E. Homework suggestions
The workbook is set up so that students have the agenda for the class session and instructions for 3 homework assignments. The homework sessions normally include
prescribed practice of videos and dialogues. In M1 the only requirement is to practice the WUP and MAP video and collect problematic words, writing down the vowel numbers.
The collecting and regular practice of the learners pronunciation word list is essential. Beginning in M2, words are practiced along with the PMP of the stressed vowel. The
word list in M1 serves just as a diagnostic of sorts. In M2 it is a good idea for the instructor to check on the list work of students, especially their understanding of how to
follow the practice instructions.
The homework pages are also set up so that learners can include new vocabulary, not just vocabulary with problematic pronunciation. Any new vocabulary word can be better
anchored using one of the PMPs introduced in the first four modules. See detailed homework practice instructions in M2.
If no homework practice is assigned, use only the Teaching Video session and the pages from the Student Workbook that pertain to the training, including the first 2x6 of the
module, which can be done with the class as a whole.
F. Optional, optimal studentinstructor practice warm up routine
The benefits of an integrated, focused warm up in preparation for the day are substantial. See further discussion of the neurophysiological basis of the AH-EPS system in the
Instructors Guide and on the HICPR blog. Each module teaching video and the three homework practice videoaudio is constructed so that mind and body are warmed up and
prepared for haptic work.
Encourage learners to do a progressive warm up before every practice session of all the PMPs learned to that point IN ORDER. Typically, each practice session will begin with a
warm up and a review of at least the PMP from the previous module. For example, by the end of the 10 or 12 week course, a student might do a 15 minute quick run through of the
nine practice versions of the basic PMPs: Warm up Vowelword stress Rough and Double Smooth Syllable Butterfly Touchinami Intonation Tai Chi fluency
Rhythm Fight Club Expressive speaking Baton Integration. An instructor should, of course, do some of the same, adding in a full-length mirror for consistency, especially if
there is a commitment to using the PMPs regularly in any production-oriented class.
In addition, when doing corrections or presenting new terms or patterns in class, most AH-EPS instructors perform the PMPs in mirror image, as on the videos. That is not
critical, although preferable. If the class and instructor are more comfortable with the instructor using the same student, left-to-right perspective, that is fine as well. See M1
notes below and Section IID, The Matrix, for rationale for the left-right positioning of the Matrix.
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M1 - Instructors notes
A. Matrix visual field anchoring protocol and haptic learning basics The Matrix anchoring protocol MAP is a set of PMPs that maps the vowel space to the
positions on the IPA Matrix “clock.” Imagine a square clock It serves as a critical bridge to the entire system. Think of the clock superimposed on the human body with 6 at
the lateral center of the body at the level of the waistline and 12 centered just above the head. Three is at the “mouth” height to the right and 9 at the same level but to the left.
There are vowels corresponding to each of the other numbers of the clock, as well as combinations that go, for example, from 6 to 12, as in [ay]. The MAP is recycled in
several places in the program to help learners develop and maintain consistent use of the visual field.
B. Dictionary use set up The dictionary chart in the workbook is provided so that students can copy the phonetic
symbols and key words from their dictionary into the AH-EPS table for frequent reference. That way they can refer back to the AH-EPS vowel numbers, key words and
phonetic symbols from their dictionary. Getting the chart filled out is important for them doing their homework assignments for the first week. As long as the instructor uses the
vowel numbers and chart in class regularly, from that point on, having students study or “practice” the contents of it is not as essential. A chart on the wall is helpful as well.
Corrections are generally done by a providing the student with the correct vowel number andor PMP, b having the student do the PMP along with the instructor two or
three times and c adding that word or phrase to their personal practice word list. In general, practice of any new sound or correction is programmed in to go for at least two
weeks. See Module 2 for instructions on anchoring vowels.
C. Optional consonant videos In this module, as in all modules, there are also consonant training videos in the Student
Practice Video package, W-on-glide and Y-on-glide. In addition to just being good warm ups, they set up the use of off-glides in M3, Double Smooth Vowels. Both videos are
often very effective in helping learners whose L1 does not have those two on-glides, word initial, e.g, Japanese. As with all practice videos, learners should do at least two
weeks of practice with words that have the targeted sounds in them. See instructions for word list practice in Module 2 and in the Consonant Practice Guide following M9
Instructor Notes.
The other consonant videos are loosely attached to various modules, in no particular order, only recommended at that point if a learner needs work on it. If learners need to do
a consonant that comes later in the syllabus, it is of course fine to have them skip ahead as long as they wait until after Module 3, after the basic vowels have been
introduced so that they can practice consonants efficiently, using the vowel framework.
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M2 - Instructor’s Notes
A. Rough vowels word stress protocol RVWSP The RVWSP follows from the MAP “clock”. There are really two sub-protocols that
follow the same basic form, but cover different parts of the vowel space. One VWSP is for the lax short vowels—rough vowels in our terminology, another is for the tense
vowels and diphthongs long —double smooth vowels See M3. This protocol involves learning the vowels as isolated syllables, with their vowel numbers square clock
positions and then practicing them in key word sentences, accompanied by their PMPs. For example, the RVWSP uses these key words:
“Chicken cooks best with salt, fat, love and hot water B. 2x6 Conversations
The 2x6 conversations two people in a conversation that is 12 turns long are written with vowel numbers on words that are to be stressed and have rough vowels in the
stressed syllable. Not all words with rough vowels are indicated. The ones that are, when accompanied by their PMP provide the basic sentence rhythm, pace speed and
interpretation. The 2x6 recordings provide students with the basic conversational model for their work. Each line is done twice so that they can join me on the 2x6 audio, the
second time through.
The 2x6 practice is especially important if the instructor is not going to use the PMPs in class consistently. It may be the learners only opportunity to practice the sounds and
PMPs. In a pronunciation class that meets, for example, three or four times a week, all three 2x6s of a module could be done in class, along with the other student practice
videos of the module.
C. Effective word list work extracted from the SWB Key concepts:
Regular practice of the sound or word for two weeks or more.
Keeping good records and writing the list in the workbook
Using PMPs and resonant voice out loud whenever practicing the word or
phrase.
Constant data mining by learners, themselves, for new words to add to the practice word list of each module--not simply providing them with words to
practice.
------------------------------------------------------------------------ Here is how to make a good word list and practice it so that you can quickly begin using
those words in conversation:
Find words that you can use in speaking that have rough vowels in them. Note:
In speaking, not simply for reading at first.
Check the dictionary to make sure that you have the right vowel. Acton©2014
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Write down in your word list worksheet the vowel number of the primary stressed
syllable and the phonetic letters for the whole word from the dictionary.
Look everyday for more words that have the rough vowels that are difficult for you to pronounce accurately.
Check the meaning and usage. If you are not sure about the meaning, write it
down next to the word, too. Write them down on cards, if that is helpful.
Practice all the words with PMPs three times, at least three times a week, after you do your practice videos and 2x6s.
When you hear the word in conversation or read it, if you can, quickly do the
PMP as you say the word to yourself or out loud
Practice any new word for 2 weeks or two modules.
ALWAYS do good PMPs. NEVER do the word list without PMPs.
NEVER say a word without its PMP when you are practicing. --------------------------------------------------------
NOTE: Optional consonants are located in each of the Practice video sets. The key is that any consonant they select should be practiced at least three times a week for a minimum
of two weeks, using the video for that consonant and creating a list of words that have that sound in them. In some cases, there is both a training and practice video for a
consonant, e.g., thth, r, fv.
D. Optional Longer Rough Vowels Before Voiced Consonants This is a good video to work with for problems with final consonants. Some languages
just leave them off. Some languages will allow only voiceless consonants, for example: ptfthsshk, in that position. The idea in this video is to lengthen the vowel before a
voiced consonant, for example: bdvthzzh, and just lightly pronounced the ptfthssh, and the listener will hear a voiced consonant every time. Nice trick It is repeated in M3
as well.
E. Optional Body Flex Warm Up This one is a bit athletic but will certainly get most of your body loosened up. I got
this one from an aerobic dance instructor a few years ago. Do not do it in class if there are students who might find it a bit out of their personal zones.
Note: Dictionary choice should not affect the choice of symbols in the matrix or the clock. The “default” learner dictionary for AH-EPS work now is the Oxford Basic
American Dictionary. Any dictionary will work—as long as it is designed for learners or at least learner-friendly, not just native speakers. See M1 in the SWB for the
Dictionaryvowel set up.
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M2 Model lesson plan 30-45 minutes
1. On the board: A. Read over M 2, pp. 25 - 34
B. Fill out page 15 2. Admin Done while they are reading M2
A. Check to make sure every student has workbook B. Check p. 15 for homework. Initial, if done.
3. Video set up A. Check to make sure all Vimeo URLs work
B. Make sure that you can do the PMPs yourself 4. Video work
A. Warm up - https:vimeo.com60922648 B. MAP practice - https:vimeo.com60949008
C. Rough vowels
1. Demonstration p. 26 - https:vimeo.com60977241 2. Training - https:vimeo.com60977240
3. Practice - https:vimeo.com60977242 4. M2 2x6 1 Introduction - https:vimeo.com61184655
5. Listen to M2 2x6 1 Audio - https:vimeo.com61424469
5. Video follow up A. Do M2 2x6 1 with class See page 28 Do both parts.
B. Students do M2 2x6 1 with partner one does A; one does B using same process, then switch. Walk around as they do; check for PMP accuracy only.
6. Session wrap up Homework: Page 27. Create and practice list of difficult words.
Practice, p. 29 : M2 2x6 1 audio https:vimeo.com61424469
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M3 - Instructors notes
A. Double smooth vowels The “double smooth” vowels are either diphthongs 6y, 6w or 8y or tense vowels
followed by an off glide 1y, 3y, 9w and 11w. Learner dictionaries are about split on which system to use. The North American editions tend to use the tense+off glides. Those
for British or Australian populations, for example may use the system like the one in the Dictionary introduction section in M2 from Oxford American. Pick whichever one works
for your students. In the 2x6s for M3 the American version in used. Students generally do not have a difficult time in getting the idea that instead of a diphthong “going” to ‘y or w’
it goes to ‘I or U” instead. Online dictionaries typically use long symbols for the double smooth vowels, for example: i:, u:, e: and o:.
For the body to effectively control the articulatory apparatus in this protocol, crisp PMPs are the key, the initiation point where one hand begins: with the thumb on the chin, the
node where the two hands touch and the terminus where the moving hand ends up: either at “y” at 12 o’clock or with a tight half circle at “w” in the center of the matrix. Pay
particular attention to the termination of the PMP once students have gotten into the process. Typically, they will go through a period where they may be quite imprecise. Fix
that with a review or replay of the MAP training video.
Note on the selection of stressed syllables in the 2x6s throughout the program: In general, stressed vowels that are used for anchoring PMP in the 9 modules are selected
based on the most likely, natural rhythm of the conversation. In many cases, however, more vowels are anchored with a PMP than would be normal, in some cases signaling
either contrastive stress for the native speaker or emotional intensity.
In general, no attempt should be made to rationalize or explain the choice of the location for the stressed element for the 2x6 practice, however. In most cases, the resultant rhythm
and prominence of the word highlighted is at least possible for the native speaker— although some are a bit marked i.e., unusual.
B. Smooth tense vowels Introduction of Smooth vowels is very helpful here to set up the Double Smooth vowels.
Those are 1, 11, 3 and 9. Those sounds are very common in the languages of the world. They happen in English in syllables that are not primary stress. In stressed
syllables they are combined with y or w to create the AH-EPS double smooth vowels: 1y, 3y, 6y, 8y, 6w, 9w and 11w. On the video there are 4 examples of vowels in syllables
that have secondary stress: relaxed, atypical, pronunciation, euphonic.
The smooth vowels in the words relaxed and pronunciation are common in some dialects of North American English, but pronounced with schwa [ ] instead, in other,
Ə standard dialects. The sentence is: Relaxed, atypical pronunciation may still be euphonic
Smooth vowels can also occur at the ends of words, for example: intelligibility. Acton©2014
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C. Optional Vowel Resonance Warm up . This is a great warm up to develop strong sense of resonance in the bones of the upper body and the face. The third part, the strong lip
trill, we know from experience, may be a bit too much for students from some cultures
D. Optional consonants Voiceless th. This is a good video for improving voiceless th sound. The key is to use
very sharp PMPs and feel very strongly the position of the chopstick or coffee stir and the air on the hand. Notice that only rough vowels are used to practice with the voiceless
th sound. That is to help make the voiceless th as light as possible and not allow the vowel to interfere with the th too much The same routine can be used for practice with
other voiceless sounds, e.g., f, t, s, sh, and ch.
r at the beginning of words This is a rather unusual haptic way to do the r sound. Just be sure that you bite your
tongue and use good PMPs as you say the r sound in the exercises. --------------------------------------------------------------------------------
M3 Model Lesson plan
1. On the board: A. Read over M 3, pp. 37 - 47
B. Write down the name of 10 countries that have a rough vowel in the stressed syllable.
2. Admin Done while they are reading M3 and making the word list A. Walk around and ask them to do one of their words, using correct PMPs
B. Help students get correct node positions on the rough vowels, especially v4 and v8
3. Video set up A. Check to make sure all Vimeo URLs work Have them all open
before class B. Make sure that you can do the Smooth and Double Smooth PMPs yourself
4. Video work A. AH-EPS Vowel resonance warm up Disk 4: V-reson
https:vimeo.com61186709 B. AH-EPS Rough Vowels practice TM3B https:vimeo.com60977242
C. AH-EPS Smooth Vowels https:vimeo.com61186710 D. AH-EPS Double Smooth Vowels
a. Demonstration TM3C https:vimeo.com61065260 b. Training TM3D https:vimeo.com61104253
c. Practice TM3E https:vimeo.com61111383 d. M3 2x6 1 Introduction TM3F https:vimeo.com61183073
e. M3 2X61 Audio TM3G https:vimeo.com73550232
5. Video follow up A. Do M3 2x6 1 with class See page 41 Do both parts.
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process, then switch. Walk around as they do; check for PMP accuracy only. 7. Session wrap up
A. Homework: Page 40. Create and practice list of difficult words. B. Practice, p. 41 : M3 2x6 1 audio https:vimeo.com61424469 If time, do all
three 2x6s
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M4 - Instructors note
Syllable Butterfly protocol A. The SBP focuses on syllables, grouping of syllables and their relative prominence or
stress. For this protocol, at the start, the left hand rests on the right deltoid muscle the outside of the shoulder and the right hand rests on the bachio radialis, the forearm
muscle, below the left elbow. It is used with syllable groups containing from one to seven syllables, of which one syllable is stressed.
Middle fingers of the right hand gently tap on the left brachio radialis for unstressed syllables and middle fingers of the right hand tap firmly on the deloidd muscle, near the
right shoulder on stressed syllables. The primary objective is to help the student focus on the felt sense of syllable grouping and the phrase-level stress of English rhythm. The
contrast between the light tap on the elbow and strong tap on the deltoid should be very “pronounced”
The “Butterfly” technique or some variant of it is used in several types of psychotherapy. The effect of it is to assist the client in staying grounded or in to the present moment. In
AH-EPS work the technique seems to be effective in getting learners to focus on the felt sense of the syllable grouping and phrasal stress.
For learners who come from languages that do not pay as much attention to syllables as in English, the Butterfly helps them feel the syllable better. For learners from more
syllable-timed languages such as Japanese, the Butterfly helps them focus more on the stressed syllable, rather than each individual syllable, one-by-one. The Tai Chi
Protocol, in M6, finishes that process. Just doing a dialogue to the “Butterfly” is generally well received by learners.
B. Optional consonants Voiced th
This video is very much like the Voiceless th video. The main difference is that it requires a little more coordination with the vocal cords and uses double smooth vowels,
instead of rough vowels. The double smooth vowels make it easier to do good, strong voicing or vocal cord vibration on the voiced th that is adjacent to it.
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M4 Model lesson plan
1. On the board: A. Read over M 4, pp. 48 - 58
B. Write down the name of 10 first names of people that have double smooth vowels in the stressed syllable.
2. Admin Done while they are reading M4 and making the word list A. Get coffee stirs for all students
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B. Walk around and ask them to do one of their words, using correct PMPs C. Help students get correct node positions on the double smooth vowels,
especially v3y and v6y
3. Video set up A. Check to make sure all Vimeo URLs work Have them all open
before class B. Make sure that you can do the Butterfly PMPs yourself
4. Video work 1. Show new M4 video intro - https:vimeo.com
2. AH-EPS Bodyflex warm up - https:vimeo.com61188992 3. AH-EPS Double Smooth Vowels practice - https:vimeo.com61111383
4. AH-EPS Butterfly Protocol
a. Demonstration - https:vimeo.com61190793 b. Training - https:vimeo.com61190794
c. Practice - https:vimeo.com61190795 d. M4 2x6 1 Introduction - https:vimeo.com61183686
e. M4 2x6 1 Audio - https:vimeo.com73550496 f. Voiceless th training - https:vimeo.com60950981
g. Voiceless th practice - https:vimeo.com60950982 h. r training - https:vimeo.com60371629
i. r practice - https:vimeo.com60383646
5. Video follow up A. Do M4 2x6 1 with class See page 52 Do both parts.
B. Students do M4 2x6 1 with partner one does A; one does B using same process, then switch. Walk around as they do; check for PMP accuracy only.
6. Session wrap up A. Homework: Page 50-51. Create and practice list of difficult words with rough
and double smooth vowels. . B. Practice, p. 52 : M4 2x6 1 audio https:vimeo.com If time, do all three
2x6s
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M5 - Instructors note
A. Intonation Touch-i-nami Protocol ITP The ITP focuses on teaching intonation contours or tone groups, by embodying and
anchoring them haptically. The term “touch-i-nami” comes a merging of two words: “touch” and the Japanese term “nami,” meaning wave: “touch-wave.” In AH-EPS it is a
wave that terminates in a touch, a touch-i-nami.
The positioning of the PMPs the touch-i-namis is, as in the case of all PMPs, important. The video does a pretty good job of getting that established. Two points: The hands
should be positioned at about voice box-level initially, at clock positions 4 and 8, and move from there. On the RISE touch-i-nami, the “rising” had goes up to eye-level. On the
final falls, the falling hand lands on the hip.
The basic principle for deciding which Touch-i-nami to use is grammatical: Try to stop a a grammar boundary of some kind if at all possible. In longer clauses, the flat FL
Touch-i-nami is used to convey a rhythm group that does not end in some kind of move. Through modules 4 through 9 learners work with text that has been broken up for them
into appropriate chunks for oral reading performance.
B. Optional consonants r at the beginning of a word or syllable
This video is easy to follow. Be sure to have a chopsticks or coffee stirs handy, as in most consonant videos.
r following a vowel This video is helpful for pronouncing r at the end of a word. The most important thing is
to make it very light. Different dialects of English pronounce word-final r very differently. In some places it is very strong, like in Michigan, where I grew up. In
England and some parts of Canada and elsewhere, for example, it can be so light that you often cannot hear it at all
Note: r can be practiced with either rough or double smooth vowels, as done wthe ths
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M5 Model lesson plan 1. On the board:
A. Read over M 5 B. Write down 5 phrases that have the Butterfly pattern: xxXxxx
C. Practice words on p. 57 if you did that last week
2. Admin Done while they are reading M5 and practicing
Kategori