bi yang betul!!!

7/27/2019 Bi Yang Betul!!!

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1.0 Features Of Spoken Laguage

1.1 Pronunciation

Proper pronunciation, requires use of the right sounds when vocalizing a word andstressing the right syllable. It requires knowing the proper way of saying a word in the

region where it is used and accepted by the majority of native speakers. (For this

discussion, we will be limited to the English language.)

Proper articulation involves the correct use of sounds for each letter or grouping of

letters. The challenge arises when common rules are ignored due to local custom,

slang or uneducated pronunciation.

Occasionally, language takes a left turn. Certain expressions including their

mispronunciation become accepted in local language.

Speech mastery requires knowing colloquialisms, local expressions and ways of

pronouncing words. It requires knowing their use. Even though you may never say

them, the ability to communicate with them may have a profound significance some

day.

Names

It starts with saying names properly. If you are going to use names, make sure they

are pronounced correctly.

Proper Name Pronunciationis essential for speakers being introduced, introducing

others, and when using them in their speeches.

Difficult Names need to be considered too.

May I Ax you a question?

To put it in proper perspective, consider one example: many have been genuinely

troubled by regional speakers who would ax (ask) a question. The outrage at the

misuse of the word may result in sarcasm, retorting with, Wouldnt you rather hatchet
http://www.speechmastery.com/name-pronunciation.htmlhttp://www.speechmastery.com/name-pronunciation.htmlhttp://www.speechmastery.com/difficult-name-pronunciation.htmlhttp://www.speechmastery.com/difficult-name-pronunciation.htmlhttp://www.speechmastery.com/name-pronunciation.html


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outsider.

However if you pronounced it as House-ton (Thus SO-HO or South of Hous-ton), it

might give you an extra 60 seconds before they know youre a visitor. New Yorkers

are quite sharp when it comes to native speakers.

List of Most Common Words With Dual Pronunciation.

The following is a list of the most common words and names with multiple

pronunciations. We will start with words and names. We will be continually updating

and adding the various pronunciations and additional words and names as

submitted. Until completed, check your dictionary. Follow the usage by the majority

percentage of native speakers unless demographics dictate otherwise.

Afrikaans (the language with 'cans' as the third syllable vs African's with the short a

sound or 'kens' in the third syllable, the possessive of the people or land of Africa.)

analogous

Angus

arctic

Arkansas

ask

cache (pronounced the same as cash)(often confused with and

mispronounced as cachet)(thanks to Peter from Oregon)

cafe, caf

Cape Verde (from J.M. Philippines)

Chimera (pronounced with a hard K sound like Ky-mere-a)

chipotle

comfortable

comparable

controversy

coupon

daylight saving time (its not "daylight savings time")

destroy (DEE stroy vs DES troy)

envelope


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1.2 Stress

Improving sentence intonation is one of the key elements in your English

pronunciation. Let's discuss the four basic types of word stress that lead to proper

intonation in English.

tonic stress

emphatic stress

contrastive stress

new information stress

Tonic Stress

Tonic stress refers to the syllable in a word which receives the most stress in an

intonation unit. An intonation unit has one tonic stress. It's important to remember

that a sentence can have more than one intonation unit, and therefore have more

Emphatic Stress

If you decide to emphasize something, you can change the stress from the principal

noun to another content word such as an adjective (big, difficult, etc.), intensifier

(very, extremely, etc.) This emphasis calls attention to the extraordinary nature of

what you want to emphasize.

Contrastive Stress

Contrastive stress is used to point out the difference between one object and

another. Contrastive stress tends to be used with determiners such as 'this, that,

these and those'.

New Information Stress

When asked a question, the requested information is naturally stressed more

strongly.


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Tonic stress refers to the syllable in a word which receives themost stress in an intonation unit.

For examples (words are bold):

He's waiting

He's waiting / for his friend

He's waiting / for his friend / at the station.

Tonic Stress

Generally, the final tonic stress in a sentence receives the

most stress. In the above example, 'station' receives the

strongest stress.

There are a number of instances in which the stress changes

from this standard. Here are short explanations for each of the

changes with example sentences to illustrate.

You can change the stress from the principal noun toanother content word such as an adjective (big, difficult,etc.), intensifier (very, extremely, etc.)

For example:

- That was a difficult test. - Standard statement

- That was a difficult test. - Emphasizes how difficult thetest was

Emphatic Stress

STRESS


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There are a number of adverbs and modifiers which tend to be used

to emphasize in sentences that receive emphatic stress.

Extremely

Terribly

Completely

Utterly

especially

used to point out the difference between one objectand another.

determiners such as 'this, that, these and those'.

For example:

- I think I preferthis color.

- Do you want these orthose curtains?

Contrastive Stress

Contrastive Stress also slightly change the meaning.

He came to the party yesterday. (It was he, not someone else.)

He walked to the party yesterday. (He walked rather than drove.)

He came to the party yesterday. (It was a party not a meeting or

something else.)

He came to the party yesterday. (It was yesterday not two

weeks ago or some other time.)


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When asked a question, the requested information is

naturally stressed more strongly.

For example:

- Where are you from? - I come from Seattle, in the USA.

- What do you want to do? - I want to go bowling.

- When does class begin? - The class begins at nine o'clock.

New

Information Stress

Use these various types of stress to help improve your

pronunciation and understandability.


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1.3 Rhythm

Rhythm is both a feature of and product of the phonological structure of English. The

phonology of any language is a system, so that a change in one part of the system

will affect some or all of the other parts.

Sentence stress

Connected speech

Teaching rhythm

Recognition

Production

English is a very rhythmical language, so that a learner who can maintain the rhythm

of the language is more likely to sound both natural and fluent. The two components

of the system which have the greatest influence on rhythm are sentence stress and

the various features of connected speech, i.e. what happens to words when we put

them in an utterance.


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Sentence

stress

In any sentence, some words carry a stress. These are the strong

or lexical words (usually nouns, verbs, adjectives and adverbs). The

remaining words are grammatical words and are unstressed or weak

(conjunctions, pronouns, prepositions, auxiliaries, articles). For example:

- Its theworst thing that you could do

The rhythm produced by this combination of stressed and unstressed syllables

is a major characteristic of spoken English and makes English a stress-timed language.In stress-timed languages, there is a roughly equal amount of time between each stress in

a sentence. Sentence stress is an important factor in fluency, as English spoken with only

strong forms has the wrong rhythm, sounds unnatural and does not help the listener to

distinguish emphasis or meaning.

Connected

speech

Speed is also a factor in fluency. When we speak quickly, we

speak in groups of words which are continuous and may not have pauses

between them. This causes changes to the shape of words. Unstressed

words always sound different when used in a sentence as opposed to

being said in isolation.

The most common features of connected speech are the weak forms

of grammatical and some lexical words (and, to, of, have, was, were)

and contractions, some of which are acceptable in written English (can't, won't, didn't, I'll,

he'd, they've, shouldve). However, we often ignore other features which preserve rhythm

and make the language sound natural. The most common of these are:

- Elision (losing sounds)

- Linking (adding or joining sounds between words)

- Assimilation (changing sounds)

Rhythm


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Teaching

rhythm

Rhythm, is a product of sentence stress and what happens to the

words and sounds between the stresses. Learners whose mother

tongue is phonemic or syllable-timed have particular problems.

Teachers should remember to:

Provide natural models of new target language before introducing the written form.

Use natural language themselves in the classroom.

Encourage learners to listen carefully to authentic speech.

Teach recognition before production.

Integrate rhythm and other aspects of phonology into grammar, vocabulary and functionallanguage lessons as well as listening and speaking activities.

Recognition

Speed dictations (the boys are good / the boy is good / the boy wasgood).

Dictogloss and other variations on dictation.

Ask students how many words they hear in a sentence ( to practiserecognising word boundaries).

Ask; "Whats the third / fifth / seventh word?" in the sentence.

Teaching weak forms and contractions at the presentation stage, andhighlighting these on the board.

Matching phrases to stress patterns.

Using tapescripts. Marking stresses and weak forms.

Using recordings of deliberately unnatural English.

Authentic listening.


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Production

Drills (especially backchaining).

Physical movement (finger-clicking, clapping, tapping, jumping) in time tothe rhythm of the sentence.

Focus on stress in short dialogues (kn you? Yes I can).

Making short dialogues, paying attention to stress and rhythm (How oftendo you speak English? Once in a while).

Headlines, notes and memos (build the rhythm with content words, thenadd the rest).

Reading out short sentences with only the stressed words

(Howcomeschool?), then add the other words without slowing down.

Reading aloud (with plenty of rehearsal time).

Focus on short utterances with distinctive stress and intonation patterns and a specificrhythm (long numbers, phone numbers, football results).

Jazz chants.

Poems, rhymes and tongue-twisters (limericks are good at higher levels).

Songs (the rhythm of English lends itself to rock and pop music, while rap involves fittingwords into distinct beat).


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1.4 Intonation

Definitions

1. Tone - the rise and fall of the voice. Tune/Pitch variation. An oscilloscope will

give an oscillograph of speech. The frequency will be shown by the closeness of the

waves (high frequency will be shown by waves which are closer together).

2. The volume (strength of signal) will be shown by the height of the waves. The

height of the note depends on the speed of opening and closing of the vocal cords.

More vibrations of the larynx (up to 800 per sec) show up more compact waves.

Intonation

New

InformationContrast Meaning Pronunciation

Mood &

Personality


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In standard English, we consider that the nouns carry the weight of a sentence,

when all else is equal. Although the verb carries important information, it does

not receive the primary stress of a first-time noun.

- Dogs eat bones.

After the information has been introduced, or is being repeated through the use

of pronouns, the intonation shifts over to the verb. Notice how the intonation

changes when a sentence changes from nouns to pronouns:

- Dogs eat bones.

- They eat them.

Phrasing

In addition to the intonation of a statement, there is another aspect of

speech that indicates meaning -- phrasing.

StatementStress the nouns and letthe tone fall at the end ofthe sentence.

Dogs eat bones.

First half, second halfThe first half of a sentence usuallysets up the second half.Dogs eat bones, but cats eatfish.

Intro PhraseWhen you want to prefaceyour statement, use arising tone.As we allknow, dogs eatbones.

ListingWith more than one item in a list, allbut the last one have a rising tone.Dogs eat bones, kibbles andmeat.

QuestionA regular question goes up(compared with astatement), but drops backdown at the end.Do dogs eat bones?

Repeated QuestionA repeated, rhetorical or emotionalquestion goes up, and then upagain at the end.Do dogs eat bones?!

New

Information


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Once the intonation of new information is established, you'll soon notice that there isa pattern that breaks that flow. When you want to emphasize one thing over another,you reflect this contrast with pitch change. Notice how the intonation indicatescontrast:Bob studies English.Bob studies English, but he doesn't use it.If a person consistently stresses "contrast words" as opposed to "new informationwords", he can end up sounding permanently argumentative:I said it is good.

He doesn't like it. Where are you going?

Additionally, mixed messages occur when modals or verbs of perception are stressed --

you end up with the opposite meaning!

People should exercise more, but . . .They would help us, if . . .It looks like Chanel, but at that price, it's a knock-off.He seems like a nice guy, but once you get to know him. . .

A good exercise to demonstrate the variety of meaning through intonation changes is totake a single sentence, try stressing each word in turn, and see the totally differentmeanings that come out.1. I didn't say he stole the money.2. I didn't say he stole the money.3. I didn't say he stole the money.4. I didn't say he stole the money.5. I didn't say he stole the money.6. I didn't say he stole the money.

7. I didn't say he stole the money.

Once you are clear on the intonation changes in the seven sentences, you can addcontext words to clarify the meaning:1. I didn't say he stole the money, someone else said it.2. I didn't say he stole the money, that's not true at all.3. I didn't say he stole the money, I only suggested the possibility.

4. I didn't say he stole the money, I think someone else took it.5. I didn't say he stole the money, maybe he just borrowed it.6. I didn't say he stole the money, but rather some othermoney.7. I didn't say he stole the money, he may have taken somejewelry.

Contrast

Meaning


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intonation and pronunciation have two areas of overlap. First is thepronunciation of the letter T. When a T is at the beginning of a word (such astable, ten, take), it is a clear sharp sound. It is also clear in combination withcertain other letters, (contract, contain, etc.) When T is in the middle of a word(or in an unstressed position), it turns into a softer D sound. (This is covered inmore detail in pronunciation.)Betty bought a bit of better butter.Beddy bada bida bedder budder.It is this intonation/pronunciation shift that accounts for the difference betweenphotography (phoTAgraphy) and photograph (PHOdagraph).

This is an extremely important aspect of intonation. It dictates how your listener

will relate to you as an individual--if you will be considered charming or rude,

confident or nervous, informed or unfamiliar.

When we contrast two similar words, one ending with a voiced consonant (d,z, g, v, b) and the other with an unvoiced consonant (t, s, k, f, p), you will hear

the difference in the preceding vowel, specifically in the length or duration ofthat vowel.Simply put, words that end in a voiced consonant have a doubled vowel sound.For example, if you say bit, it is a quick, sharp sound--a single musical note. Ifyou say bid, however, the word is stretched out, it has two musical notes, thefirst one higher than the second, bi-id. pronunciation.

single doubletense beat beadlax bit bid

Pronunciation

Mood &

Personalit
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1.5 Relevant materials on public speaking

1. Inflections

Speak with emotion in your voice. Use vocal inflections to emphasize important

points. A monotone vocal delivery tends to be extremely boring, and will put your

audience to sleep very quickly.

2. Note Cards

Use note cards only as prompts. During your presentation, you should not read from

your note cards. Look at the audience and make eye contact while presenting. Whenyou use note cards will want to jot down important topics and thoughts that you will

want to say to your audience. You won't want to make whole sentences - and

especially not paragraphs but short to the point thoughts. You won't want to read off

of the card while giving your speech, but just to refer back to it to help you keep your

thoughts and presentation in order.

3. Transition

If you are moving from one subject to another, be sure to make a smooth transition

from the subject material so that the presentation flows smoothly.

4. Practice

It is unrealistic to think that you can perform better without practicing your

presentation. The easiest way to get through a speech is to know what your audience

needs to know. You will want to know your material and have it presented in a logical

way. You don't want to jump around giving your presentation. You will want to have it

in order and have a nice flow when giving your speech. When preparing Note Cards

is the perfect way to keep your thoughts organized.

5. Avoid Plugs

Conference attendees typically do not like to be sold to during a presentation. Use

your presentation to educate the audience about a specific subject, and do not use

the presentation as a way to sell or advertise your product or service.


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6. Close

Always close the presentation with a summary of the items that you discussed. Keep

in mind that the best presentations are often relevant, animated, engaging, and

humorous.

7.Use Audio-Visual Aids.

This will help the audience connect to points that you are making in your speech.

PowerPoint is one way that you can show graphs, and photos, and even make

bulleted points to make you speech more effective.

9. Telling stories:

If you have a humorous story about a topic youre talking about you can give a short

and very short story about it. Don't make it complicated, or make it long and boring.

Make sure that its relevant to the topic that you are talking about. Don't just add a

story just because.

10. Handout

Handouts are another way that you can help your audience learn the material. You

can do this easily with PowerPoint, you can make a handout that explains all the

slides, and even has a place for your audience to take notes. You can give them the

handouts and maybe a pen or pencil so that they can take notes if you need them to

remember things in your speech.


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1.6 Characteristics Of A Good Speaker

Speak from clear, comprehensive lecture notes.

Practice your presentation for voice, language, andtiming.

Do not read your presentation.Preparation

Do not begin with an apology for your

knowledge or your English. If you lack

confidence in

yourself, the audience will perceive it and lose

confidence in you, too.

Be thoroughly prepared and familiar with your

material; preparation creates confidence.

Pause occasionally. Never be afraid to stopspeaking for a moment.

Speak at a normal, slow rate. Do not rush.

Self-confidence is developed by knowing

everything you can about your subject and

thoroughly preparing and practicing

Confidence

Start your presentation with a smile. You will put youraudience at ease.

Make eye contact with members of the audience. Do

not talk to the back wall, the table, or your notes. Finda few friendly, encouraging faces in the different partsof the audience and talk to them.

Check to see whether the audience is following you.

Make sure you talk with, not at, your audience.

Talking at an audience comes across as talking down to

them.

Responsiveness

Characteristics of a good

s eaker


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Be sure the organization of your talk is clear to the

audience.

Make short, simple and specific statements.

Strive for a smooth transition from one point to the

next.

Use visual support to illustrate and clarify difficult

points. Visuals should complement the oralpresentation. Visuals should not be used as substitutes

for commentary, nor should they require overly

complex explanations.

Clarity

When something is important, say it slower and

louder.

Try to communicate to the audience your own

interest in and enthusiasm for your subject.

Enthusiasm

Your likability is helped by smiling and beingpositive and friendly.

An upbeat tone to your voice will attract your

listeners.

Keep the other person's point of view in mindwhen developing your presentation.

Take an active interest in what your audiencehave to say and show that you care about them.

Likability


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2.0 Speech

Bullying Is a Big Problem

A very good morning to our headmistress, assistant headmistresses, teachers

and all the pupils. English week starts from today. So, today i would like to give a little

speech about Bullying is a big problem .

Every day thousands of teens wake up afraid to go to school. Bullying is a

problem that affects millions of students, and it has everyone worried, not just the

kids on its receiving end. Yet because parents, teachers, and other adults don't

always see it, they may not understand how extreme bullying can get. Bullying is

when a person is picked on over and over again by an individual or group with more

power, either in terms of physical strength or social standing.

Two of the main reasons people are bullied are because of appearance and

social status. Bullies pick on the people they think don't fit in, maybe because of how

they look, how they act (for example, kids who are shy and withdrawn), their race or

religion, or because the bullies think their target may be gay or lesbian.

Some bullies attack their targets physically, which can mean anything from

shoving or tripping to punching or hitting, or even sexual assault. Others use

psychological control or verbal insults to put themselves in charge. For example,

people in popular groups often bully people they categorize as different by excluding

them or gossiping about them.

Ladies and gentleman how to deal with bullies. Here some Bullying Survival

Tips You can do is.First, Ignore the bully and walk away. It's definitely not a coward's

response .sometimes it can be harder than losing your temper. Bullies thrive on the

reaction they get, and if you walk away or ignore hurtful emails or instant messages,

you're telling the bully that you just don't care. Sooner or later the bully will probably

get bored with trying to bother you. Walk tall and hold your head high. Using this type

of body language sends a message that you're not vulnerable.

Next, Hold your anger. Who doesn't want to get really upset with a bully? But

that's exactly the response he or she is trying to get. Bullies want to know they have


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control over your emotions. If you're in a situation where you have to deal with a bully

and you can't walk away with poise, use humor it can throw the bully off guard.

Work out your anger in another way, such as through exercise or writing it down

(make sure you tear up any letters or notes you write in anger).

Don't get physical. However you choose to deal with a bully, don't use physical

force (like kicking, hitting, or pushing). Not only are you showing your anger, you can

never be sure what the bully will do in response. You are more likely to be hurt and

get in to trouble if you use violence against a bully. You can stand up for yourself in

other ways, such as gaining control of the situation by walking away or by being

assertive in your actions. Aggressive responses tend to lead to more violence and

more bullying for the victims.

Practice confidence. Practice ways to respond to the bully verbally or through

your behavior. Practice feeling good about yourself (even if you have to fake it at

first).

Find your (true) friends. If you've been bullied with rumors or gossip, all of the

above tips can apply. But take it one step further to help ease feelings of hurt and

isolation. Find one or two true friends and confide how the gossip has hurt your

feelings. Set the record straight by telling your friends quietly and confidently what's

true and not true about you. Hearing a friend say, "I know the rumor's not true. I didn't

pay attention to it," can help you realize that most of the time people see gossip for

what it is.

That all for today, i hope through my speech today you all know how to deal

with bullies. Thank you.


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Reflection

Thanks god i.m glad that i finished this assignment and complete it by the

time. I would like to say thank you to Encik Lucas Umbul for giving me an extra time

to finish this task. During doing this task, there are a lot of experience and knowledge

that i have leaened.

With this task i learned how we need to work individually. We are required to

gather information from at lease 2 differences types of sources i. E internet, and

books related to the question given. Moreover i would ike to say thank you to my

beloved friends for showing me how to do this task. Without their help i cant do it by

my self.

While doing this task, i spend a few days to search all the relevant materials.

There are many different sources for me to find all the information about the features

of spoken language such as prounuciation, stress, rhythm and intonation. I went to

the library to find the reference book. From the reference book, i manage to collect all

the information about this coursework. I have faced a lot of problem while doing this

coursework. I also able to collaborate with my lecture and friends and shared the

problems with them. With that, i can get lot information for my task.

Last but not least, i feel grateful that i can finish this task. While doing this task,

i had gain a lot of knowledge and experiences and some information about features

of spoken language, materials on public speaking, characteristics of a good speaker

and many more. As a future primary teacher, i will apply everything that i had gained

during the process while doing the task into my daily life. I hope from this task i had

gained something valuable foe me so that i can be a good teacher in future.


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Bibliography

Kenworthy, J. 1987.Teaching English Pronunciation, Selangor. Longman.

S.Sivagnanachelvi, Dr. Chong Poh Wan. 2008. English For Oral

Communication.Selangor. Univision Press Sdn. Bhd

http://kidshealth.org/teen/your_mind/problems/bullies.html#

http://www.swgc.mun.ca/lcentre/Documents/factsheets/good.pdf

http://www.articlealley.com/article_1380394_24.html

http://www.speechmastery.com/pronunciation.html
http://www.swgc.mun.ca/lcentre/Documents/factsheets/good.pdfhttp://www.articlealley.com/article_1380394_24.htmlhttp://www.speechmastery.com/pronunciation.htmlhttp://www.speechmastery.com/pronunciation.htmlhttp://www.articlealley.com/article_1380394_24.htmlhttp://www.swgc.mun.ca/lcentre/Documents/factsheets/good.pdf