Este es el proyecto final. es una presentacion en diapositivas que deben leer los estudiantes de ingles del nivel avanzado y realizar las actividades que les ayudaran a mejorar su pronunciacion
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. :)
1/The word “ Phone” means sound and “tics” means scientific or systematic study of something. So we can say that Phonetics means scientific or systematic study of human speech sounds.
Phonetics is general study of all human speech sounds and how they are produced, transmitted and received.
2/Phonology is the study of the sound system of particulars human languages, include dialects and other language varieties.
English Pronunciation guide - Easy LearningAkshayMayur
The presentation will help you to understand basics of English pronunciation easily. However, the success depends on how much you practice along with just reviewing this presentation. In case you have any question please write to me.
It is a common question as to why do the new learners of English need to study Phonetics. The discussion to answer this question dates back to the late 19th century and sufficient evidence has been provided to prove that the need of studying Phonetics by the learners of English as Second Language is synonymous to acquiring communicative competence in the target language. This small presentation reviews the need and importance of Phonetics in Learning English as Second Language.
Maun Sadhu
Head & Assistant Professor
Department of English
C.U. Shah Institute of Computer Application
C.U. Shah Institute of Science
maunsadhu@gmail.com
La educación desde la comunicación -Jesús Martín-Barbero- Editorial Norma, 2002Richard
Si comunicar es compartir la significación, participar es compartir la acción. Pero para ello deberá convertirse en el espacio de conversación de los saberes y las narrativas
this is a broad description about how written systems began. the importance of this happenning is that one more time writing appears quiet stronlgy presented in TIC. students have the opportunity to be connected with world info and also with people around the world via on line.
es necesario estimar los recursos que se tengan para realizar el ejercicio de enseñanza y aprendizaje. lo importante no son los medios de enseñanza, sino el conocimiento per se:
richardonthisplanet
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. Exercise #1
Click here and read the explanations on
each of the vocal organs.
Notice which organs are involved in the
production of sounds like /s/, /g/, /θ/, /ʃ/, /j/
4. How can consonant sounds
be classified?
Place of articulation
Form of articulation
Voicing
5. Place of Articulation
Bilabial: Two lips. E.g. /m/, /p/
Labiodental: Lower lip and upper front
teeth. E.g. /f/, /v/
Dental: Tongue tip or blade and upper
front teeth. E.g. /θ/, /ð/
Alveolar: Tongue tip or blade and
alveolar ridge. E.g./t/, /d/
6. Place of Articulation
Retroflex: Tongue tip or blade and the
back of the alveolar ridge. E.g. /r/
Palato-alveolar: Tongue blade and the
back of the alveolar ridge. E.g. /ʃ/
Palatal: Front of the tongue and hard
palate. E.g./j/
Velar: back of the tongue and soft palate.
E.g. /g/, /ŋ/
7. Exercise #2
Click here to see the complete
classification of sounds according to their
place of articulation and get familiar with
the phonetic symbols for each sound.
8. Manner of Articulation
Oral stop / Plosive: Complete closure of the
articulators involved so that the airstream cannot
escape. When the articulators come apart, the
airstream is released in a small burst of sound. E.g.
/p/, /b/.
Nasal: The airstream is prevented from going out
through the mouth, so it goes out through the nose.
E.g. /m/, /ŋ/
Fricative: close approximation of two articulators so
that the airstream is partially obstructed and turbulent
airflow is produced. E.g. / z/, /θ/, /ð/
Approximant: an articulation in which one articulation
is close to another, but without the vocal tract being
narrowed to such an extent that a turbulent airstream
is produced. E.g. /j/
9. Manner of Articulation
Lateral approximant: obstruction of the
airstream at a point along the center of the oral
tract with incomplete closure between one or
both sides of the tongue and the roof of the
mouth. E.g. /l/
Affricate: a combination of a stop followed by a
fricative. E.g. /tʃ/
Tap: It exists in many forms of American English
in the middle of words like in pity or lady, usually
when t or d are between two vowels. It’s a single
tap against the alveolar ridge.
10. Exercise # 3
Click here to see the complete
classification of sounds according to their
manner of articulation and practice the
sounds by clicking on the symbols.
12. Exercise # 4
Click here and practice with the exercises
provided. Focus on the sounds you find
the most difficult.
13. How can vowels sounds be
classified?
Front-back position of the
tongue
Height of the body of the tongue
Lip rounding
14. Front-Back Position of the Tongue
Front vowels: The highest point of the
tongue is in the front of the mouth.
/i/, / /, /e/, /æ/ɪ
Central vowels: The tongue is in its
neutral rest position. /ə/, / /ʌ
Back vowels: The tongue is close to
the upper or back surface of the vocal
tract. / /, / /, /u/, / /ɔ ʊ ɑ
15. Height of the Body of the Tongue
High: The body of the tongue is raised
up to the roof of the mouth. /i/, / /, / /,ɪ ʊ
/u/
Mid: The body of the tongue is raised
up to the middle of the mouth. /ə/, / /,ʌ
/e/, / /ɔ
Low: The body of the tongue rests in
the lower part of the mouth. / /, /æ/ɑ
16. Lip Rounding
Rounded: Pronounced forward
movement of the corners of the lips.
E.g./u/, / /ɔ
Unrounded: Soft forward movement
of the lips. E.g. /i/, /æ/
18. Exercise # 5
Practice the different vowel sounds by
following the links below. Notice how each
sound is produced:
Simple vowels (monophthongs):
Complex vowels (diphthongs):
A comparative study of vowels:
19. Sounds Phenomena
1. Sounds are linked:
Consonant to consonant: same place of
articulation –E.g..Bus stop, stop boasting.
Different place of articulation
–E.g.Bought some, waited for.
Consonant to vowel:
Red apple, famous actor
Vowels to vowels:
Go over, See her
20. Sounds Phenomena
2. Sounds are reduced:
Or: /ər/
Have: / əv/
3. Sounds are deleted:
/h/ in him/her
/th/ them
21. Sounds Phenomena
4.4. Sounds are altered:
Gotta
Wanna
Gonna
5. Sounds are contracted:
Isn’t, haven’t, I’ll, won’t, they’re, they’ve…
22. Suprasegmentals
Vowels and consonants can be thought of as
segments of which speech is composed.
Together they form syllables, which go to make
utterances. Superimposed on the syllables are
other features known as suprasegmentals. They
are characterized by the fact that they must be
described in relation to other items in the same
utterance. These include:
Stress
Intonation
23. Stress
Variations in stress are caused by an increase in the
activity of the respiratory muscles (so that a greater
amount of air is pushed out of the lungs) and in the
activity of the laryngeal muscles (so that there is a
significant change in pitch)
Functions
Grammatical:
To distinguish between a noun and a verb as in “(an)
insult” Vs “to insult”.
Pragmatic:
For contrastive emphasis as in “I want a red pen, not a
black one”.
24. Exercise # 6
1. I said she might consider a new haircut.
2. I said she might consider a new haircut.
3. I said she might consider a new haircut.
4. I said she might consider a new haircut.
5. I said she might consider a new haircut.
6. I said she might consider a new haircut.
7. I said she might consider a new haircut.
a. Not just a haircut.
b. It's a possibility.
c. It was my idea.
d. Not something else.
e. Don't you understand me?
f. Not another person.
g. She should think about it. it's a good
idea.
Say the sentence aloud using the stress word marked in yellow. Once you
have spoken the sentence a few times, match the sentence version to the
meaning in front. You will find the answers to this quiz on the following
page.
If you want to do further practice of word stress patterns, click here.
25. Intonation
Intonation is the system of levels (rising
and falling) and variations in pitch
sequences within sentences. It varies
depending on the speaker’s attitude.
Pitch changes due to variations in
laryngeal activity can occur independently
of stress changes. When they do, they can
affect the meaning of the sentence as a
whole.
26. Exercise # 7
Listen to the conversation that you will find
by clicking here and take the quiz. Notice
how intonation allows us to add particular
shades of meaning to what we say.
Click here for information on how to teach
stress and intonation patterns