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Pronunciation course I
Claudia Andrea Cárdenas J.
Objectives 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
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).
Why focus on pronunciation?
FEAUTURES
/prə'nʌnsi'eɪʃə
n/Phonemes
Consonants
Voiced
Voiceless
Vowels
Single
Diphthongs
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)
LEARNING UNITS
Methodology
Input
Practice
Noticing
Feedback
Production
identification of content and function words
use of limericks role-plays dictation reading aloud phonemes karaoke grouping
• rehearsed scenes
• minimal pairs
• dialogues
• mirrors
• tongue twisters
• crossing out silent letters
• drilling exercises
• listening exercises
Strategies
ITEM PERCENTAGE
FIRST PARTIAL 20%
SECOND PARTIAL 20%
THIRD PARTIAL 30%
PORTFOLIO 20%
ACTIVITIES 10%
COURSE EVALUATION
Ground rulesStudents• 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
INTERNATIONAL PHONETIC ALPHABET
IPA
Which words do you hear?
Choose the word that is pronounced with the
symbol below
cathedral
jeans
police
been
Choose the word that is pronounced with the symbol below
stUdent
spOOn
Uniform
sUgar
Choose the word that is pronounced with the symbol below
cArpet
sUnday
drAnk
glAss
Choose the word that is pronounced with the symbol below
CHemical
CHaracter
CHarity
CHarisma
Choose the word that is pronounced with the symbol below
Gift
Giant
GearGet
Choose the word that is pronounced with the symbol below
THousand
THen
THis
THough
Choose the word that is pronounced with the symbol below
THeft
THough
THeater
THought
Choose the word that is pronounced with the symbol below
confuSion
oCean
measure
uSually
Choose the word that is pronounced with the symbol below
reviSion
enGineer
aGeSHoe
Choose the word that is pronounced with the symbol below
machiNe
thiNk
siNce
aNswer
http://www.photransedit.com/Online/Text2Phonetics.aspx
http://yt-subs.appspot.com/ http://www.uiowa.edu/~acadtech/
phonetics/english/frameset.html http://www.eyespeakenglish.com/en/
products/demo_us/index.php
Useful websites
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=366 http://dictionary.cambridge.org/ http://www.pronuncian.com/assess.aspx http://davidbrett.uniss.it/phonology/aspects_of_connecte
d_speech_inde.htm
http://www.uiowa.edu/~acadtech/phonetics/
http://pronunciationii.blogspot.com/
/θæŋk jə fɔːr jər əˈtenʃən//pliːz ˈkɑːntækt miː ət/
