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Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
Teaching pronunciation
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Teaching pronunciation

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CTJ In-service mini-course 1-2013 …

CTJ In-service mini-course 1-2013

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  • 1. /ˈtiːtʃɪŋ prəˌnənsɪˈeɪʃ(ə)n/TEACHING PRONUNCIATION CTJ IN-SERVICE MINI-COURSE 1-2013 CLAUDIO FLEURY PATRICIA FLEURY
  • 2. /ˈwaɪ ɑ:r juː ˈhɪr?/Why are you here? • You believe in the importance of good pronunciation; • You believe it’s possible to improve it; • You’d like some ideas on how to help your students with their pronunciation.
  • 3. /ˈwɑt ɪz prəˌnənsiːˈeɪʃən?/What is pronunciation?
  • 4. Looks familiar?
  • 5. /ˈwaɪ ˈwɜːk ˈwɪð prəˌnənsiːˈeɪʃən?/Why work with pronunciation? • Our students need to be intelligible; • Working on pronunciation implies working with improving listening skills; • Communicating becomes more effective.
  • 6. What would you do in the teacher’s place?
  • 7. /fəˈnetɪk ˈsɪmbl̩z/PHONETIC SYMBOLS
  • 8. /fəˈnetɪk ˈsɪmbl̩z/ PHONETIC SYMBOLS• There are more sounds than letters in the English language;• There’s a bad correspondence between spelling and sound;
  • 9. /fəˈnetɪk ˈsɪmbl̩z/ PHONETIC SYMBOLS• Knowing phonetic symbols allows students to become more independent (eg; student can look up new words in the dictionary);• Teachers can help students visualize the difference between what they are saying and what they should be saying (WYSIWYG!)
  • 10. /ɑ:ˌtɪkjuˈleɪʃn̩/ARTICULATION
  • 11. /ˈkɒnsənənts/CONSONANTS
  • 12. MANNER AND PLACE OF THE ENGLISH CONSONANTS LABIO- BILABIAL DENTAL ALVEOLAR PALATAL VELAR GLOTTAL DENTAL STOPS: breath is voiceless [ʔ] /p/ /t/ /k/fully stopped and (Britain) then released voiced /b/ /d/ /g/ FRICATIVES: voiceless /f/ /θ/ /s/ /ʃ/ /h/ breath causes friction voiced /v/ /ð/ /z/ /ʒ/ AFFRICATES: voiceless / tʃ /breath is stopped and friction voiced / dʒ / followsNASALS: breath isreleased through voiced /m/ /n/ /ŋ/ the nose lateral /l/LIQUIDSbreath does retroflex voiced /r/ not cause [ɾ] friction flap (water) SEMIVOWELS: mouth movesa voiced /w/ /y/from one position to another
  • 13. What are someproblem areas /ˈprɒbləmz wɪðour students face ˈkɒnsənənts/which involveconsonants? • / s / and / z / • / θ / and / ð / • -s endings • / m /, / n /, / ŋ / • / ʃ /, / tʃ /, / ʒ /, / dʒ / • / r / and / h / • -ed endings • final / l / • /w/ and /j/
  • 14. / θ / and / ð / SUBSTITUTIONS initial / s / x / θ / initial / t / x / θ / initial / f / x / θ / sank thank tree three fought thought sink think tick thick fret threat sin thin true through free three final / s / x / θ / final / t / x / θ / fianl / f / x / θ / mass math tent tenth ouf oathfree throws. pass path Matt math deaf death mouse mouth boot booth miff mythymbols There those thousand thinkers were thinking where did those other three thieves go through. /d/x/ð/ day they The thirty-three thieves thought that they dough though thrilled the throne throughout Thursday. doze those Thirty-three thirsty, thundering thoroughbreds dare there thumped Mr. Thurber.
  • 15. Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006
  • 16. Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006
  • 17. / m /, / n /, / ŋ / /m/x/n/ /n/x/ŋ/ cam can sin singsame sane thin thingbeam bean banned bangedskim skin ran rang /m/ /n/ /ŋ/home gum fine man king bangroom from fin friend rang wingsome cream pain one young tanglamb autumn plane seven song wrong How can a clam cram in a clean cream can?
  • 18. / r / and / h / /r/x/h/ 1. Look! There’s a hat / rat under the bed. rose hose 2. Hide / Ride the bicycle.rabbit habit rare hair 3. How do you know your height / you’re hate rate right?runny honey 4. Can you smell that old hose / rose? rope hope 5. This is a hound / round dog. rut hut 6. That’s an old habit / rabbit. rug hug 7. Home / Rome is the best place to be at night. 8. I prefer the head / red post. 9. Wow! This is really hair / rare. 10. He hated / rated his performance. Roberta ran rings around the Roman ruins.
  • 19. final / l / final / l / 1. / skuːl / a. the place where you go so soul 2. / ˈdʒuːəl / when you’re sick bow bowl mow mole 3. / tʃaɪld / b. complete coat colt 4. / ˈlɔɪəl / c. you use it to sew road rolled 5. / smɔːl / d. not big go goal 6. / ˈniːd(ə)l / e. a precious stonesewed sold 7. / ˈhɒspɪt(ə)l / f. a place where you study code cold 8. / hoʊl / g. not an adult h. used to describe a dog
  • 20. /s/x/z/ ice eyes / s / and / z /spice spies loss lawsprice prize face phaseloose lose 1. Could you tell me what the price / prize is?once ones 2. This is the first face / phase we’ve discussed. race raise 3. Can you race / raise your brother? Miss Ms.niece knees 4. Everyone could see the ice / eyes. 5. I want to get those once / ones. /s/x/z/abuse to abuse use to useexcuse to excusehouse to house close to close
  • 21. final -s SUPER ZEBRA – Shout SUPER if the final sound of the (plural of the) words is /s/; /s/ shout ZEBRA if the final sound is /z/ /z/ DOWNPOUR SYMPTOM RESERVATION PAYMENT HEIGHTS STATISTICS/ Iz / MUSICIAN CASINO KEY Raise the correct pronunciation symbol according to the 3rd person singular ending sound. APPOINT ARRANGE BURY CATCH HATE NEED PICK RAISE ROB TALK WAVE WATCH
  • 22. / ʃ / and / tʃ /initial / t / x / tʃ / final / t / x / tʃ / / ʃ / x / tʃ / two chew art arch share chair tease cheese beet beach shore chore tip chip cat catch shin chin tin chin eat each shop chop tear cheer Pete peach wish which tick chick bent bench cash catch Out in the pasture the nature watcher watches the catcher, while the catcher watches the pitcher who pitches the balls. The pitcher pitches, the catcher catches and the watcher watches. If Stu chews shoes, should Stu choose the shoes he chews?
  • 23. / ʒ / and / dʒ / /ʒ/ / d / x / dʒ / genre Asia D G dean Jean casual usually deep jeeptelevision beige dig jig garage measure dim gym vision Parisian aid age treasure Indonesia bad badge Bungee jumping in January. Jeff enjoys orange juice and jam. Did Doug dig Dicks garden or did Dick dig Dougs garden?
  • 24. / t / and / tʃ /Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FORBRAZILIANS – DISAL, 2006
  • 25. / t / and / tʃ /Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006
  • 26. / ʃ / and / tʃ /Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006
  • 27. / ʃ / and / tʃ /
  • 28. / ʃ / and / tʃ /
  • 29. -ed endings landed ended aided waxed cuffed pushed /d/ craved spoiled teethed /t/ sentenced marked itched/ Id / listened answered questioned founded cited quoted • Raise your RIGHT hand if the past tense of the verb you hear ends in a /t/ sound. • Raise your LEFT hand if if the past tense of the verb you hear ends in a /d/ sound. • Raise BOTH hands if the past tense of the verb you hear ends in an /id/ sound.
  • 30. -ed endings TELL THE STORY Snow White and the /d/ Cinderella The Three Little Pigs Seven Dwarfs /t/ die construct look raise want ask/ Id / invite huff clean prohibit puff work appear destroy discover dance climb offer escape place faint live play marry
  • 31. / w / and / j / / y / x none ya-ye-year /w/ pure poor yield yikes would wood use ooze yippie* yip one once year ear Yiddish yearbook woman wolf yeast east womb wool knew gnu /j/ x none Hugh who new student duty consum enthusiasm /ˈwəns ˈjuː pərˈsweɪd ˌjʊrəˈpiːən ˈwʊmən tə ˈwer ˈsəm(p)θɪŋ ðə ˈrest əv ðə ˈwərld wəl ˈfɑloʊ/*Youth International Party Yanking yellow yo-yos.
  • 32. / ˈvaʊəlz /VOWELS
  • 33. / ˈpleɪs əv ɑ:ˌtɪkjuˈleɪʃn / Place of articulation
  • 34. What are someproblem areas our / ˈprɒbləmz wɪðstudents face ˈvaʊəlz /which involvevowels? • /ə/ • /u:/ and /ʊ/ • /i:/ and /ɪ/ • // and /3r/ • /æ/ and /e/ • /eI/ and /ou/
  • 35. the Schwa / ə /http://bbc.in/TcYysY
  • 36. / i: / and / ɪ / /i:/ English /i:/ and /I/ parts of the body /i/ Portuguese beat bit /I/ English cheap chip /fɪŋgər/ /niː/ ê Portuguese steal still /rɪst/ /fiːt/ eat it /ɪr/ /hɪp/ peak pick /ʃɪn/ /hiːl/The short / I / is heel hill /tʃiːk/ /lɪpmore similar to /tiːθ/ /tʃɪn feet fit“ê” than to “i” in least listPortuguese. http://bit.ly/TcZsp6
  • 37. / æ / and / e / /æ/ /æ / long /e/ short sad fat Open your mouth tan tenman lack to say a but say é pan penblack rat bad bedchat bad sand send man men /i:/ /ɪ/ /e/ /æ / beat bit bet bat bead bid bed bad deed did dead dad keen kin Ken can http://bit.ly/Td5p5u http://bit.ly/Td5xCd
  • 38. / u: / and / ʊ / /u:/ /u:/ /ʊ/ The Portugueseflew soup pool pullclue choose “u” is similar to /u:/ fool fullfruit juice in English, but not suit sootview university as long. Luke look who’d hood good lose woman human crooked furious fuse hook student tomb butcher wolf
  • 39. / ʌ / and / ɜ: / /ʌ/ / ɜ: / / ʌ / is the stressedcountry pronunciation circle work Schwa won love word birdbrother tongue / ʌ / + / r / = / ɜ: / world firmmother culture search turnmother tongue girrrr – lsome courage worrrr – dthe other firm worrr – l – dSearch for the cup. currr – lThere’s just enough blood. pearrrr – l – s
  • 40. / ei / and / oʊ /Portuguese English double consonants Roma Rome /ai/ /ɪ/ omite omit ride ridden filé filet write written balé ballet bite bitten the silent e rule cut cute the final y rule /ɪ/ a - /ei/ make hop hope /ei/ /oʊ/ e - /i:/ scene mat mate lazy nosy i - /ai/ like bit bite navy cozy o - /oʊ/ bone pop Pope baby pony u - /ju:/ use snack snake crazy rosyexceptions/ ɪ / - live – give – since/ ʌ / - come – done – love/ ɔ / - gone
  • 41. vowelsImage: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006
  • 42. Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006
  • 43. BIBLIOGRAPHYGodoy, Sonia et al. - TEACHING PRONUNCIATION FORBRAZILIANS – DISAL, 2006Kelly, Gerald - HOW TO TEACH PRONUNCIATION –Longman, 2004Underhill, Adrian – SOUND FOUNDATIONS – Heinemann,1994Roach, Peter – ENGLISH PHONETICS ANDPHONOLOGY – CUP, 1991Orion, Gertrude – PRONOUNCING AMERICAN ENGLISH– Newbury House Publishers, 1987
  • 44. /ˈtiːtʃɪŋ prəˌnənsɪˈeɪʃ(ə)n/TEACHING PRONUNCIATION THANK YOU eflpresentations.pbworks.com CTJ IN-SERVICE MINI-COURSE 1-2013 @claudiofleury PATRICIA FLEURY

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