Aural/Oral, Phonetics and Teaching P ronunciation

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 thas in thin, thank /ð/(Greek delta) _ voiced thas in then, those / ŋ/ _ ngas in sing, think / ʃ/ _ shas in shirt, mission, nation / ᴣ/ _ s or z in a few words like pleasure, casual / ʧ/ _ chor tchas in watch, church / ʤ / _ j or dgeas in jump, ledge

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

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

14. Word Stress O o Bottle O o Apple O o Hairbrush o Oo Computer o O Hotel O o Equal o oOo Caribbean o O / O o Suspect O Oo Unhappy O oo Hospital O oo Saturday o O / O o 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 ɪŋglɪʃɪz ə fənilæŋgwədʒ. ðɛrɪz no ɛgɪnɛgplæntɔrhæmɪnhæmbərgər; niðəræpəlnɔrpajnɪnpajnæpəl. witekɪŋglɪʃfɔrgræntəd.

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.

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