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Oral Language Analysis Table ELL Student…
Oral Language Analysis Table
ELL Student Name (in the video):_Helder Batista ___
WATCH HELDER’S VIDEO HERE: https://www.youtube.com/watch?v=trUX-YFJF0s
Use this recording assessment sheet to identify pronunciation related issues in the oral sample. Then use the chart to describe such areas in linguistic terms.
Transcript of Video
Transcript of Helder’s video:
Hello my friend! It’s Helder here for our first episode about English and I hope you feel just great right now. Well, if you are an English learner, I guess there’s one question that often comes to your mind. This question usually worries a lot of people who study English and that is: Is my English good enough? Well, that’s interesting and this is our topic for this first video. Let’s go.
First of all, I’m going to record most of these videos here both in Portuguese like this one and in English so that you can watch them in your language and in your target language. So, somewhere here on this screen, a link should come right now. So you just have to click on this link and go to the video in Portuguese, of course after watching this one. So I really recommend watch both of them. This will help you very very much.
Okay, uh I’ve been teaching English for a long time, more than ten years and I’ve worked with all kind of people, all ages. For example, nowadays, I give private classes. I work with groups of kids, teenagers, adults, different ages, different goals. And if there’s one single question that people have been asking me all this time, it is: Helder, what do you think? Is my English good enough? Or the parents come to me and ask me the same about their children. Yeah, obviously I do understand what they mean with this question. Obviously, I know what they expect me to say, but sincerely most of the times my answer is: Well, I don’t know. I don’t know that yet. What do you mean you don’t know? You are the teacher, you are supposed to know. Yeah, sure, I see it. But, let me tell you that this answer is more up to you than to me or any other English teacher you might have. Why? Because, personally, your level is good enough if your English is good enough, you should measure it with your goal. So, unless you tell me your target, your real target, I can’t help you very well with the answer. So I’m the one who asks you: What do you want from English? How big is your goal? How do you see yourself when it comes to learning English? So, those are questions you should ask yourself.
ACCOMPLISHMENTS
Intonation
**Remember that rising intonation is used for questions (any information that one is unsure about) or listing. Rising-Falling intonation is used for statements (any information that one is sure about).
one phrase in the transcript that demonstrates correct usage of rising intonation. Highlight the ending word that has the rising intonation. 1.
Why is the rising intonation in this phrase used correctly? (Be sure to discuss the purpose of rising intonation)
one phrases in your transcript that demonstrates correct usage of rising-falling intonation. Highlight the ending word that has the rising-falling intonation.
1.
Why is the rising-falling intonation in this phrase used correctly? (Be sure to discuss the purpose of rising-falling intonation)
Rhythm
**Remember that stress-timed rhythm is used in English where only the content words are stressed. Syllable-timed rhythm is used in languages like Spanish, Italian, and Mandarin where every single syllable is stressed.
one phrase in the transcript that demonstrates stress-timed rhythm. Highlight the content words that are stressed in these phrases.
1.
the content words you highlighted for the phrase, and identify its part of speech (e.g., verb, adjective, adverb, noun, article, pronoun, conjunction, preposition)
1.
Provide a description justifying why this phrase is stress-timed rhythm rather than syllable-timed rhythm.
Word Stress
Write out one phrase where the student emphasizes one or two particular words for meaning appropriately. Highlight the word that the student emphasizes.
For example, “Carla is leaving Paris” or “Carla is leaving Paris”
1.
Justify why the student emphasizes this word and why it is appropriate.
Select two multisyllabic words in which the student stresses the correct syllable of the word. Indicate each of the syllables of the word by adding a slash (“/”) between each syllable. Highlight the stressed syllable. For example: “mon/key”, “eat/ing”, “ba/na/na”
1.
2.
Consonant Articulation
Find two different consonant phonemes that are pronounced correctly in the initial, medial, and final position in words. Once you have chosen the consonant sound, write a word in the first column where the student correctly pronounces the sound in the initial position. In the second column, write a word where the student correctly pronounces the sound in medial position. In the third column, write a word where the student correctly pronounces the sound in final position Highlight the focal consonant phoneme initial, medial, and final positions. The first one has been completed for you as an example
the words in IPA (international phonetic alphabet) and identifying the sound, use the following websites. Enter in the word you need the IPA spelling for, and be sure to pay attention to which symbols represent which sounds: www.lingorado.com/IPA ; https://tophonetics.com/
( EXAMPLE) Phoneme: /s/
Initial: snowed – /snowd/ Medial: system – /s?st?m/ Final: things – /???s/
1. Phoneme:
Initial: Medial: Final:
2. Phoneme:
Initial: Medial: Final:
Vowel Articulation
Find two different consonant phonemes that are pronounced correctly in the initial, medial, and final position in words. Once you have chosen the consonant sound, write a word in the first column where the student correctly pronounces the sound in the initial position. In the second column, write a word where the student correctly pronounces the sound in medial position. In the third column, write a word where the student correctly pronounces the sound in final position Highlight the focal consonant phoneme initial, medial, and final positions. The first one has been completed for you as an example.
To write the words in IPA (international phonetic alphabet) and identifying the sound, use the following websites. Enter in the word you need the IPA spelling for, and be sure to pay attention to which symbols represent which sounds: www.lingorado.com/IPA ; https://tophonetics.com/
(EXAMPLE) Phoneme: /o/
Initial: – /okej/ Medial: snowed – /snowd/ Final: hello – /h?lo/
Phoneme:
Initial: Medial: Final:
Phoneme:
Initial: Medial: Final:
CHALLENGES
Intonation
**Remember that rising intonation is used for questions (any information that one is unsure about) or listing. Rising-Falling intonation is used for statements (any information that one is sure about).
Write out one phrase in your transcript that demonstrates incorrect usage of rising intonation. Highlight the ending word that has the rising intonation.
1.
Why is the rising intonation in this phrase used incorrectly? (Be sure to discuss the purpose of rising intonation)
Write out one phrase in your transcript that demonstrates incorrect usage of rising-falling intonation. Highlight the ending word that has the rising-falling intonation.
1.
Why is the rising-falling intonation in this phrase used incorrectly? (Be sure to discuss the purpose of rising-falling intonation)
Rhythm
**Remember that stress-timed rhythm is used in English where only the content words are stressed. Syllable-timed rhythm is used in languages like Spanish, Italian, and Mandarin where every single syllable is stressed.
Write out one phrase in your transcript that demonstrates syllable-timed rhythm. Indicate each of the syllables that are stressed by adding a slash (“/”) between each syllable. For example: “The mon/key is eat/ing the ba/na/na” 1.
Provide an explanation about why this phrase is syllable-timed and what the student would have to change to demonstrate stress-timed rhythm.
Word Stress
Write out one phrase where the student inappropriately emphasizes one or two particular words for meaning. Highlight the word that the student emphasizes.
For example, “Carla is leaving Paris” or “Carla is leaving Paris”
1.
Justify why the student emphasizes this word and why it is inappropriate.
Select two multisyllabic words in which the student stresses the incorrect syllable of the word. Indicate each of the syllables of the word by adding a slash (“/”) between each syllable. Highlight the incorrectly stressed syllable. Underline the syllable that should have been stressed.
For example: “mon/key”, “eat/ing”, “ba/na/na”
1.
2.
Consonant Articulation
Find two different consonant phonemes that are pronounced incorrectly in words that the student says. In the first column, write the word and highlight the consonant that is pronounced incorrectly. In the second column, provide the IPA spelling of the word in the way it is supposed to be pronounced. In the third column, provide the IPA spelling of the word in the way the student pronounces it incorrectly. Highlight the focal consonant phoneme in each words. Make sure to write the line number to indicate where the word can be found in the transcript.
For help writing the words in IPA and identifying the sound, use the following websites. Enter in the word you need the IPA spelling for, and be sure to pay attention to which symbols represent which sounds: www.lingorado.com/IPA
(EXAMPLE) Word: expects (line 9)
Correct pronunciation: /?ksp?kts/ Student’s pronunciation: /?kp?kts/
Word:
Correct pronunciation: Student’s pronunciation:
Word:
Correct pronunciation: Student’s pronunciation:
Vowel Articulation
Find two different vowel phonemes that are pronounced incorrectly in words that the student says. In the first column, write the word and highlight the vowel that is pronounced incorrectly. In the second column, provide the IPA spelling of the word in the way it is supposed to be pronounced. In the third column, provide the IPA spelling of the word in the way the student pronounces it incorrectly. Highlight the focal vowel phoneme in each words. Make sure to write the line number to indicate where the word can be found in the transcript.
For help writing the words in IPA and identifying the sound, use the following websites. Enter in the word you need the IPA spelling for, and be sure to pay attention to which symbols represent which sounds: www.lingorado.com/IPA ; https://tophonetics.com/
(EXAMPLE) Word: clearly (line 1)
Correct pronunciation: /klirli/ Student’s pronunciation: /kli?li/
1. Word:
Correct pronunciation: Student’s pronunciation:
2. Word:
Correct pronunciation: Student’s pronunciation:
