1. Dr. Dolores Fernández Gavela
PRONUNCIATION
Dr. Dolores Fernández Gavela

2. 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

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

4. 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

5. 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

6. 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.

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

8. 2. How is it learnt?
PRACTICE
PRACTICE
PRACTICE

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

10. 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

11. 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

12. 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

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

14. THE VOWELS

15. 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?

16. 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

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

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

19. THE BIG IDIOT AND THE LITTLE IDIOT

20. MIME E WITH GESTURE
LISTEN TO IT IN YOUR EAR

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

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

23. SPEAK FROM THE THROAT
THE SOUND OF A GOOD MESSAGE

24. OPEN MOUTH SHORT SOUND THE TONGUE IS LYING AT THE BOTTOM

25. THE CONSONANTS

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

27. 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

28. 2. How is it learnt?
Sliding the tongue back

29. 2. How is it learnt?
Sliding the tongue back

30. 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

31. 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/

32. PRACTICE

33. 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

34. 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

35. 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.”

36. 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.

37. 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.

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

39. 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

40. THANK YOU