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Insights into English PHONETICS (4 50-MINUTE LESSONS)
Mastering Sound, Flow and Natural Speech in English
패키지 레슨 개요
이 레슨은 총 4회 패키지 레슨 입니다. 강사가 첫 번째 리퀘스트를 확정할 때 패키지 레슨의 포인트가 결제되며 남은 3 회의 쿠폰이 자동으로 발급됩니다. 두 번째 레슨부터 발급된 쿠폰을 사용하여 리퀘스트를 할 수 있습니다. 패키지 내 모든 레슨은 첫 번째 레슨을 진행하는 날짜로부터 20일 일 이내 수강해 주시기 바랍니다.
레슨은 일반적으로 시간순으로 예약해야 합니다. 예를 들어 두번째 수업은 첫번째 수업 다음에 예약해야합니다.
레슨은 일반적으로 시간순으로 예약해야 합니다. 예를 들어 두번째 수업은 첫번째 수업 다음에 예약해야합니다.
레슨 상세 내용
Course Overview
This 4-lesson pronunciation program (each lesson 50 minutes) is designed to help learners of all levels develop clear, natural-sounding English. You’ll move from practicing individual sounds to understanding how English flows in connected speech. The course combines theory, perception work, and guided production so you can improve your intelligibility and confidence.
Course-wide Aims
• Improve your ability to hear and produce key English sounds and speech patterns.
• Increase clarity and natural rhythm when speaking connected English.
• Develop awareness of how English pronunciation works, so you can self-correct and keep improving.
• Build practical strategies to use pronunciation practice effectively in and outside the classroom.
By the End of the Course, You Will Be Able To
• Distinguish and pronounce common minimal pairs accurately.
• Use correct voicing, aspiration, and release for English plosive sounds.
• Recognize and use assimilation and elision in connected speech.
• Produce the American/General-English flap T/D in natural contexts.
• Read and record short passages using fluent, natural speech patterns.
Lesson 1 — Minimal Pairs & Sound Awareness
Aim
To build perception and production accuracy through awareness of minimal pairs and sound features such as voicing, vowel length, and aspiration.
Learning Objectives
After this lesson, you will:
• Identify and pronounce at least 20 minimal-pair examples correctly.
• Explain the main articulatory differences (mouth, tongue, voicing) for each contrast practiced.
Key Concepts
Minimal pairs are word pairs that differ by only one sound (e.g., ship/sheep, bit/beat). Learning to distinguish them improves both listening and speaking clarity.
Activities and Focus
• Warm-up: Quick listening game — teacher says one of two words, students indicate which one they heard.
• Sound awareness: Visual explanation with simple IPA symbols and diagrams showing tongue and mouth positions. You’ll feel the difference between voiced and voiceless sounds by touching your throat and observing vibration.
• Listening discrimination: Identify words from minimal-pair lists at both slow and natural speeds, comparing answers with classmates.
• Production drills: Repeat after the teacher chorally and individually, practicing words and short phrases such as “I saw a sheep in the field.”
• Interactive games: Play minimal-pair bingo or find-your-partner activities using word cards and listening cues.
• Reflection: Review common pronunciation difficulties and micro-tips for improvement.
Homework
Record a short audio (1–2 minutes) reading 12 sentences containing minimal pairs studied in class. Focus on accuracy and clarity.
Teacher Notes / Adaptation
Lower levels will use simpler contrasts and visuals; higher levels may include more vowel distinctions and IPA transcription.
Lesson 2 — PLOSIVE Sounds: Articulation, Aspiration, and Release
Aim
To master the articulation and use of English plosives (/p, b, t, d, k, g/), including voicing, aspiration, and release patterns in connected speech.
Learning Objectives
By the end of this lesson, you will:
• Produce aspirated and unaspirated plosives naturally in different word positions.
• Distinguish between released and unreleased plosives in common phrases.
Key Concepts
Plosives (also called “stop” sounds) involve stopping and releasing airflow. In English, voiceless plosives (/p, t, k/) are aspirated at the start of stressed syllables (a small puff of air), while voiced plosives (/b, d, g/) are not.
Activities and Focus
• Warm-up review: Refresh voicing knowledge from Lesson 1 with quick examples (e.g., pat/bat, ten/den).
• Articulation practice: Demonstration of closure and release using the hand-in-front-of-mouth technique to feel aspiration.
• Perception and production: Listen to and pronounce word pairs like pin/bin, tip/dip, coat/goat, first in isolation and then in context.
• Released vs. unreleased plosives: Practice differences in phrases such as stop (unreleased) vs. stop it (released before a vowel).
• Connected speech practice: Shadow natural phrases like get up, put it on, take a look, linking plosives smoothly.
• Pair task: Create and record a short dialogue (6–8 lines) containing plosives in various positions; exchange feedback with peers.
• Class feedback: Listen to selected recordings to highlight clear articulation and areas for improvement.
Homework
Write and record 8 sentences featuring initial aspirated, final unreleased, and plosive-cluster words. Self-evaluate with a checklist provided in class.
Lesson 3 — Assimilation and Elision in Connected Speech
Aim
To help you recognize and use assimilation and elision so your speech sounds more natural and your listening comprehension improves.
Learning Objectives
You will learn to:
• Identify assimilation and elision in spoken English.
• Produce these patterns naturally in short sentences and dialogues.
Key Concepts
• Assimilation: One sound changes to become more like a neighboring sound for easier pronunciation (e.g., green park → /griːm pɑːk/).
• Elision: A sound is omitted to make speech faster and smoother (e.g., next day → /neks deɪ/).
These processes are common in natural speech and make English sound more fluid and connected.
Activities and Focus
• Lead-in: Listen to two versions of a phrase — careful and casual — and notice differences.
• Explanation and examples: Learn typical assimilation patterns (e.g., ten boys → /tem bɔɪz/) and elision cases (dropping /t/ in next day).
• Listening discrimination: Identify where assimilation or elision occurs in short recordings.
• Guided repetition: Repeat example sentences first carefully, then naturally, noticing how the sounds merge or disappear.
• Transformation practice: Convert “careful” phrases into more natural spoken forms (e.g., He has to go → He hafta go).
• Role-plays: Practice short conversations (ordering food, telling a story) while applying connected-speech features.
• Awareness reading: Mark reductions in a short paragraph and then read it aloud naturally.
Homework
Transcribe about one minute of authentic English conversation (teacher-provided or podcast). Mark at least three examples of assimilation or elision and explain why they happen.
Lesson 4 — The Flap T/D and Course Integration
Aim
To teach the American/General English flap T/D and integrate all pronunciation features studied throughout the course.
Learning Objectives
After this final lesson, you will:
• Recognize and produce the flap [ɾ] in appropriate contexts (e.g., city, water, better).
• Deliver a short recording that demonstrates accurate use of minimal pairs, plosives, assimilation, elision, and the flap.
Key Concepts
In American and some General-English varieties, the /t/ or /d/ between vowels often becomes a quick, soft flap [ɾ]. For example:
• butter → /ˈbʌɾər/
• city → /ˈsɪɾi/
The flap does not occur in all contexts — usually only between vowels when the second one is unstressed.
Activities and Focus
• Warm-up discrimination: Identify the flap in pairs like city, kitty, committee.
• Mini-lesson: Understand when flapping occurs and when it doesn’t. Compare writer/rider and discuss how vowel length and stress help listeners distinguish them.
• Perception drills: Choose the correct word from minimal-pair recordings (latter/ladder, writer/rider).
• Production drills: Practice both flapped and non-flapped versions of sentences; notice rhythm differences (e.g., I’ll write it down vs. I’ll ride it down).
• Integrated performance: Work in small groups with a short script containing minimal pairs, plosives, connected-speech patterns, and flaps.
• Mark pronunciation targets.
• Rehearse and record a 1-minute dialogue demonstrating clear, natural speech.
• Peer feedback: Exchange recordings and use a rubric to comment on accuracy, connectedness, and natural rhythm.
• Teacher highlights: Listen to model examples and note common strengths or difficulties.
Final Assessment Rubric (Simplified)
CriteriaMax ScoreDescriptionPronunciation accuracy5Clear articulation of sounds and minimal pairsConnected speech5Natural use of assimilation, elision, and flapIntelligibility & naturalness5Easy to understand, good flowFluency & rhythm5Smooth pacing and stress patterns
Each student receives a total score and short personalized feedback on what to continue practicing.
Homework / Ongoing Practice
Keep a daily 2-minute pronunciation diary for one week. Read short texts aloud focusing on one pronunciation area per day (e.g., minimal pairs, plosives, connected speech).
Optional for advanced learners: analyze one minute of an American English recording, identifying flaps and connected-speech patterns.
Course Assessment and Follow-Up
• Formative assessment: Continuous observation during class and review of homework recordings.
• Summative assessment: Final recorded performance (Lesson 4) evaluated using the rubric above.
• Feedback and improvement: You’ll receive two concrete recommendations for continued practice after the course ends.
Optional Extension
Students who wish to continue may take an advanced follow-up focused on English rhythm, intonation, and stress patterns, using the pronunciation foundations developed here.
End of Course Guide
Through these four focused lessons, you’ll gain control over key English pronunciation features — from precise individual sounds to natural connected speech. By the end, you’ll not only sound clearer but also understand how English rhythm and flow work in real communication.
This 4-lesson pronunciation program (each lesson 50 minutes) is designed to help learners of all levels develop clear, natural-sounding English. You’ll move from practicing individual sounds to understanding how English flows in connected speech. The course combines theory, perception work, and guided production so you can improve your intelligibility and confidence.
Course-wide Aims
• Improve your ability to hear and produce key English sounds and speech patterns.
• Increase clarity and natural rhythm when speaking connected English.
• Develop awareness of how English pronunciation works, so you can self-correct and keep improving.
• Build practical strategies to use pronunciation practice effectively in and outside the classroom.
By the End of the Course, You Will Be Able To
• Distinguish and pronounce common minimal pairs accurately.
• Use correct voicing, aspiration, and release for English plosive sounds.
• Recognize and use assimilation and elision in connected speech.
• Produce the American/General-English flap T/D in natural contexts.
• Read and record short passages using fluent, natural speech patterns.
Lesson 1 — Minimal Pairs & Sound Awareness
Aim
To build perception and production accuracy through awareness of minimal pairs and sound features such as voicing, vowel length, and aspiration.
Learning Objectives
After this lesson, you will:
• Identify and pronounce at least 20 minimal-pair examples correctly.
• Explain the main articulatory differences (mouth, tongue, voicing) for each contrast practiced.
Key Concepts
Minimal pairs are word pairs that differ by only one sound (e.g., ship/sheep, bit/beat). Learning to distinguish them improves both listening and speaking clarity.
Activities and Focus
• Warm-up: Quick listening game — teacher says one of two words, students indicate which one they heard.
• Sound awareness: Visual explanation with simple IPA symbols and diagrams showing tongue and mouth positions. You’ll feel the difference between voiced and voiceless sounds by touching your throat and observing vibration.
• Listening discrimination: Identify words from minimal-pair lists at both slow and natural speeds, comparing answers with classmates.
• Production drills: Repeat after the teacher chorally and individually, practicing words and short phrases such as “I saw a sheep in the field.”
• Interactive games: Play minimal-pair bingo or find-your-partner activities using word cards and listening cues.
• Reflection: Review common pronunciation difficulties and micro-tips for improvement.
Homework
Record a short audio (1–2 minutes) reading 12 sentences containing minimal pairs studied in class. Focus on accuracy and clarity.
Teacher Notes / Adaptation
Lower levels will use simpler contrasts and visuals; higher levels may include more vowel distinctions and IPA transcription.
Lesson 2 — PLOSIVE Sounds: Articulation, Aspiration, and Release
Aim
To master the articulation and use of English plosives (/p, b, t, d, k, g/), including voicing, aspiration, and release patterns in connected speech.
Learning Objectives
By the end of this lesson, you will:
• Produce aspirated and unaspirated plosives naturally in different word positions.
• Distinguish between released and unreleased plosives in common phrases.
Key Concepts
Plosives (also called “stop” sounds) involve stopping and releasing airflow. In English, voiceless plosives (/p, t, k/) are aspirated at the start of stressed syllables (a small puff of air), while voiced plosives (/b, d, g/) are not.
Activities and Focus
• Warm-up review: Refresh voicing knowledge from Lesson 1 with quick examples (e.g., pat/bat, ten/den).
• Articulation practice: Demonstration of closure and release using the hand-in-front-of-mouth technique to feel aspiration.
• Perception and production: Listen to and pronounce word pairs like pin/bin, tip/dip, coat/goat, first in isolation and then in context.
• Released vs. unreleased plosives: Practice differences in phrases such as stop (unreleased) vs. stop it (released before a vowel).
• Connected speech practice: Shadow natural phrases like get up, put it on, take a look, linking plosives smoothly.
• Pair task: Create and record a short dialogue (6–8 lines) containing plosives in various positions; exchange feedback with peers.
• Class feedback: Listen to selected recordings to highlight clear articulation and areas for improvement.
Homework
Write and record 8 sentences featuring initial aspirated, final unreleased, and plosive-cluster words. Self-evaluate with a checklist provided in class.
Lesson 3 — Assimilation and Elision in Connected Speech
Aim
To help you recognize and use assimilation and elision so your speech sounds more natural and your listening comprehension improves.
Learning Objectives
You will learn to:
• Identify assimilation and elision in spoken English.
• Produce these patterns naturally in short sentences and dialogues.
Key Concepts
• Assimilation: One sound changes to become more like a neighboring sound for easier pronunciation (e.g., green park → /griːm pɑːk/).
• Elision: A sound is omitted to make speech faster and smoother (e.g., next day → /neks deɪ/).
These processes are common in natural speech and make English sound more fluid and connected.
Activities and Focus
• Lead-in: Listen to two versions of a phrase — careful and casual — and notice differences.
• Explanation and examples: Learn typical assimilation patterns (e.g., ten boys → /tem bɔɪz/) and elision cases (dropping /t/ in next day).
• Listening discrimination: Identify where assimilation or elision occurs in short recordings.
• Guided repetition: Repeat example sentences first carefully, then naturally, noticing how the sounds merge or disappear.
• Transformation practice: Convert “careful” phrases into more natural spoken forms (e.g., He has to go → He hafta go).
• Role-plays: Practice short conversations (ordering food, telling a story) while applying connected-speech features.
• Awareness reading: Mark reductions in a short paragraph and then read it aloud naturally.
Homework
Transcribe about one minute of authentic English conversation (teacher-provided or podcast). Mark at least three examples of assimilation or elision and explain why they happen.
Lesson 4 — The Flap T/D and Course Integration
Aim
To teach the American/General English flap T/D and integrate all pronunciation features studied throughout the course.
Learning Objectives
After this final lesson, you will:
• Recognize and produce the flap [ɾ] in appropriate contexts (e.g., city, water, better).
• Deliver a short recording that demonstrates accurate use of minimal pairs, plosives, assimilation, elision, and the flap.
Key Concepts
In American and some General-English varieties, the /t/ or /d/ between vowels often becomes a quick, soft flap [ɾ]. For example:
• butter → /ˈbʌɾər/
• city → /ˈsɪɾi/
The flap does not occur in all contexts — usually only between vowels when the second one is unstressed.
Activities and Focus
• Warm-up discrimination: Identify the flap in pairs like city, kitty, committee.
• Mini-lesson: Understand when flapping occurs and when it doesn’t. Compare writer/rider and discuss how vowel length and stress help listeners distinguish them.
• Perception drills: Choose the correct word from minimal-pair recordings (latter/ladder, writer/rider).
• Production drills: Practice both flapped and non-flapped versions of sentences; notice rhythm differences (e.g., I’ll write it down vs. I’ll ride it down).
• Integrated performance: Work in small groups with a short script containing minimal pairs, plosives, connected-speech patterns, and flaps.
• Mark pronunciation targets.
• Rehearse and record a 1-minute dialogue demonstrating clear, natural speech.
• Peer feedback: Exchange recordings and use a rubric to comment on accuracy, connectedness, and natural rhythm.
• Teacher highlights: Listen to model examples and note common strengths or difficulties.
Final Assessment Rubric (Simplified)
CriteriaMax ScoreDescriptionPronunciation accuracy5Clear articulation of sounds and minimal pairsConnected speech5Natural use of assimilation, elision, and flapIntelligibility & naturalness5Easy to understand, good flowFluency & rhythm5Smooth pacing and stress patterns
Each student receives a total score and short personalized feedback on what to continue practicing.
Homework / Ongoing Practice
Keep a daily 2-minute pronunciation diary for one week. Read short texts aloud focusing on one pronunciation area per day (e.g., minimal pairs, plosives, connected speech).
Optional for advanced learners: analyze one minute of an American English recording, identifying flaps and connected-speech patterns.
Course Assessment and Follow-Up
• Formative assessment: Continuous observation during class and review of homework recordings.
• Summative assessment: Final recorded performance (Lesson 4) evaluated using the rubric above.
• Feedback and improvement: You’ll receive two concrete recommendations for continued practice after the course ends.
Optional Extension
Students who wish to continue may take an advanced follow-up focused on English rhythm, intonation, and stress patterns, using the pronunciation foundations developed here.
End of Course Guide
Through these four focused lessons, you’ll gain control over key English pronunciation features — from precise individual sounds to natural connected speech. By the end, you’ll not only sound clearer but also understand how English rhythm and flow work in real communication.
카페토크의 취소 방침
패키지 레슨 취소에 대해
• 레슨이 시작되지 않은 패키지 레슨(1)은 언제든지 취소할 수 있으며 전액 환불이 가능합니다. 레슨이 시작된 패키지 레슨(2)은 수강하지 않은 레슨에 대해 50% 환불이 가능합니다(레슨 시작시간 24시간 전까지 환불 가능).
(1) 강사가 패키지 레슨을 확정하지 않은 경우 미수강 패키지 레슨으로 간주합니다.
(2) 강사가 첫번째 패키지 리퀘스트를 확정할 때 패키지 레슨 전체를 확정하는 것으로 간주하여 나머지 레슨에 대한 쿠폰이 자동으로 발행됩니다.
(2) 강사가 첫번째 패키지 리퀘스트를 확정할 때 패키지 레슨 전체를 확정하는 것으로 간주하여 나머지 레슨에 대한 쿠폰이 자동으로 발행됩니다.
패키지 레슨 중 개별 리퀘스트 취소에 대해
• 패키지 레슨에 있는 하나의 레슨을 취소하는 경우 리퀘스트 페이지에서 취소할 수 있습니다. 취소시 강사의 싱글 레슨 취소 정책에 따라 사용된 쿠폰이 반환 또는 사용 처리될 수 있습니다. 싱글 레슨에서 적용되는 50% 포인트 반환은 패키지 레슨에 적용되지 않으며 강사는 사용된 쿠폰의 반환 또는 사용 처리를 할 수 있습니다.
리퀘스트 확정 전
- 언제든 취소 가능
리퀘스트 확정 후
- 레슨 시작 24시간 전→ 언제든 취소 가능
- 레슨 시작 24시간 이내→ 취소 요금이 발생할 수 있습니다.
-
노쇼→ 취소 요금이 발생할 수 있습니다.
(자세한 사항은 강사에게 문의해 주시기 바랍니다.)
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