Instituto Superior de Formación Docente y Técnica #83

Profesorado de Inglés

Prácticas Discursivas de la Comunicación

Oral I

Prof Laura Segovia

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 TABLE OF CONTENTS

Introducción ........................................................................................................................................... 3
Unit 1 ...................................................................................................................................................... 7
Speech and Writing ............................................................................................................................... 9
Phonetics and phonology…………………………………………………………………………………………………………………12

The production of speech sounds…………………………………………………………………………………………………....13

Unit 2 .................................................................................................................................................... 15
Vowels……………………………………………………………………………………………………………………………………………..16
Consonants……………………………………………………………………………………………………………………………………….19

Unit 3………………………………………………………………………………………………………………………………………………..23

Weak and strong syllables…………………………………………………………………………………………………………………25

Stress…………………………………………………………………………………………………………………………………………………28

Weak and strong forms……………………………………………………………………………………………………………………29

Weak forms………………………………………………………………………………………………………………………………………31

Unit 4………………………………………………………………………………………………………………………………………………..37

More activities……………………………………………………………………………………………………………………………………41

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 Prácticas Discursivas de la Comunicación Oral 1
1st year – Profesorado de Inglés -ISFDYT #83

Teacher Information
Email Timetable
. Laura Segovia pf.laurasegovia@gmail.com Tuesday 6.20 to 10.20 pm

General Information
Description
This course is designed to give theoretical and practical knowledge of English phonetics and
phonology. It provides a comprehensive introduction to phonetic and phonological theory and
terminology, includes development of skill in sound identification and discrimination, the control
of speech production abilities. It focuses on the sound systems of one model accents of English
(Received Pronunciation). English phonetics includes description of phonetic features for
segmental phonemes (i.e., consonants an vowels) and supra-segmental phonemes (i.e., stress and
intonation and juncture). Students taking phonetics also learn the knowledge and practical skill
of reading and writing phonetic transcription, both broad and narrow transcription.

Course Objectives
A student who successfully completes this course will have the opportunity to:
• acquire knowledge of phonetics and phonology, and apply it to data
• Describe the organs of speech and their mechanism to produce the speech sounds.
• Describe basic phonological rules in English.
• Be able to do words phonetic transcription of words.
• Have more understanding about English words’ stress.
• Have more understanding about sound patterns in English.

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Materials required
Compulsory material
This booklet printed or in its digitalised version.
Pronunciation Dictionary from any publisher house.
Regular internet connection to work with the TELEGRAM CHANNEL.

Important bibliography
Roach, P. (1991). English Phonetics and Phonology: A Practical Course. (pp. 3-16).UK:
Cambridge University Press.

Marks, J. (2007). English Pronunciation in Use. Elementary UK: Cambridge University

Press.
Hancock, M. English Pronunciation in Use. Intermediate. Uk: Cambridge University
Press
Finch, D. A Course in English Phonetics for Spanish Speakers.Uk: Heinneman
Ogden, R. (2009). An Introduction to English Phonetics. (pp 1- 6) Uk: Edinburgh
University Press.
Underhill, A (2005) Sound Foundations. (pp2 -28) Uk: Macmillan
Carr, P (2013) English phonetics and phonology: an introduction (P31) Second edition.
Blackwell Publishing
Ponsonby, M How now, brown cow? (pp.-xiii) Prentice Hall
Lecimberry, L and Maidment, J. English transcription course: A practical introduction

Gut, U (2009). An Introducion to English phonetics and Phonology. Germany: Peter

Lang
Asby, P (2005) Speech Sound (pp-1-4) Language Workbook

Claire-A. Forel & Genoveva Puskás (2005) PHONETICS AND PHONOLOGY: University of
Oldenburg

Course Units
Units General Topics Contents
1 Phonetics and phonology Phonetics as part of the Linguistic study. Features of Sounds
in the English Language
The Speech mechanism.
The production of speech sounds. Description, organization
and classification of sounds.

2 Vowels and Consonants The phoneme. Symbols. Voicing.

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Units General Topics
3 Word Stress
4 Connected Speech
Contents
Vowels, diphthongs and triphthongs. Vowels articulation:
Production of vowels. Semi vowels.
Consonants: Place and manner of articulation.
Weak and strong syllables.
Weak and strong forms.
Word stress: stress in one, two, three - syllable and
compound words.
Fluency and rhythm.
Aspect of connected speech: Linking words. Contractions.
Assimilation, elision, gemination and junctions.

Written Exams
Date1 Topic
Units 1 and 2
Units 3 and 4

In order to pass the subject, you need to follow several premises:

• Read the theoretical material when it is asked. Be updated with the info by

checking on the TELEGRAM CHANNEL.

• Regular attendance.

• No absentees in any important task or exam.

• Participation in the virtual campus of the subject. This item is very important

because you will find activities and theoretical material to complete this booklet

which is compulsory as it was already established above.

• Pass all written tests and / or their make ups.

• Pass all Oral tests sent by campus and / or their make ups.

• Show improvement in oral skill using vocabulary and language properly according

to the Academic English standards and technical language.

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These dates could be changed according to the development of the subject.
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• Hand in tasks, recordings, works on time.

• Don’t wait until the last minute for your questions. If you read the theory, your

questions will challenge your structures and to challenge means to change what we

knew, so ASK!

• Every question should be post in the proper place, i.e. if you have a question or

query from a text in Unit 2, write down your questions in that post, where the file

was uploaded. It will improve the way we communicate.

• We may work with audios and recordings produced by the students in pairs or

individual. These have deadlines and it is important to take that into account.

• Language in class and in the Telegram channel should be checked all the time.

Express yourself coherently and according your level of studies.

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UNIT 1
Phonetics and Phonology

Let´s start getting closer to the subject.

Do you know and recognise the phonetic symbols? Do you know what RP means? And the acronym
IPA?

Have a look at this LIST OF SYMBOLS:

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WHY DO YOU THINK THEY ARE CALLED SYMBOLS? WHAT DO THEY REPRESENT?

We are concerned with the difference between spoken and written forms of
language. In this unit, the concepts “speech sounds”, “vowel” and “consonant”
are introduced. We also begin to explore differences between some varieties
of spoken English.

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The homophones we have just considered happen to have different spellings, but this is not
always the case. For instance, there are 3 distinct words TICK in English:

Similarly, there are 3 homophonous words all spelt TILL:

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Letters and Sounds
They are not at all the same things. The word COUGH has 5 letters in spelling
– but when we say it, it has only 3 sounds. The first is like the sound in KITE,
the second is like the middle sound of TOP, and the last is like the end of
ROOF. A reliable source for pronunciation and spelling difference are
PHONETICS TRANSCRIPTIONS, using internationally agreed SYMBOLS; the
british pronunciation of the word is /k ɒ f/. One principle governing the use of
phonetic symbols is that there should be one symbol for every sound; the
number of letters in the ordinary spelling.

It is important you start learning the differences and

the appropriate vocabulary to speak properly.

When you refer to a word in the normal spelling, you

are referring to its letters.

The phonetic transcription refers to the

pronunciation of words, that is the symbols used to
represent the sounds.

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So, when we talk about VOWELS or CONSONANTS we are not talking about normal
spelling or words. We are talking about sounds and their union in SYLLABLES.
READ THE FOLLOWING INFO:

Now you download from the FACEBOOK group (file section) a pdf
to read and work with. These files will help you to understand deeply
this first part and to practice the difference between spelling and
sounds.
You can print it all together or just the Units I ask you to or you can
work with them from your devices but we will use it throughout the year. The files
are:
What you need to know before you begin.
Introducing Sounds and Letters

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Let’s move on to the next level in this unit.
Diana Finch and Hector Ortiz Lira explain the possibility of being understood
when speaking and how the process of communication and the speech chain
take the leading role here.

Please read the first chapter “The Linguistic Science” in the file called:
1 The Linguistic Science – 2 Articulatory Phonetics to understand the diagram.

You need to understand the theory under this

knowledge.
There are different perspectives when working on
the relationship between PHONETICS and
PHONOLOGY and their place in LINGUISTICS and
there is a reason to learn standard English and
Received Pronunciation (RP).

READ the chapter from Odgen, R “An Introduction to English phonetics”. Summarize
it and find key words.

Read the chapter Gut’s “Introduction to phonetics and phonology”

for more information about the place of this field in our learning
curricula. Then do the following activity.

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Read the different materials and compare them. Think about it and summarise your
own definitions as possible answers in a test.

The production of speech sounds

All the sounds we make when we speak are the result of muscles
contracting. The muscles in the chest that we use for breathing produce
the flow of air that is needed for almost all speech sounds; muscles in the
larynx produce many different modifications in the flow of air from the
chest to the mouth. After passing through the larynx, the air goes
through what we call the vocal tract, which ends at the mouth and
nostrils; we call the part comprising the mouth the oral cavity and the part
that leads to the nostrils the nasal cavity. Here the air from the lungs
escapes into the atmosphere. We have a large and complex set of muscles
that can produce changes in the shape of the vocal tract, and in
order to learn how the sounds of speech are produced it is necessary to
become familiar with the different parts of the vocal tract. These different
parts are called articulators, and the study of them is called articulatory
phonetics.
Fig. 1 is a diagram that is used frequently in the study of phonetics. It
represents the human head, seen from the side, displayed as though it had
been cut in half. You will need to look at it carefully as the articulators are
described, and you will find it useful to have a mirror and a good light
placed so that you can look at the inside of your mouth.

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READ THE SECOND CHAPTER IN THE FILE 1 The
Linguistic Science – 2 Articulatory Phonetics.

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Vowels and Consonants

Mr Peter Roach gives us a clear outline:

The words vowel and consonant are very familiar ones, but when we
study the sounds of speech scientifically, we find that it is not easy to
define exactly what they mean. The most common view is that vowels
are sounds in which there is no obstruction to the flow of air as it passes
from the larynx to the lips. A doctor who wants to look at the back
of a patient’s mouth often asks them to say “ah”; making this vowel
sound is the best way of presenting an unobstructed view. But if we make
a sound like s, d it can be clearly felt that we are making it difficult or
impossible for the air to pass through the mouth. Most people would have
no doubt that sounds like s, d should be called consonants. However,
there are many cases where the decision is not so easy to make. One
problem is that some English sounds that we think of as consonants, such
as the sounds at the beginning of the words ‘hay’ and ‘way’, do not really
obstruct the flow of air more than some vowels do.
We begin the study of English sounds in this course by looking at vowels,
and it is necessary to say something about vowels in general before
turning to the vowels of English. We need to know in what ways vowels
differ from each other. The first matter to consider is the shape and
position of the tongue. It is usual to simplify the very complex
possibilities by describing just two things: firstly, the vertical distance
between the upper surface of the tongue and the palate and, secondly,
the part of the tongue, between front and back, which is raised highest.

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 Most authors agree with the vertical and horizontal position of the tongue.
They agree in the way in which lips are set to produce the vowels.
The difference rises in the systems used to describe those movements and
positions. You have CARDINAL VOWELS diagram and system and the
monophthongs CHART.

Let’s get closer to a clearer definition by Mr Roach:

“These cardinal vowels are a standard reference system, and
people being trained in phonetics at an advanced level have to
learn to make them accurately and recognise them
correctly. If you learn the cardinal vowels, you are not learning
to make English sounds, but you are learning about the range
of vowels that the human vocal apparatus can make, and
also learning a useful way of describing, classifying and
comparing vowels”.


As a reference system, cardinal vowels help us to locate the production

and movement of the tongue to produce English vowels. The Cardinal
vowels are the ones you see outside the diagram. Inside the diagram you
will the English vowels we produce in RP.

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Finch, D. A Course in English Phonetics for Spanish Speakers.Uk: Heinneman

Read the chapter on cardinal vowels from the book “English

phonetics and phonology” you’ll find in the group. Provide a
definition and the description (tongue position and lips) of each
vowel sound according to this diagram.
Make the written exercises from the file.

Adrian Underhill explains the distribution in the chart he has designed. Again, as
you could see with the cardinal vowels, you have to imagine that this chart simulates
being inside your mouth and the vertical and horizontal axes are the way in which
the tongue moves.

You’ll get used to it. Trust me.

Download from the group and read
Underhill’s Chapter “Sounds in isolation”
from Unit 2. Once you finish, watch this
video. Mr Underhill explains the chart:

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Pronunciation Skills: The Phonemic Chart part 2:
https://www.youtube.com/watch?v=3ue4mrFG68Y&list=PLbEWGLATRxw_2hL5hY164nvHdTpwhE
OXC&index=3

Diphthongs:
Their names are related to the second sound:

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There are more activities in the group, please download the file “Vowels
activities” to practise each vowel and consonant at a time or in their
minimal pair. By the way, what is a minimal pair?

Consonants
If we think about Underhill’s chart, we know that the last part of it is devoted to
consonants. Their distribution is related to three main concepts: Voicing, place
and manner of articulation.
According to Finch, D and Ortiz Lira, H the description and classification of
consonant sounds are found after answering the following questions:

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Let’s go deeper in the concept of voicing…

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 Download and read the chapter called “Symbols and Terminology”.
Some activities are to be done in class or homework.

Underhill’s chart is also concerned on the description and classification of

consonants. The way in which they are placed in the chart has meaning and purpose.

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Read Underhill’s chapter on consonants – chart distribution.
After reading, watch the following video:
Pronunciation Skills: Consonants part 1 Guided tour of consonants:
https://www.youtube.com/watch?v=Tck2HHlfEgQ&list=PLbEWGLATRxw_2hL5hY164nvHdTpwhEOXC&inde
x=27

The last part of this Unit is devoted to practice. Please

download: Consonant Activities from the group. Have
them ready for correction.

TIP: Prepare your own double entry chart: create a chart

describing consonants, one entry dealing with place and the
other with manner of articulation. Don’t forget to add voicing.

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Word Stress
Before you start reading theory deeply, it is important you get some
concepts first. You need to remember that we are not dealing with normal
spelling. We are talking about sounds, phonemes and segments. A syllable
is a segment made out by a consonant plus a vowel or that is what we have
discussed until now.
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The syllable is a fundamentally important unit both in phonetics and in
phonology. It is a good idea to keep phonetic notions of the syllable
separate from phonological ones. Phonetically we can observe that the flow
of speech typically consists of an alternation between vowel-like states
(where the vocal tract is comparatively open and unobstructed) and
consonant-like states where some obstruction to the airflow is made.
Silence and pause are to be regarded as being of consonantal type in this
case. So, from the speech production point of view a syllable consists of a
movement from a constricted or silent state to a vowel-like state and then
back to constricted or silent. From the acoustic point of view, this means
that the speech signal shows a series of peaks of energy corresponding to
vowel-like states separated by troughs of lower energy.

Phonologists are interested in the structure of the syllable, since there

appear to be interesting observations to be made about which phonemes
may occur at the beginning, in the middle and at the end of syllables. The
study of sequences of phonemes is called phonotactics, and it seems that
the phonotactic possibilities of a language are determined by syllabic
structure. Phonological treatments of syllable structure usually call the
first part of a syllable the onset, the middle part the peak and the end
part the coda; the combination of peak and coda is called the rhyme.

Syllables are claimed to be the most basic unit in speech: every language
has syllables, and babies learn to produce syllables before they can manage

2
Roach, P. English phonetics and phonology - glossary
23
to say a word of their native language. When a person has a speech
disorder, their speech will still display syllabic organisation, and slips of
the tongue also show that syllabic regularity tends to be preserved even
in “faulty” speech.

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Weak and Strong Syllables
In English phonology it is possible to identify a type of
syllable that is called weak. Such syllables are never stressed,
and in rapid speech are sometimes reduced so much that they no
longer count as syllables. The majority of weak syllables
contain the schwa (ə) vowel, but the vowels i, u, i also appear
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in such syllables. Instead of a vowel, weak syllables may contain
syllabic consonants such as l- (as in ‘bottle’) or n-(as in
‘button’).

Now you can move on to deeper knowledge:

Read chapter 9 “Weak and strong syllables” and do the activities at the end on
the chapter.

After reading Roach’s chapter, you will find easy to identify the four
possible centres of a weak syllable. Write only a key word for each:

1
2
3
4

The concept of Syllabic consonant needs to be revised.

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Now that you have learned how to identify the strength and
the weakness of a syllable, you will find the concept of
stress easy to follow.

Look at this info provided by Mr Hancock in his book English Pronunciation

in use – Intermediate level. This is a simpler way of dealing with the term
stress. Then complete the activities below.

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28
Until now, we have discussed the properties of syllables, taking into account their
strength in isolated words. However, when we speak, we set those words or syllables
inside particular contexts. They are surrounded of others words or syllables with their
own properties which can also affect the strength they may have in a sentence.
From now on, bare in mind that words suffer changes depending on those contexts and
their neighbours in an utterance. Context and intentions are always the key factor.

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Begin your reading by reading and studying “stress,
rhythm and weak forms”

Study chapter 10 “Stress in simple words”.

Systematise the different types of stress in a
summary paying attention to the different word
categories.

In relation to the idea previously presented we move on to the next topic in our course,
which closely connected with the idea of stress:

Weak and strong Forms3

Chapter 9 discussed the difference between strong and weak
syllables in English. We have now moved on from looking at
syllables to looking at words, and we will consider certain
well-known English words that can be pronounced in two
different ways; these are called strong forms and weak
forms. As an example, the word ‘that’ can be pronounced
/ðæt/ (strong form) or /ðət/ (weak form).
The sentence: ‘I like that’ is pronounced:
/aɪ laɪk ðæt/ (strong form)
The sentence ‘I hope that she will’ is pronounced:
/aɪ həʊp ðət ju wɪl/ (weak form).

Why is it important to learn how weak forms are used?

There are two main reasons: first, most native speakers of
English find an “all-strong form” pronunciation unnatural
and foreign-sounding, something that most learners would
wish to avoid. Second, and more importantly, speakers who
are not familiar with the use of weak forms are likely to
have difficulty understanding speakers who do use weak

3
Roach, P. English Phonetics and Phonology – 4th edition.
30
forms; since practically all native speakers of British
English use them, learners of the language need to learn
about these weak forms to help them to understand what they
hear.

The weak form

A very important aspect of the dynamics of English pronunciation is that many very
common words have not only a strong or full pronunciation (which is used when the
word is said in isolation), but also one or more weak forms which are used when the
word occurs in certain contexts. Words which have weak forms are, for the most part,
function words such as conjunctions (e.g. ‘and’, ‘but’, ‘or’), articles (e.g. ‘a’, ‘an’,
‘the’), pronouns (e.g. ‘she’, ‘he’, ‘her’, ‘him’), prepositions (e.g. ‘for’, ‘to’, ‘at’) and
some auxiliary and modal verbs (e.g. ‘do’, ‘must’, ‘should’). Generally the strong
form of such words is used when the word is being quoted (e.g. the word ‘and’ is
given its strong form in the sentence “We use the word ‘and’ to join clauses”), when it
is being contrasted (e.g. ‘for’ in “There are arguments for and against”) and when it is
at the end of a sentence (e.g. ‘from’ in “Where did you get it from”). Often the
pronunciation of a weak-form word is so different from its strong form that if it were
heard in isolation it would be impossible to recognise it: for example, ‘and’ can become n-
in ‘us and them’, ‘fish and chips’,

The reason for this is that to someone who knows the language well these words are
usually highly predictable in their normal context.

In this sense strong forms are derived from the linguistic context which generally determines which
one is to be used. The difference between strong and weak forms is explained under weak form.

Peter Roach states that it is important to remember that there are certain contexts where only the
strong form is acceptable, and others where the weak form is the normal pronunciation. There
are some fairly simple rules; we can say that the strong form is used in the following cases:

1. For many weak-form words, when they occur at the end of a sentence; for
example, the word ‘of’ has the weak form /əv/in the following sentence:

However, when it comes at the end of the sentence, as in the following example,
it has the strong form /ɒv/:

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2. When a weak-form word is being contrasted with another word and what we might call a co-
ordinated use of prepositions ‘

3. When a weak-form word is given stress for the purpose of emphasis.

4. When a weak-form word is being “cited” or “quoted”

Another point to remember is that when weak-form words whose spelling

begins with ‘h’ (e.g. ‘her’, ‘have’) occur at the beginning of a sentence, the pronunciation is with
initial /h/, even though this is usually omitted in other contexts.

The most common weak-form words will be introduced:

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33
34
It is important you learn from the very beginning these weak forms
and in which circumstances they turn to their strong forms.

Before reading focus on this question: Which are the specific

contexts that turn weak into strong?

READ “THE 37 ESSENTIAL WEAK FORM WORDS” by Mr Hector Ortiz Lira

TO ANSWER THE FORMER QUESTION. Then make the following written
activity.

35
Before we go on with the following unit there are several questions you
need to be able to answer properly. Use them as a study guide:

36
Connected Speech

You are acknowledging by now that every thing is closely

connected as in a big and complex chain. Knowledge gets
complex too.
You started in Unit 1 learning about the symbols and
what they represent. Do you remember how difficult it
was? Look at you now!

ASPECTS OF CONNECTED SPEECH

In spoken discourse the boundaries between words are very often not
clear-cut. Words and sounds are lost and linked together in different ways
to enable us to articulate with minimal movement.
This is one of the reasons learners find spoken discourse more difficult to
understand than written discourse. At higher levels it is often not a lack
of vocabulary which prevents understanding, but lack of ability to deal
with these features of connected speech. Native speakers are more able
to use top-down processing 4 to decide whether what they have heard
is red dye or red eye.
Here are some of the more common features of connected speech:
1. Assimilation
Assimilation occurs when a phoneme (sound) in one word causes a
change in a sound in a neighbouring word. For example, try saying the
following pairs of words:

4
Top-down processing is the idea that to process and understand a text we start with “higher-level” features –
background knowledge, context, overall meaning – and proceed through a series of steps “down” to “lower-level”
semantic, syntactical and phonological features.
This contextual information at the top can come from knowledge about the world or the speaker/writer, from a mental
image or expectation set up before or during listening or reading (often called a schema), or from predictions based on
the probability of one word following another.

37
 • in Bath
• last year
• Hyde Park
You’ll notice that the last sound of the first word changes in each case.
The /n/ sound becomes /m/, /t/ becomes /tʃ/ and /d/ becomes /b/.

2. Elision
Elision is the loss of a phoneme, most commonly the last phoneme of a
word, and most commonly the /t/ and /d/ sounds. Have a look at these
examples:
• left back
• stand by
• looked back
• I must go
In each case the last phoneme of the first word is elided (lost). In simplest
terms, the reason is that the time and effort required to change the mouth
position from the /t/ to the /b/ sound (as in the first example) or the /t/ to
the /g/ sound (as in the last example) is too great!

3. Catenation
In catenation the last consonant of the first word is joined to the vowel
sound at the start of the second word. For example:
• pick it up – (learners will hear something like pi ki tup)
• what is it – (learners will hear something like wo ti zit)
4. Intrusion
Intrusion is what you might expect from the name – an extra sound
“intrudes” into the spoken utternace. Try saying the following pairs of
words:
• media event
• I always
• go away

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Do you hear the /r/ sound intruding after “media”, the /j/ sound intruding
after “I” and the /w/ sound intruding after “go”?5.

READ:
• 14 - Aspects of connected speech (Roach, P).
Do the activities at the end of the
chapter.

• Sounds and simplifications of connected

speech (Underhill, a): I recommend you do the
oral activities proposed in this chapter to
understand the theory.

• /t/ and /d/ Regular past simple

• Plurals, 3rd person singular present simple and possessive ‘s. Rules for
voicing. (Picture)

PRACTISE…

5
Summarised from https://www.eslbase.com/tefl-a-z/connected-speech
39
DOWNLOAD: Final sounds Plurals and past tenses – Voicing
agreement.

This unit is full of transcription activities which you will do in class or

at home. The most important thing is to recognise the different
sounds and processes the dialogues o paragraphs suffer.

Tips to transcribe properly:

• Read the paragraph or dialogue completely before

start.
• Read aloud to check pronunciation.
• Always leave a line in between. It would give you a
clear view to your transcription.
• Write the symbols properly. Don’t invent!
• If you have to transcribe and mark aspects of
connected speech, do it with different colours and give a
reference of your choice.

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Besides all the tasks and activities, you do at
home, there are others to do in class or even in
pairs. You’ll do reading, listening and speaking
activities mostly and always with a purpose.
Enjoy them!

1. Here is transcribed passage in which you can find many grammatical words
in the weak or strong form. You will see the transcription is annotated. Each
number refers to a relevant explanation or comment of variations. Look at
the example and write the reasons for each variation.

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Example:

2. Transcribe marking connected speech:

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43
FURTHER PRACTICE

The following section is devoted to develop some practises to your skills: READING,
LISTENING AND SPEAKING tasks.

The following chart is for you to control the development of the different tasks. They are all post
in FACEBOOK. I will ask you to do different activities in different moments.
WIN EXTRA CREDIT!!!

LISTENINGS DATE DONE

The fear factor
How False information spreads
What kind of student are you?

READINGS DATE DONE

The Rise of fake news
Five horror film cliches
The illustrated man -RB
Aristotle and Dante discover the secrets of the
universe - BS

SPEECHES DATE DONE

Retelling recording task
Movie and Story comparison
Tongue Twister
Impromptu
Dialogue oral task

44
Go for the Finals!!!

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