting me know—looking forward to hopefully meeting you tomorrow! 🤗

Monica

P.S. So far we have no class assignments you need to catch up on 🤗

Reply to running late:

Okay, but try hard to attend our ESL 508 class on time the rest of the semester because, technically, you're only one tardy away from me having to report you to my supervisor for irregular attendance 😳

(This is because ESL Program classes meeting only once per week "allow" only two absences per semester—e.g., your conference absence—before instructors are required to report students for irregular attendance. . . .and being late to class = 1/2 absence 😭)


Official email reminder to avoid being rude by doing non-class activities on a device (especially while your classmates are leading discussion/teaching)

Dear X,

Please find below my "official" email reminder of our last two conversations about inappropriate device use during ESL 508:

As I shared with you when we chatted again about this last week, I'm worried about how this appears to have become a pattern of rudeness due to your paying attention to your device(s) vs. our ESL 508 class activities—especially given how this might impact your classmates who are just beginning as teachers/discussion leaders 😭

Therefore, although based on our conversation last week, I am hopeful you WILL fully participate in our class from now on 😍, I just want to let you know what will happen if I do observe any additional instances of rudeness during our ESL 508 class due to inattention to class activities/inappropriate device use:

It is very important to me that our ESL 508 class be a place everyone feels comfortable and encouraged as they grow in their English teaching/presentation/conversation skills, so I WILL do the above if I must to foster our class being a truly supportive learning environment. Nevertheless, I REALLY do not want to do either of the above, so PLEASE don't make me!!! 😭

Monica

P.S. I just wanted to let you know I plan on doing a "midterm checkpoint" talk tonight where I'll let everyone in our class know my general plan the rest of the semester for handling inappropriate device use/lack of thoughtful participation in terms of steps 1–2 above, but I will NOT mention your name when providing this overview 🤗

Requesting permission to use your ESL 508 Lecture-Discussion lesson as a model for future students 

Dear X,

As I told you both during our individual conference after our lecture discussion, your lecture-discussion lesson was OUTSTANDING!!! 😍

Hopefully you remember from before our first ESL 508 microteaching that I showed during class a few strong microteaching videos from previous ESL 508 students (as well as a weak "microteaching" by a native English speaker NOT from ESL 508 😉) so everyone in our ESL 508 class could SEE what is expected for this assignment. However, currently our ESL 508 library has ZERO lecture-discussion sample videos as good as yours 😭 

Therefore—if you are willing—I would be grateful if during class tonight you would consent to our ESL Program similarly using either your "identifiable" or "unidentifiable" ESL 508 assignment videos to provide future ESL 508 students a sample top-quality lecture-discussion. (However, if you're not okay with this, I understand, and your consent/lack of consent will NOT impact your ESL 508 grade at all 🤗)

Thanks so much for considering this request!!!

Monica

--------------------

Dear X,

Yes, I'll need permission from both of you individually since you both appear in your lecture-discussion video. However, if this is not something you're comfortable with, please DON'T feel pressured—the reason I emailed you two directly is just that the video I'm the MOST interested in sharing with our ESL Program is yours 😉

However, my plan during class tonight is to ask everyone to share their videos so in case you're NOT comfortable sharing (which is totally okay!), I should still be able to share someone else's 🤗 

Monica