1. Aural/Oral, Phonetics and Teaching Pronunciation
Approach 3

2. Tongue Twisters A sailor went to sea, sea, sea
To see what he could see, see, see.
And all that he could see, see, see
Was the bottom of the deep blue sea, sea, sea.
Fuzzy Wuzzy was a bear,
A bear was Fuzzy Wuzzy
When Fuzzy Wuzzy lost his hair,
He wasn’t fuzzy, was he?

3. Answer these questions…
The word cat starts with the consonant sound ?
a. /k/ b. /c/
Choose the phonemic script for ‘j’ in the word judge?
a. /j/ b. /y/ c. / ʤ /
When do we use phonemic / ð/?
a. bath b. bathe
In which word is the letter ‘s’ silent?
a. Iceland b. island

4. What sounds are these?
Put your lips together. Use your voice, and let the air escape through your nose.
Open your mouth and breathe out. Don’t use your voice, but try to make a noise.
Put your lips together. Try to hold air in your mouth and release air suddenly. Try again, and add your voice.

5. What sounds are these?
Put your lips together. Use your voice, and let the air escape through your nose.
/m/
Open your mouth and breathe our. Don’t use your voice, but try to make a noise.
/h/
Put your lips together. Try to hold air in your mouth and release air suddenly. Try again, and add your voice.
/p/ or /b/

6. Teaching Pronunciation
Producing correct sound in isolation is comparatively easy. Producing them in connected speech is harder.
It is difficult to produce distinctions between sounds if they cannot hear the distinction.
Precise quality of the sound is not as important as consistency in producing it.
Most students neither require nor desire perfect English pronunciation. It is a loss of personal identity. Therefore, pronunciation should be close, consistent and intelligible.
Unintelligibility normally occurs not due to wrong sound quality but misplaced stress. ( adjective v objective)

7. How to teach Pronunciation
By considering that ss may need more help with suprasegmental features (e.g. connected speech, stress, rhythm, and intonation) rather than segmental (e.g. sounds of vowels and consonants)
By understanding that pronunciation practice should be regular but of short duration. (uncontextualized) – 5 minutes for beginners and 3 minutes for inter/ advanced.
By integrating it into work on language (language lesson). Choral or group.
By fitting in specific pronunciation lessons.
By considering the natural occurrence of certain sounds with certain structures/ functions/ vocabulary.
By dealing with it in error correction/ feedback stages.
For poorer ss, can try drilling, using mirror.

8. Features of pronunciation – sounds
Phonemic symbols

9. Categorising Activities
Sh /ᶴ/ sugar, machine
Z /ᶾ/ television, asia
Ch /ᵗᶴ/ cheap, kitchen
J /ᵈᶾ/ joke, George
Th /ᶿ/ thirsty, bath
Th /ᶞ/ that, those
Y /ᶨ/ you, Europe
Ng /ᵑ/ long, drink
S /s/ silent, bus
N /n/ nap, sun

10. Consonant Sounds
Phonetic symbols for most consonants use the same letters as in conventional English
spelling: /b, d, f, g, h, k, l, m, n, o, p, r, s, t, v, w, y, z/.
Spelling consonants that are not used phonetically in English: c, q, x.
A few additional symbols are needed for other consonant sounds.
/ Ө / (Greek theta) _ voiceless th as in thin, thank
/ ð/(Greek delta) _ voiced th as in then, those
/ ŋ / _ ng as in sing, think
/ ʃ/ _ sh as in shirt, mission, nation
/ ᴣ / _ s or z in a few words like pleasure, casual
/ ʧ / _ ch or tch as in watch, church
/ ʤ / _ j or dge as in jump, ledge

11. Try these sounds! /t/, /Ө/ and /ð/ /p/ and /b/ /w/ and /v/ /s/ and /ʃ/
/z/ and /ᴣ/
/t/, /Ө/ and /ð/
/ʧ/ and /ʤ/
/n/ and /ŋ/

12. Vowel Sounds Front Central /i/ or /iy/ as in beat /ə/ as in but
/I/ as in bit
/a/ as in bother
/e/ or /ey/ as in bait
Glides:
Back (lips rounded)
/ai/ or /ay/ as in bite
/u/, /u:/, or /uw/ as in boot
/ɔi/ or /ɔy/ as in boy
/υ/ as in book
/au/ or /aw/ as in about
/o/ or /ow/ as in boat
/ɔ/ as in bought
/ε/ as in bet
/æ/ as in bat

13. Word Stress
Bottle Apple Hairbrush Computer Hotel Equal Caribbean Suspect Unhappy Hospital Saturday Desert

14. Word Stress
O o Bottle Apple Hairbrush o O o Computer o O Hotel Equal o o O o Caribbean o O / O o Suspect O O o Unhappy O o o Hospital Saturday Desert

15. Activities Games – bingo; tic tac toe; snap
Listening to native speaker like tapes/ videos and analysing for e.g. intonation: Does she sound happy? How do you know?
Categorising activities – e.g. put the words into the same stress groups; find a partner with the same sound.
Minimal pairs discrimination tasks ( for sound) – e.g. pen / pan; cot / coat; soup / soap
Drilling
Tongue twisters
Teach ‘regularities’ – e.g. noun v verb form of the word stress patterns e.g. ‘record / re’cord; ‘produce / pro’duce
Use gestures which mirror the voice to help with intonation.

16. Decipher these using the phonemic chart
ɪŋglɪʃ ɪz ə fəni læŋgwədʒ. ðɛr ɪz no ɛg ɪn ɛgplænt ɔr hæm ɪn hæmbərgər; niðər æpəl nɔr pajn ɪn pajnæpəl. wi tek ɪŋglɪʃ fɔr græntəd.

17. The answer
English is a funny language. There is no egg in eggplant or ham in hamburger; neither apple nor pine in pineapple. We take English for granted.

18. Minimal Pairs Discrimination
Eat
Sank
Sin
Best
Sick It
Pan
Dip
Seek
West
Seen
Guest
Day
Fan
Vest
Deep
They
Thank

19. Features of pronunciation – word stress
use clapping
o O o
mark stressed syllable on the WB
exaggerate and then drill as naturally as possible

20. Features of pronunciation -sentence stress/ rhythm
English sentence stress is dependent on r___________ and t___________.
We generally stress c___________ words (e.g nouns, verbs, adjectives) rather than f_____________ words (e.g. articles, prepositions, auxiliary verbs etc)
We can change the m_______________ we want to put across by changing the words/ syllables we stress in an utterance.

21. Features of pronunciation – weak forms
What rhythm do you think these sentences have? (Mark the main stressed items and try saying them aloud to hear the rhythm)
I was worried about you.
Weak forms are an important part of everyday speech and it’s important to make learners a__________ of them.
The s____________ sound is commonly used in weak forms.

22. Features of pronunciation - linking
Assimilation: a sound changes
Can you pass me that book, please?
Elision: a sound is dropped
He leaves next week.
Intrusion: a sound is added
There’s no law and order in the country.
Catenation: a sound moves or joins another sound
Let’s get out now.

23. Features of pronunciation - intonation
Information question (W/H), especially if being asked the first time: What’s your name? What’s the time? Where do you live? Questions expecting a ‘yes/no’ answer: Is it the blue one? Have you got a pen? Statements: He lives in house in the corner. It’s over there. Orders/ Exclamations: Sit down. Put it on the table. Question tags expecting confirmation/ agreement: You’re French, aren’t you? He’s very tall, isn’t he? Question tag showing less certainty/ requiring answer: You’re French, aren’t you? Your train leaves at six, doesn’t it? Lists of items: You need a pen, a pencil and some paper. The stall sells ribbons, beads, elastic and buttons.

24. THE END