1. Pronunciation Course Class # 4

2. The /  / vs /  / sound The use of the /  / or /  / sound varies considerably depending upon the region in North America. Which sound is used doesn’t create any problems in communication. The use of the /  / or /  / sound varies considerably depending upon the region in North America. Which sound is used doesn’t create any problems in communication. Note: o, ou, or oo with an r after it as in floor is always the /  / sound. Note: o, ou, or oo with an r after it as in floor is always the /  / sound. /  / is the sound of clock /  / is the sound of clock /  / is the sound of bought /  / is the sound of bought

3. /a/ Lock the box Lock the box Shot the fox Shot the fox Shopping for socks Shopping for socks On the dot On the dot Body clock Body clock Odds and possibilities Odds and possibilities Hot objects Hot objects Got an Oscar Got an Oscar

4. /ɔ//ɔ//ɔ//ɔ/ The Australian horse has fallen on the lawn. The Australian horse has fallen on the lawn. The Austrian officer had a long talk with this daughter in August. The Austrian officer had a long talk with this daughter in August. The bald lawyer always put his audio books in the drawer. The bald lawyer always put his audio books in the drawer. The audience didn’t applaud the awful author. The audience didn’t applaud the awful author. They thought they saw Doris yawn. They thought they saw Doris yawn.

5. The /u/ vs /  / sound /u/ is the sound of BOOT /u/ is the sound of BOOT back part of the tongue, lips should be rounded, tongue should be tense. Longer than Portuguese “u”. back part of the tongue, lips should be rounded, tongue should be tense. Longer than Portuguese “u”. /  / is the sound of PUT /  / is the sound of PUT back part of tongue, lips are loosely rounded, tongue is relaxed. Short sound.

6. /oU/ / oU / is the sound of BOAT / oU / is the sound of BOAT Alphabet sound of the letter O. If followed by another vowel, link the two sounds.

7. Pronouncing /r/ after vowels Typical Spellings for the following sounds: Typical Spellings for the following sounds: EE and EA+R = / Ir/ deer EE and EA+R = / Ir/ deer IR and UR = /  / bird IR and UR = /  / bird WOR = /  / work WOR = /  / work WAR = /  / war WAR = /  / war

8. Diphthongs in English / aI/ is the vowel of MY / aI/ is the vowel of MY / aU / is the vowel of TOWN / aU / is the vowel of TOWN /  / is the vowel of BOY /  / is the vowel of BOY

9. Strategies to teach vowels Identify the same sound: Students can be given lists of words and work with a partner to decide which words have a particular sound: e.g. tick the words which have the sound /^/ caphatbugcuphutbag How often do you hear the word?: Students can also hear a succession of words and decide how many times they can hear a particular sound: e.g. How many times do you hear /ei/ Pepper paper letter later penpainwetwait getgatelatelet Contrasting sounds in the same sentence: Sounds can be contrasted by appearing in close proximity. e.g. Jean and Jim work in a mill, and every day they eat in the hills of Sleeping Hollow. Find the odd one: Students can try to find the word(s) that do not have the same sound. Cartclassheartlearnsmartpart

10. Types of activities Bingo cards Bingo cards Noughts and Crosses Noughts and Crosses Which vowel am I? Sticky label with the vowel on the back. More difficult: No words can start with the vowels. Easier version: teacher writes a list of words on the board that has the symbols. Students have to write their names near the symbol when they figure them out. Which vowel am I? Sticky label with the vowel on the back. More difficult: No words can start with the vowels. Easier version: teacher writes a list of words on the board that has the symbols. Students have to write their names near the symbol when they figure them out. Stand up and be counted: Teacher asks students to write down 2 or 3 words. The teacher gives each student a card with a vowel sound. Then, each student has to read his/her words out load. The other students pay attention to the vowels being pronounced, and stand up if they hear the vowel in their card. Make sure you add schwa. Theoretically, the person who has the schwa card should stand up more frequently. Stand up and be counted: Teacher asks students to write down 2 or 3 words. The teacher gives each student a card with a vowel sound. Then, each student has to read his/her words out load. The other students pay attention to the vowels being pronounced, and stand up if they hear the vowel in their card. Make sure you add schwa. Theoretically, the person who has the schwa card should stand up more frequently. Collaborative writing: students write a sentence of a poem. Then, in the end, they all put the poem together. Vowel Sounds. Collaborative writing: students write a sentence of a poem. Then, in the end, they all put the poem together. Vowel Sounds. Phonemic Crosswords. Phonemic Crosswords.