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/

clauditacar@utp.edu.co

/θæŋk jə fɔːr jər əˈtenʃən//pliːz ˈkɑːntækt miː ət/