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Pronunciation
ROSIE BARNES
Ghoti
How do you say this word?
Ghoti
How do you say this word?
Like “Enough”
Ghoti
How do you say this word?
Like “Enough”
Like “women”
Ghoti
How do you say this word?
Like “Enough”
Like “women”
Like “ambitious”
After this workshop, you will be able to…
 Show stress in words
 Recognise sound joining
 Read and write phonemic symbols
 Make activities that focus on students’ pronunciation problems.
1 – it’s easy, I’ve done this in my class before
2 fingers – I think I can do this, no problem
3 fingers – I have no idea how to do this.
The phonemic chart can help you to
deal with these 3 things:
Stress
Linked speech
Spelling
Stress
 One word = one stress
 “secondary” stress
 VITAL for being understood.
How can you show the stress to the
students?
Pomegranate
How can you show the stress to the
students?
Pomegranate
Method 1: contrast
Put the stress in different places to demonstrate
Method 2: Gesture
Clapping, tapping on a desk
Method 3: Whiteboard
How can you show the stress to the
students?
Pomegranate
• Method 1: Contrast
Put the stress in different places to demonstrate
• Method 2: Gesture
Clapping, tapping on a desk
• Method 3: Whiteboard
Underline, or use squares
How can you show the stress to the
students?
Vegetable
Photograph
Photographer
Unrecyclable
• Method 1: Contrast
Put the stress in different places to demonstrate
• Method 2: Gesture
Clapping, tapping on a desk
• Method 3: Whiteboard
Underline, or use squares
Method 4: Phonemic symbols
/ˈpɒ mɪ ɡræ nɪt/
 How do you show the syllables?
 How do you show the stress?
Activity: Put these words into groups with the
same stress
 Bad-tempered
 Begin
 Blackbird
 China
 Clever
 Comparative
 Competition
 Create
 Critical
 Decide
 Democracy
 Dependability
 Export
 Geographic
 Geology
 Greenhouse
 Happy
 Indicative
 Jurassic
 Old-fashioned
 Overflow
 Pathetic
 Personal
 Photography
 Photography
 Post office
 Pretty
 Relative
 Revelation
 Table
 Television
 Understand
Stress rules  What do you notice about…
 2-syllable nouns
 2-syllable adjectives
 2-syllable verbs
 Words ending in –ic
 Words ending in –tion and –sion
 Words ending in –cy –ty –phy and –gy
 Words ending in –ive
 Words ending in –al
 Compound nouns
 Compound adjectives
 Compound verbs
Sound joining
 Linking: Marble Arch becomes marblarch
 Sound dropping (t,d) Bond Street becomes bon street
 Sound changing: Green park becomes Greem park
 Extra lettering: Anna and the king becomes Annner and the king
 Dancing with tears in my eyes – Dancing with tears in my yeyes
Dictation
 I will read 7 short things. I want you to write them down.
1.Mice pies or My spies
2.Grey tapes or great apes
3.Car pit or carpet
4.It’s an aim or it’s a name
5.Grade “A” or grey day
6.Ice cream or I scream
7.The way to cut it or The waiter cut it.
Linked speech
 Where dja wanna go? Where do you want to go?
 Watcha wanna do?
 Doncha wanna go ou’?
This isn’t laziness. This is how native speakers actually
speak. The closer students can get to the idea of linking
words together, the more natural their speech will sound,
too!
Linked speech
 Where dja wanna go? /wedjə wɒnə gəʊ/
 Watcha wanna do? /wɒtʧə ˈwɒnə duː/
 Doncha wanna go ou’? /dənʧə ˈwɒnə gəʊ aʊʔ/
Spelling
 Challenge – can you read the first verse of the poem?
Phonemic chart
 If the spelling can’t help us, how can we find out how to
pronounce new words?
Phonemic chart - vowels
© Oxford University press
© Oxford University press
© Oxford University press
© Oxford University press
© Oxford University press
© Oxford University press
© Oxford University press
© Oxford University press
Phonemic chart - dipthongs
Phonemic chart - consonants
 /h/ /s/ /f/ /t/ /k/ /p/
 /v/ /b/ /g/ /d/ /z/ /l/ /r/ /m/ /n/
Images © Oxford University press
Can you read the answers to these jokes?
1. What begins with P, ends with E, and
has 1,000 letters?
/pəʊst ˈɒfɪs/
2. What can you catch but not throw?
/ə kəʊld/
3. What goes around the world but stays in
a corner?
/ə stæmp/
4. What do you call a fish with no eyes?
/ə fʃ/
5. What do you call a deer with no eyes?
/nəʊ aɪˈdɪə/
6. What do you call a deer with no eyes
and no legs?
/stɪl nəʊ aɪˈdɪə/
How to write using IPA
 Step 1: FORGET THE SPELLING. Just listen to the sounds.
 Step 2: break the word into syllables
 Step 3: Check which syllable is stressed
 Step 4: Write the word
 Step 7: Mark the stress
 Step 5: Write slashes “/” on both sides
 Step 6: Read to check
Race!
 Write the English alphabet the way we say it –
using the IPA.
 A – /eɪ/
 B - /bi:/
 C - /
How to use it in the classroom
Miss Rosie, how do you say this
word?
actually
Showing linked speech
 Try writing these sentences in phonemic symbols.
 Where dja wanna go? Where do you want to go?
 Watcha wanna do? What do you want to do?
 Doncha wanna go ou’? Don’t you want to go out?
Linked speech
 What do I want you to do?
Focusing on student problems
 What sounds are difficult for Arabic-speakers
in English?
pin bin
peg beg
pen Ben
After this workshop, you will be able to…
 Show stress in words
 Recognise sound joining
 Read and write phonemic symbols
 Make activities that focus on students’ pronunciation problems.
1 – it’s easy, I’ve done this in my class before
2 fingers – I think I can do this, no problem
3 fingers – I have no idea how to do this.
How to teach the phonemic chart - teacher training workshop

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How to teach the phonemic chart - teacher training workshop

  • 2. Ghoti How do you say this word?
  • 3. Ghoti How do you say this word? Like “Enough”
  • 4. Ghoti How do you say this word? Like “Enough” Like “women”
  • 5. Ghoti How do you say this word? Like “Enough” Like “women” Like “ambitious”
  • 6. After this workshop, you will be able to…  Show stress in words  Recognise sound joining  Read and write phonemic symbols  Make activities that focus on students’ pronunciation problems. 1 – it’s easy, I’ve done this in my class before 2 fingers – I think I can do this, no problem 3 fingers – I have no idea how to do this.
  • 7. The phonemic chart can help you to deal with these 3 things: Stress Linked speech Spelling
  • 8. Stress  One word = one stress  “secondary” stress  VITAL for being understood.
  • 9. How can you show the stress to the students? Pomegranate
  • 10. How can you show the stress to the students? Pomegranate Method 1: contrast Put the stress in different places to demonstrate Method 2: Gesture Clapping, tapping on a desk Method 3: Whiteboard
  • 11. How can you show the stress to the students? Pomegranate • Method 1: Contrast Put the stress in different places to demonstrate • Method 2: Gesture Clapping, tapping on a desk • Method 3: Whiteboard Underline, or use squares
  • 12. How can you show the stress to the students? Vegetable Photograph Photographer Unrecyclable • Method 1: Contrast Put the stress in different places to demonstrate • Method 2: Gesture Clapping, tapping on a desk • Method 3: Whiteboard Underline, or use squares
  • 13. Method 4: Phonemic symbols /ˈpɒ mɪ ɡræ nɪt/  How do you show the syllables?  How do you show the stress?
  • 14. Activity: Put these words into groups with the same stress  Bad-tempered  Begin  Blackbird  China  Clever  Comparative  Competition  Create  Critical  Decide  Democracy  Dependability  Export  Geographic  Geology  Greenhouse  Happy  Indicative  Jurassic  Old-fashioned  Overflow  Pathetic  Personal  Photography  Photography  Post office  Pretty  Relative  Revelation  Table  Television  Understand
  • 15. Stress rules  What do you notice about…  2-syllable nouns  2-syllable adjectives  2-syllable verbs  Words ending in –ic  Words ending in –tion and –sion  Words ending in –cy –ty –phy and –gy  Words ending in –ive  Words ending in –al  Compound nouns  Compound adjectives  Compound verbs
  • 16. Sound joining  Linking: Marble Arch becomes marblarch  Sound dropping (t,d) Bond Street becomes bon street  Sound changing: Green park becomes Greem park  Extra lettering: Anna and the king becomes Annner and the king  Dancing with tears in my eyes – Dancing with tears in my yeyes
  • 17. Dictation  I will read 7 short things. I want you to write them down. 1.Mice pies or My spies 2.Grey tapes or great apes 3.Car pit or carpet 4.It’s an aim or it’s a name 5.Grade “A” or grey day 6.Ice cream or I scream 7.The way to cut it or The waiter cut it.
  • 18. Linked speech  Where dja wanna go? Where do you want to go?  Watcha wanna do?  Doncha wanna go ou’? This isn’t laziness. This is how native speakers actually speak. The closer students can get to the idea of linking words together, the more natural their speech will sound, too!
  • 19. Linked speech  Where dja wanna go? /wedjə wɒnə gəʊ/  Watcha wanna do? /wɒtʧə ˈwɒnə duː/  Doncha wanna go ou’? /dənʧə ˈwɒnə gəʊ aʊʔ/
  • 20. Spelling  Challenge – can you read the first verse of the poem?
  • 21. Phonemic chart  If the spelling can’t help us, how can we find out how to pronounce new words?
  • 31. Phonemic chart - dipthongs
  • 32. Phonemic chart - consonants  /h/ /s/ /f/ /t/ /k/ /p/  /v/ /b/ /g/ /d/ /z/ /l/ /r/ /m/ /n/ Images © Oxford University press
  • 33. Can you read the answers to these jokes? 1. What begins with P, ends with E, and has 1,000 letters? /pəʊst ˈɒfɪs/ 2. What can you catch but not throw? /ə kəʊld/ 3. What goes around the world but stays in a corner? /ə stæmp/ 4. What do you call a fish with no eyes? /ə fʃ/ 5. What do you call a deer with no eyes? /nəʊ aɪˈdɪə/ 6. What do you call a deer with no eyes and no legs? /stɪl nəʊ aɪˈdɪə/
  • 34. How to write using IPA  Step 1: FORGET THE SPELLING. Just listen to the sounds.  Step 2: break the word into syllables  Step 3: Check which syllable is stressed  Step 4: Write the word  Step 7: Mark the stress  Step 5: Write slashes “/” on both sides  Step 6: Read to check
  • 35. Race!  Write the English alphabet the way we say it – using the IPA.  A – /eɪ/  B - /bi:/  C - /
  • 36. How to use it in the classroom Miss Rosie, how do you say this word? actually
  • 37. Showing linked speech  Try writing these sentences in phonemic symbols.  Where dja wanna go? Where do you want to go?  Watcha wanna do? What do you want to do?  Doncha wanna go ou’? Don’t you want to go out?
  • 38. Linked speech  What do I want you to do?
  • 39. Focusing on student problems  What sounds are difficult for Arabic-speakers in English? pin bin peg beg pen Ben
  • 40. After this workshop, you will be able to…  Show stress in words  Recognise sound joining  Read and write phonemic symbols  Make activities that focus on students’ pronunciation problems. 1 – it’s easy, I’ve done this in my class before 2 fingers – I think I can do this, no problem 3 fingers – I have no idea how to do this.