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    Part II of Getting Started by Judy Thompson Saturday January 16, 2016 2:00 EST (Toronto Time)

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    Kyle
    This document summarizes Judy Thompson's teaching model and approach for teaching speaking. The key points are: 1. The teaching model focuses on lesson, exercises, and real-life application (transformation). 2. Consonant sounds are taught first as they are familiar to students from their first language. Vowel sounds are then linked to colors to make them easier to learn. 3. The Thompson Vowel Chart shows that every word in English corresponds to a color, and helps students master the 16 vowel sounds. Word stress, sentence stress, and connected speech are also addressed.

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    Part II of Getting Started by Judy Thompson Saturday January 16, 2016 2:00 EST (Toronto Time)

    Uploaded by

    Kyle
    61 views29 pages
    This document summarizes Judy Thompson's teaching model and approach for teaching speaking. The key points are: 1. The teaching model focuses on lesson, exercises, and real-life application (transformation). 2. Consonant sounds are taught first as they are familiar to students from their first language. Vowel sounds are then linked to colors to make them easier to learn. 3. The Thompson Vowel Chart shows that every word in English corresponds to a color, and helps students master the 16 vowel sounds. Word stress, sentence stress, and connected speech are also addressed.

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    This document summarizes Judy Thompson's teaching model and approach for teaching speaking. The key points are: 1. The teaching model focuses on lesson, exercises, and real-life application (transformation). 2. Consonant sounds are taught first as they are familiar to students from their first language. Vowel sounds are then linked to colors to make them easier to learn. 3. The Thompson Vowel Chart shows that every word in English corresponds to a color, and helps students master the 16 vowel sounds. Word stress, sentence stress, and connected speech are also addressed.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    61 views29 pages

    Part II of Getting Started by Judy Thompson Saturday January 16, 2016 2:00 EST (Toronto Time)

    Uploaded by

    Kyle
    This document summarizes Judy Thompson's teaching model and approach for teaching speaking. The key points are: 1. The teaching model focuses on lesson, exercises, and real-life application (transformation). 2. Consonant sounds are taught first as they are familiar to students from their first language. Vowel sounds are then linked to colors to make them easier to learn. 3. The Thompson Vowel Chart shows that every word in English corresponds to a color, and helps students master the 16 vowel sounds. Word stress, sentence stress, and connected speech are also addressed.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 29

    Part II of Getting Started by Judy Thompson

    Saturday January 16, 2016


    2:00 EST (Toronto time)
    Founding Principles
     Teaching Model for today and always:
    Lesson, Exercises, Transformation – how to get
    learners using what they’ve studied in real life
     An empowering approach I use for teaching speaking -
    You know this already - in order to say this you have
    to use the first things students learn in a new
    language: colors and the alphabet. Also use the
    sounds and structures from their first language that
    are the same in English (I’ll help you identify these)
    Recap of Part I
     Revisit the moment English broke into two languages
    because it impacts everything we do in class today
     Vennglish is the handy diagram that shows how the break
    lives for students and where to begin teaching speaking
     Sound notation: this is a d it makes the sound /d/
    slash brackets means /makes the sound/
     English uses 24 Consonant Sounds 18 familiar
    _,b,_,d,_,f,g,h,_,j,k,l,m,n,_, p, _, r,s,t,_,v,w, _,y,z
    and 6 new in English Phonetic Alphabet (EPA)
    /Ch/, /Sh/, /TH/, /Th/, /Ng/, /Zh/
    Caxton Split English in Two
    24 English Consonant Sounds
    Six New Consonant Sounds

    Transformation:
    /Sh/ - shoe, sugar, ocean, machine, nation

    Note: Capital letters indicate two symbols work together


    Teach Consonants First
     It’s validating: Learners have most of the consonant
    sounds they need for English from their first language
     It’s empowering: Students experience real success right
    out of the gate – “I know all this already”
     Customize: Focus on the few sounds that your students
    are missing,https://www.facebook.com/groups/teaching
    usually the ‘th’ sounds, ‘y’ as /j/ for Spanish
    speakers, consonant blends and final consonants for
    englishvowels/
    Asian speakers, ‘w’ as /w/ not /v/ for East Indian speakers...
     Dry Run: Use consonants to teach how the styles of
    exercises work: Mystery Match, Sound Mazes, Minimal
    Pairs... so when we get to vowel sounds – which are tricky,
    students are not overwhelmed trying to figure out how the
    sound focus exercises work
    btw - there are unlimited individual sound focus exercises
    Old Friends
    Part II Teaching Vowel Sounds
     Warning: students started feeling a little bit sick in the
    Vennglish diagram when they realized there are 16
    vowel sounds in English not five – a, e, i, o, u
     When you start teaching vowel sounds – which are the
    Golden Key to conversation, reassure your students.
    Tell them they are all right – “You know this already!”
    And they do because they know their colors
     By happy accident the 16 vowel sounds of English are
    each found in the names of 16 ordinary colors in
    English. When they know the colors, they can
    pronounce the words. I’ll show you.
    Caxton Split English in Two
    What color is this?
    Turn the card around slowly

    Can you think of other words with the sound /Ay/?


    What color is rain? Great? Play?

    (* Transformation)
    What color is this?

    Turn the card around

    Think of other words with the sound /a/


    Spelling Doesn’t Matter Anymore
    Make Their Own Vowel Charts
    Old Friends with Vowel Sounds
    The Big Picture for Fluency
    4 Secret Treasures in the Vowel Chart

    Secret Treasure #1
    Every word in English is a color – no exceptions

    Students learn this organically in the next exercise on


    Secret Treasure #2
    Secret Treasure #2 Exercise
    What color is your name?
     It is one of the colors on the Thompson Vowel Chart
     Every word in English is somewhere on that chart!
     * Transformation

    This is a great class exercise and we can do some right


    now. JUdy is Blue
    Anyone having trouble figuring out the color of their
    name? We can do it now or email me.
    judy@thompsonlanguagecenter.com
    Treasure #2 Bonus Lesson
    Word Stress is the single most important feature
    of intelligibility.
    If Word Stress is wrong or missing no one can
    understand the speaker
    English is a stress-based language
    BAnana is not a word
    Neither is banaNA
    The word is baNAna
    There are no variations. Banana is a Black word
    The stressed syllable determines the color of the word
    3rd Secret Treasure
    3. Sentence Stress is the same principle as Word Stress:
    Some words are important and some are not.
    (shout out to Peggy Tharpe who identified the
    undulating patterns of important/unimportant in all
    levels of English clearly)
    * Transformation Do you want a cup of coffee?
    sounds like:
    /Jawanna cuppa COffee/
    Unimportant words (grammar words) are shrunk to
    /uh/ the same as unimportant syllables in Word Stress
    4th Secret Treasure
    4. Connected Speech or Linking
    The ‘You Know This Already’ is A or An
    When a noun begins with a vowel sound you must use
    An because humans can’t start interior words with
    vowel sounds – it is how speaking physically works
    and the foundation of Connected Speech
    The consonants neededin the middle of sentences are
    w or y and they are a built-in part of the EPA notation
    I am sounds like /i yam/
    you are sounds like /yu ware/
    he is sounds like /he yiz/
    Conclusion, We Talked About:
     Context for Speaking English as in not connected to
    writing in any meaningful way
     The 3-Step Teaching/Learning Model Lesson, Practice,
    Transformation I use for everything
     You know this already as an approach that harvests
    tools and information that intelligent, language
    speaking individuals already possess in order to make
    your lessons easy to digest, super relevant and
    validating for learners
     The Six-Step Model to fluency and how far the
    Thompson Vowel Chart takes learners along their path
    to fluency
    Resources
     Free 18 YouTube video Playlist of me teaching teachers
    Speaking Made Simple: http://bit.ly/1H9Sp6R
     Email me for free 8.5 x 11 copies of Vennglish, The
    Thompson Vowel Chart , Old Friends and the Six-
    Point Model for Speaking English
    judy@thompsonlanguagecenter.com
     The whole system including exercises and answer keys
    is in English is Stupid, Students are Not pdf $15

    Thanks for watching!


    The next video is on Pronunciation and Literacy

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