The document discusses strategies for teaching pronunciation in English, including describing phonemes, consonant and vowel sounds, and strategies for practicing pronunciation like role plays, dictation, and drilling exercises. It also addresses assessing student pronunciation through partial exams, portfolios, and classroom activities. The goal is to help both native and non-native English speakers produce comprehensible English phonemes.

2. Produce the English phonemes in a way that is
comprehensible and acceptable to native and non-
native speakers.
Formulate pedagogical criteria for the teaching
of pronunciation in communicative contexts.
Apply strategies for learning and teaching
pronunciation

3. Avoid misunderstandings (Wong, 1993).
First aspect of the language you notice when you listen to someone
(Bygate, 1987, Gutiérrez, 2005).
One of the most difficult aspects of English to acquire, that needs
constant assistance and monitoring from the teacher (Morley 1994;
Fraser 2000).
More than teaching a set of patterns in the classroom, it implies the
design of tasks that enhance students’ awareness on the use of learning
strategies (Cárdenas, 2012).

4. Voiced
Consonants
Voiceless
/prə'nʌnsi'eɪʃən/ Phonemes
Single
Vowels
Diphthongs

5.  Description of the speech
◦ The physiology of pronunciation
◦ The articulation of phonemes
◦ Phonemic transcription
 Consonant sounds
◦ The characteristics of consonant sounds
◦ Manners and places of articulation
◦ Voiced and voiceless consonants
◦ Strategies for teaching consonant sounds
 Vowel sounds
◦ The characteristics of the pure vowel sounds
◦ The characteristics of diphthongs
◦ Strategies for teaching vowel sounds
 Pronunciation of past tenses with regular verbs (ed- d)
 Pronunciation of plural forms or third person simple present
tense (es- s)

6. Input
Practice
Noticing
Feedback
Production

7.  identification of • rehearsed scenes
content and function
words • minimal pairs
 use of limericks • dialogues
 role-plays • mirrors
 dictation
 reading aloud • tongue twisters
 phonemes • crossing out silent letters
 karaoke • drilling exercises
 grouping
• listening exercises

8. ITEM PERCENTAGE
FIRST PARTIAL 20%
SECOND PARTIAL 20%
THIRD PARTIAL 30%
PORTFOLIO 20%
ACTIVITIES 10%

9. Students
• Be on time
• Hand in assignments on time
• Be prepared with your information
• Participate in class
• Do not use cellphones in class
• Do not eat in class
Teacher
• Be on time
• Be prepared with lessons
• Provide feedback on time
• Provide advising sessions

10. IPA

13. cathedral police jeans been

14. stUdent sUgar spOOn Uniform

15. cArpet glAss sUnday drAnk

16. CHarisma CHarity CHaracter CHemical

17. Get Gear Giant Gift

18. THough THousand THis THen

19. THought THeft THeater THough

20. oCean uSually confuSion measure

21. enGineer SHoe reviSion aGe

22. machiNe aNswer thiNk siNce

23.  http://www.photransedit.com/Online/Text2P
honetics.aspx
 http://yt-subs.appspot.com/
 http://www.uiowa.edu/~acadtech/phonetics/
english/frameset.html
 http://www.eyespeakenglish.com/en/product
s/demo_us/index.php

24.  Kelly, Gerald. How to Teach Pronunciation. Longman,
2000. 154 pp.
 New Headway Pronunciation Intermediate
 IPA(International Phonetic Alphabet)
 Monolingual English dictionary
 http://www1.voanews.com/english/news/
 http://www.wordreference.com
 http://plataforma.utp.edu.co/course/view.php?id=36
6
 http://dictionary.cambridge.org/
 http://www.pronuncian.com/assess.aspx
 http://davidbrett.uniss.it/phonology/aspects_of_con
nected_speech_inde.htm
 http://www.uiowa.edu/~acadtech/phonetics/

25.  http://pronunciationii.blogspot.com/
 clauditacar@utp.edu.co