This document provides guidance for teaching pronunciation to English language learners. It discusses the parts of the body used to make sounds, and recommends teaching phonetics gradually by introducing it when errors are noticed or in textbook lessons. Teaching techniques include exaggerating mouth movements, drilling sounds, and relating them to images. The document emphasizes making phonetics fun and explains concepts like vowel/consonant sounds, voiced/unvoiced sounds, stress patterns, and syllables. It also addresses when to pronounce 'ed' as /t/, /d/ or /Id/ depending on the preceding sound. Real examples are provided to demonstrate pronunciation rules.
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
Phonetics and phonology are both linguistic fields that are interested in the role of sound in language. The importance of learning phonetics and phonology for someone whose first language is not English is paramount.
Learning phonetics will help a foreign speaker sound more like a native speaker by making them aware of the different sounds that English makes use of.
A presentation prepared in this regards is being shared herewith for the records and general sharing. :)
A presentation on English syllables.This is the first part of the presentation. It is about syllabification and its rules. The second part will be about stress on syllables.
Phonetics and phonology are both linguistic fields that are interested in the role of sound in language. The importance of learning phonetics and phonology for someone whose first language is not English is paramount.
Learning phonetics will help a foreign speaker sound more like a native speaker by making them aware of the different sounds that English makes use of.
A presentation prepared in this regards is being shared herewith for the records and general sharing. :)
In this presentation you will find a brief explanation on how English vowel sounds are produced, their articulation and a summary on their graphic representation.
This is my 1st semester assignment on "Pronunciation" topic. This assignment will help the reader to understand how to pronounce English phonemes correctly. International Phonetic Alphabet is the tool for English students to practice their pronunciation.
In this presentation you will find a brief explanation on how English vowel sounds are produced, their articulation and a summary on their graphic representation.
This is my 1st semester assignment on "Pronunciation" topic. This assignment will help the reader to understand how to pronounce English phonemes correctly. International Phonetic Alphabet is the tool for English students to practice their pronunciation.
This is a Hypermedia activity about WWII. It is 41 slides long and includes Major Battles, Political and Military Leaders, Countries involved, important dates, information about the Holocaust and important terminology.
Teaching one to-one: advantages, expectations and challengesBruna Caltabiano
One-to-one classes have become a growing trend. There are a lot of advantages to this kind of instruction, such as more flexibility and customization, among others. However, there are challenges to be met: the student is often required to participate, which might be stressful; there is no comparison of progress with other students; and less variety of interaction, to name but a few. As a result, it might be more difficult to teach a dynamic and varied class, and to keep students motivated.
In this workshop, we aim at discussing teaching tools, environment, the roles of the teacher and how to design and plan the course in a way it meets the expectations and needs of the students and is aligned with the best teaching practices.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Native Speakers
• As native speakers we often don’t stop
and think about how we create sounds.
• Every classroom contains a phonetic
chart. But this chart doesn’t show what is
involved physically in the creation of a
single sound.
• The following image will briefly review this.
3. Parts of body used to make sounds
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Nose
Tooth ridge
Top teeth
Bottom teeth
Tongue
Front of tongue
End of tongue
Back of the tongue
Top lip
Bottom lip
Jaw
Throat
Vocal cords
Top of the mouth
Back of the mouth
4. How we teach Phonetics
The next question we must ask is; When do we teach phonetics?
1. I teach phonetics when we come across it in the text book.
2. When I hear my students make the same pronunciation error again
and again.
3. After the test to show students why they got the wrong answer
4. I don’t teach it, we skip the section in the book, it’s boring and
students don’t like phonetics anyway.
• The English File book contains a phonetic section in each unit. It is
designed to slowly build up the students awareness and
understanding of pronunciation.
• This is an effective way of teaching pronunciation but many students
dislike phonetics and would prefer to study grammar or vocabulary.
However pronunciation is essential for students in both their
speaking and listening.
5. Teaching Phonetics
• When we present phonetic
charts to our students the
symbols look strange and
mysterious.
• If we look at this chart of
Egyptian Hieroglyphics we
can get a sense of how our
students feel.
• For this reason, it is
important that the teacher
breaks the chart down each
time the phonetic chart is
used in class.
6. Drilling pronunciation
• When drilling pronunciation it
is best to stand in place that
you are visible to all
students.
• Be prepared to look a little
stupid, gestures are
important when teaching
phonetic sounds.
• The best place to start is with
the difference between vowel
sounds and consonant
sounds.
7. Vowel sound
• A Vowel Sound is a
sound we make when
we don’t obstruct the
air flow from the
mouth when we are
speaking.
• When drilling these
sounds it can be
helpful for students if
you exaggerate the
opening of your
mouth
8. Types of Vowel Sounds
• Remind students that there are three types
of vowel sounds.
• Long vowel sounds
• Short vowel sounds
• Diphthongs
• To make the drill more interesting you
should ask the students to identify these
different sounds on the chart.
9. Weak vowels
• For higher level students you can also point out
the weak vowel sounds. The English File book
has a tendency to focus only on the strong
sounds.
• Unstressed syllables often contain weak vowel
sounds.
• The most common weak vowel is / ə/. This is
the first vowel sound in about for example.
• The vowel /I/ is also sometimes weak, in the
second syllable of orange, for example
10. Consonant sound
• A consonant sound is a
sound we make by
obstructing the flow of air
from the mouth.
• When drilling these
sounds it can be fun for
students to put their
hands in front of their
mouths to identify the
voiced and unvoiced
consonant sounds.
11. Voice and Unvoiced
• Many pairs of consonant sounds are similar, but
one of them is voiced and the other is not.
• For example /d/ is similar to /t/ but /d/ is voiced
and /t/ is not.
• A consonant is voiced when there is a vibration
in the throat. Students can put their hands on
their throat to feel these vibrations.
• If the sounds is unvoiced they will feel the air
being expelled from their mouths.
12. Make it fun
• When I’m teaching
phonetics I try to make it
fun and interesting.
• Relating sounds to
images can help students
remember sounds better
for example the weak
vowel sound / ə/ is like
Frankenstein talking
• The U sounds /ʌ/ , /uː/ ,
/ʊ/ can be taught as the
Monkeys alphabet
13. Tools available:
Online Dictionary
• Cambridge dictionary
online is very useful tool
when teaching phonetics.
• When you search for a
word it will give you the
phonetic symbols in both
UK English and American
English.
• Beside the word you can
click on the icon to hear
the word in both accents.
• http://dictionary.cambridg
e.org/
14. Tools available:
Interactive phonetic Chart
• Another great resource is the
interactive phonetic chart on the
British Council website.
• Teachers can listen to each
sound and also three example
words containing the sound.
• It can be fun tool in class and
can also be useful when
comparing the Irish accent with
the British accent.
• http://www.teachingenglish.org.u
k/activities/phonemic-chart
15. Phonetic vocabulary
• When we are teaching students phonetics
we have to remember that some of this
vocabulary may be unfamiliar to them.
Such as the following
•
•
•
•
•
•
Accent
Auxiliary verb
Emphasising
Minimal pair
Native speaker
Syllable
Phonemic symbol
Rhyme
Sentence stress
Sound
Stress pattern
Tone
16. Accent
• An accent is the way the
people in a certain area
pronounce words in a
distinct manner.
• For example, people in
Dublin and London both
speak English, but they
have different accents.
• Remind students that no
accent is better or worse,
they are just different.
17. Auxiliary verb
• An auxiliary verb is a verb which does not
have a meaning by itself; it helps the
grammar of the sentence.
• For example, in Do you like the music?
Do is an auxiliary verb.
• Auxiliary verbs are important when we are
teaching pronunciation because they are
only stressed when they carry meaning.
18. Emphasising
• Emphasising is speech is like underlining
in writing; we use it to make one word
stand out as more important than the
others.
• We can emphasise words by pronouncing
them louder, longer and/or higher.
19. Minimal pair
• If two words are
pronounced nearly the
same, but they have just
one sound different, they
are a minimal pair.
• For example ship and
sheep only the second
sound is different.
• This can cause confusion
in class. It is best
summarised in the video
Italian man in Malta.
http://www.youtube.com/
watch?v=m1TnzCiUSI0
Ship - Sheep
20. Native speaker
Jim is British
• If you are a native
speaker of a
language, that
language is your first
language, the
language you learnt
as a young child.
He is a native English
speaker
21. Phonemic symbol
• A phonemic symbol is
/ʃu:/
a letter which
represents a sound.
• For example, the first
sound in shoe is
represented by the
phonemic symbol
/ʃ /
22. Rhyme
• Two words rhyme if
they have the same
final vowel or vowel
and consonant
sounds.
• For example
– go rhymes with show
– hat rhymes with cat
The cat on the hat
23. Sentence stress
• Sentence stress is the
pattern of strong and
weak syllables in a
sentence.
• For example, the
sentence
• How do you do? Is
normally said…
• How do you do?
24. Sound
• A sound is a minimum
segment of the
pronunciation of a
word.
• For example, the
word this /ðɪs/ has
three sounds
25. Stress pattern
• The pattern of strong and weak syllables
in a word or sentence is its stress pattern.
You can represent a stress pattern visually
using big and small circles. For example,
the stress pattern of the word
pronunciation is oooOo.
• In the dictionary the stressed syllable is
normally represented using this dash
before the stressed syllable.
26. Syllable
• A syllable is a word or part of a word that
has one vowel sound.
• It may also have one or more consonant
sounds.
• For example, ago has two syllables.
• The first syllable is just one vowel sound.
The second syllable is a consonant sound
followed by a vowel sound.
27. Tone
• A tone is a way your
voice goes up or
down when you say a
sentence.
• This can change the
meaning of the
sentence.
Different types of tone
– Introducing tones
– Asking and checking tones
– Tones for asking for
information
– Tones in new and old
information
– Continuing and finishing tones
– Agreeing and disagreeing tones
– High tones
28. Pair Work
• How many sounds are
there in each word?
Write the order of
consonant sounds (c) and
Vowel sounds (v)
• Dog
• Rabbit
• Frog
• Gorilla
• Snake
• Bee
29. Answers
• How many sounds are
there in each word?
Write the order of
consonant sounds (c) and
Vowel sounds (v)
• Dog
CVC
• Rabbit
CVCVC
• Frog
CCVC
• Gorilla
CVCVCV
• Snake
CCVC
• Bee
CV
31. When we use the ed ending
• The past simple tense and past participle of
all regular verbs end in -ed. For example:
Infinitive
• Work
Past simple
Worked
Past Participle
Worked
32. Pronunciation of ed ending
A question that most students ask is how can
I pronounce ed properly?
The answer is in 3 different ways
/ Id /
/t/
/d/
The correct pronunciation depends on the
ending of the verb
33. /t/
If the base
verb ends in
one of these
sounds:
Unvoiced
/t/
example
base verb*:
want
example
with -ed:
wanted
pronounce
the -ed:
/ Id /
extra
syllable?
Yes
35. /d/
If the base
verb ends in
one of these
sounds:
Voiced
/d/
example
base verb*:
end
example
with -ed:
ended
pronounce
the -ed:
/ Id /
extra
syllable?
Yes
37. /p/
If the base
verb ends in
one of these
sounds:
Unvoiced
/p/
example
base verb*:
hope
example
with -ed:
Hoped
pronounce
the -ed:
/t/
extra
syllable?
no
39. /f/
If the base
verb ends in
one of these
sounds:
Unvoiced
/f/
example
base verb*:
laugh
example
with -ed:
laughed
pronounce
the -ed:
/t/
extra
syllable?
no
41. /s/
If the base
verb ends in
one of these
sounds:
Unvoiced
/s/
example
base verb*:
fax
example
with -ed:
faxed
pronounce
the -ed:
/t/
extra
syllable?
no
43. /ʃ /
If the base
verb ends in
one of these
sounds:
Unvoiced
/ʃ /
example
base verb*:
wash
example
with -ed:
washed
pronounce
the -ed:
/t/
extra
syllable?
no
45. /tʃ/
If the base
verb ends in
one of these
sounds:
Unvoiced
/tʃ/
example
base verb*:
watch
example
with -ed:
watched
pronounce
the -ed:
/t/
extra
syllable?
no
47. /k/
If the base
verb ends in
one of these
sounds:
Unvoiced
/K/
example
base verb*:
liked
example
with -ed:
liked
pronounce
the -ed:
/t/
extra
syllable?
no
49. /d/ = all other sounds
•
•
•
•
•
•
•
All other sounds we use /d/
Admired
Banned
Banged
Carved
Caused
Damaged
50. Voiced
If the base
verb ends in
one of these
sounds:
Voiced
/ei/
example
base verb*:
All other
sounds
example
with -ed:
played
pronounce
the -ed:
/d/
extra
syllable?
no
52. Adjectives
• Some adjectives are formed using the past
participle form of the verb with the ed
ending.
For example
• I like home baked cakes.
53. Adjectives
The following -ed words used as adjectives are
pronounced with /Id/:
• Aged
/eɪdʒɪd/
• Blessed
/bles.ɪd/
• Crooked
/krʊk.ɪd/
• Dogged
/dɒɡ.ɪd/
• Learned
/lɜ.nɪd/
• Naked
/neɪ.kɪd/
• Wicked
/wɪk.ɪd/
• Wretched
/retʃ.ɪd/
54. So we say:
•
•
•
•
an aged man /Id/
a blessed nuisance /Id/
a dogged persistence /Id/
a learned professor - the professor, who
was truly learned /Id/
• a wretched beggar - the beggar was
wretched /Id/
55. Real Verbs
• But when used as real verbs (past simple
and past participle), the normal rules apply
and we say:
• · he aged quickly /d/
• · he blessed me /t/
• · they dogged him /d/
• · he has learned well /d/ or /t/