Dr. Dolores Fernández Gavela PRONUNCIATION Dr. Dolores Fernández Gavela

3. When should it be taught/learnt? 4. Practical approach Pronunciation 1. What is it? 2. How is it learnt? 3. When should it be taught/learnt? 4. Practical approach 3 kinaesthetic holistic proprioception

1. What is pronunciation? NOT GRAMMAR NOT VOCABULARY NOT WRITTEN

1. What is pronunciation? Each language has a different sound system, intonation, rhythm. Sounds. EXPLAIN ABOUT HOW BABIES LEARN TO DISCERN THE SOUNDS THEY NEED

2. How is it learnt? Learnt naturally with time Listening to native speakers Specific activities Whenever necessary Travelling to English-speaking countries Drilling and repetition of sounds

2. How is it learnt? Sounds. Each language has a different sound system, intonation, rhythm. Holistic approach. We need all the sounds at the same time. Sounds shape each other. Kineasthetic learning. It is a physical activity. Proprioception. Self-awareness.

KINEASTHETIC LEARNING 2. How is it learnt? PRONUNCIATION SOUNDS HOLISTIC APPROACH KINEASTHETIC LEARNING PROPRIOCEPTION

2. How is it learnt? PRACTICE PRACTICE PRACTICE

3. When should it be taught/learnt? Day 1

3. When should it be taught/learnt? It cannot be avoided - It is part of grammar, vocabulary, listening, reading, speaking, remembering, etc. If sound system is not in place, the rehearsal and internalising process will default to mother tongue. Helps to get a grip on L2 Helps to remember vocabulary and grammatical structures Pronunciation takes place internally and externally

3. When should it be taught/learnt? Teachers need to be aware of what’s happening in our mouths Do this Do what I do

Pronunciation buttons 1. Movement of the lips 2. Movement of the tongue 3. Movement of the jaw R tongue bent back and air flows freely over the retrospect tongue From nasal N drop the sides of the tongue and it becomes /l/ From sanasl n pull the top of the tongue back and it becomes /r/ Pronounce F and move tongue forward it becomes O and then add voice 4. Voice on/off

The three levels of pronunciation Sounds Level 2 Words – stress Level 3 Connected speech – rhythm, intonation, …

THE VOWELS

Lips button MIME GESTURE Slide from here to there Finger and thumb on lips Put finger on lips the lips come forward Are the lips spread or rounded? Are they back or forward?

Tongue button say I: and with finger find the tongue and say u: and follow the tongue with their finger It should go to the back

VISABILITY + GESTURE + PHYSICALITY (WHAT IS GOING ON INSIDE) + SOUND – CLOSE SOUNDS TO THE ONE

VISABILITY + GESTURE + PHYSICALITY (WHAT IS GOING ON INSIDE) + SOUND – CLOSE SOUNDS TO THE ONE THE IDIOT SOUND LOOK INTELLIGENT

THE BIG IDIOT AND THE LITTLE IDIOT

MIME E WITH GESTURE LISTEN TO IT IN YOUR EAR

GESTURE THE SOUND BACK AND FORWARD SUGGESTS THAT SOMETHING IS BACK LONG IDIOT SOUND

OPEN MOUTH AND TONGUE FORWARD LIPS ARE SPREAD AND THE JAW IS OPEN THE GESTURE IS USING HANDS TO INDICATE MUSCLE TONE JAW BUTTON

SPEAK FROM THE THROAT THE SOUND OF A GOOD MESSAGE

OPEN MOUTH SHORT SOUND THE TONGUE IS LYING AT THE BOTTOM

THE CONSONANTS

2. How is it learnt? VOICE ON/OFF SOUND OF A SNAKE WHAT’S THIS SOUND? WHAT’S THIS SOUND? MOSQUITO

2. How is it learnt? Pronounce F and move tongue forward it becomes TH and then add voice TONGUE IS DOING NOTHING BUT NOW MOVE THE TIP OF TONGUE FORWARD TO REPLACE THE LIP

2. How is it learnt? Sliding the tongue back

2. How is it learnt? Sliding the tongue back

2. How is it learnt? MIME THE PLOSION WHAT ARE THE TWO SURFACES? THERE ARE TWO PHASES WITH B THRE IS NO BUILD UP OF AIR BECAUSE IT IS VOICED IT BUILDS UP DOWN HERE

2. How is it learnt? R tongue bent back and air flows freely over the retrospect tongue From nasal N drop the sides of the tongue and it becomes /l/ From sanasl n pull the top of the tongue back and it becomes /r/

PRACTICE

Rhythm and then and then and then and then it’s and then it’s You me him her Answer question 1 Listen internall to your answer Notice answer: intonation, rhythm, and and and and then and then and then and then it’s and then it’s and then it’s

Rhythm in sentences How many syllables? How many stresses? Kids play ball. The kids play ball. The kids are playing ball. The kids are playing with the ball. The kids have been playing with the ball. 3 syllables/3 stresses = 3 beats 4 syllables/3 stresses = 3 beats 6 syllables/3 stresses = 3 beats 8 syllables/3 stresses = 3 beats 9 syllables/3 stresses = 3 beats

It was raining when she saw him It was raining when she saw him. It was raining when they met. It was pouring when they fell in love, The streets were dark and wet. It was raining when they parted. There were dark clouds in the sky. It was rainingwhen he left her, When he turned and said “Good-bye.”

Which words are stressed? Is the post office open tomorrow? It’s open from nine to five. Is rhe post office open tomorrow? What time does it open? It opens at 9. What time does it close? It closes at five. It opens at nine and closes at five. It opens from nine to five.

Which words are stressed? Is the post office open tomorrow? (rising intonation) It’s open from nine to five. Is the post office open tomorrow? What time does it open? It opens at 9. What time does it close? It closes at five. It opens at nine and closes at five. It’s opens from nine to five.

TASK 1. Make up your own chant and practice it. You will recite it in class. 2. LearN and practice Peter Piper tongue twister.

Stress and rhythm Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked? Read once with no intonation or stress all syllables are the same length 2. Read with approparits stress

THANK YOU