UNIVERSIDAD NACIONAL DE EDUCACIÓN

Enrique Guzmán y Valle

Alma Máter del Magisterio Nacional

FACULTAD DE CIENCIAS SOCIALES Y HUMANIDADES

Escuela Profesional de Lenguas Extranjeras

MONOGRAPH

Teaching English Phonetics.

Examen de Suficiencia Profesional Res. N° 1063-2018-D-FCSYH

Presentada por:

Matos Espíritu, Juan Pablo

Para optar al Título Profesional de Licenciado en Educación

Especialidad: A.P. Inglés A.S. Francés

Lima, Perú

2018

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MONOGRAPH

Teaching English Phonetics.

Appointment of Committee Resolution Nº1063-2018-D-FCSYH

___________________________________

Dra. Castillo Vento, Liliana Isabel

Presidente

____________________________________

Dr. Gatillón Palacios, Héctor Esteban

Secretario

___________________________

Dra. Flores Piñas, Haydee

Vocal

Line of research: Methodologies and educational evaluation

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To my parents for their unconditional

support.

To my teachers for their teachings and

advice.

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General Index

Cover………………………………………………………………………………………...i

Jury signature sheet…………………………………………………………………………ii

Dedication………………………………………………………………………………….iii

General Index………………………………………………………………………………iv

List of tables……………………………………………………………………………….vii

List of figures……………………………………………………………………………..viii

Introduction………………………………………………………………………………...ix

Chapter I. Introduction to English phonetics………………………………………….…..11

1.1 Difference between Phonetics and Phonology…………………………………..…….11

1.2 Broad and Narrow transcription…………………………………………….…....……13

1.3 Received Pronunciation……………………………………………………..….……..13

1.4 The Production of Articulated Sounds……………………………………..…….……14

1.5 Articulatory Organs………………………………………………………..………….15

1.5.1 Infraglottic Cavities…………………………………………….....…………..15

1.5.2 Laryngeal Cavity or Organ Drawer…………………………….....….……….15

1.5.2.1 Physiological aspect…………………………………………..…………….15

1.5.2.2 Phonetic aspect……………………………………………..………….……16

1.5.3 Supraglottic Cavities……………………………………..…………….……..18

1.6 Description and Classification of Speech Sounds…………………………………….20

1.6.1 Differences between vowels and consonants………………….……….……..20

1.6.2 Classification of English consonants…………………........................….……20

1.6.3 Classification of English vowels…………………….……..................…...….22

1.7 Stress in the Words and in the Sentences…………………….………….................….22

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Chapter II. Vowel Sounds……………………………………………………………..…..24

2.1 Generalities………………………………...………………………………………….24

2.2 Chart of English vowel sounds………………………………………………………..24

2.3 Describing the English vowel sound…………………………………………….…….26

2.4 English diphthongs………………………………………………...…………………..27

2.4.1 The phonetic transcription of diphthongs in English…………………………28

Chapter III. Consonant Sounds………………………………………………………...….29

3.1 Generalities……………………………………………………………………………29

3.2 Chart of English consonant sounds……………………………………………………29

3.2.1 Stops…………………………………………………………………………..30

3.2.2 Fricatives……………………………………………………...………………31

3.2.3. Affricates……………………………………………………….…………….32

3.2.4 Nasals……………………………………………………...………………….33

3.2.5 Lateral……………………………………………………………….………...33

3.2.6 Semivowels……………………………………………………………………35

Chapter IV. Methodology: Teaching English Phonetics…………………………...……..36

4.1. Theories of the teaching of phonetics……………………………………………...…36

4.2. Strategies for the teaching of phonetics………………………………………………39

4.3. The English language competences according to the National Curriculum………….42

4.3.1 Communicates orally in English as a foreign language………………………42

4.3.2 Read various types of texts written in English as a foreign language………...43

4.3.3 Write various types of texts in English as a foreign language………………...45

Didactic Application……………………………………………………………………....47

Synthesis…………………………………………………………………………………..53

Conclusions………………………………………………………………………………..56

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Critical appraisal and suggestions………………………………………………………....57

References…………………………………………………………………………………58

Appendices………………………………………………………………………………...62

Appendix A: The Human Vocal Tract……………………………………………………62

Appendix B: Vowel quadrilateral………………………………………………………....63

Appendix C: The alphabet phonetics symbols………………………………….…………64

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List of tables

Table 1. Chart of English vowel sounds…………………………………………………..25

Table 2. Phonetic transcription of diphthongs…………………………………………….28

Table 3. Chart of English Consonant Sounds…………………………………………….30

Table 4. Stops……………………………………………………………………………...31

Table 5. Fricatives…………………………………………………………………………32

Table 6. Affricates…………………………………………………………………………32

Table 7. Nasals…………………………………………………………………………….33

Table 8. Laterals…………………………………………………………………………...34

Table 9. Semivowels………………………………………………………………………35

Table 10. Capabilities of the first competence…………………………………………….43

Table 11. Capabilities of the second competence…………………………………………44

Table 12. Capabilities of the third competence……………………………………………46

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List of figures

Figure 1. Phonetics………………………………………………………………………11

Figure 2. Differences between phonology and phonetics……………………………….12

Figure 3. The human vocal apparatus used to produce speech………………………….14

Figure 4. Anatomy of the larynx………………………………………………………...15

Figure 5. The vocal cords…………………………………………………………….….16

Figure 6. Vocal cords during pronunciation……………………………………………..17

Figure 7. Nasal duct: nasal, oral and oral sounds………………………………………..19

Figure 8. Larynx cross section…………………………………………………….…..…19

Figure 9. Vowel quadrilateral……………………………………………………………26

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Introduction

The present monograph entitled Teaching English phonetics develops fundamental aspects

that the teacher must know to teach the correct pronunciation of the vowels and consonants

of the English language. The objective of this research allows us to understand and

discriminate aspects of phonetics and phonology, since some students are not clear about

the differences between these 2 disciplines of linguistics. Phonetics is responsible for the

study of the correct pronunciation of sounds, while phonology is based on the study of

phonemes and variations of sounds.

Phonetics involves the analysis of the acoustic and physiological profile of

sounds; phonology is responsible for interpreting the way in which sounds arise at abstract

or mental level.

In learning an L2 or a foreign language, people not only need to know how to

produce phonemes and segmentaries elements correctly, but also master the

suprasegmental characteristics (accent, intonation, sound changes) to achieve effective oral

communication.

For the study of the sounds of the alphabet of the English language, 26 letters are

taken into account: 21 consonants and 5 vowels. The pronunciation of the consonants

implies three factors: the articulation, the modes of articulation and the point of

articulation. In the pronunciation of vowels, open and closed vowels are considered. The

phonological transcription makes use of only 44 symbols, equivalent to the same number

of phonemes (24 phonemes, 12 vowels and 8 diphthongs).

The monograph is divided into 5 parts: part I introduces the phonetics and

highlights the differences between phonetics and phonology, the organs of the phonetic

device, the description of the classification of sounds and the accent in the word and in the

ix

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sentences; part II, deals with vocalic sounds, classification, description and cases of

diphthongs; part III provides explanations about consonant sounds from their generalities

and classification; part IV develops the methodology of the teaching of English phonetics,

theories, strategies and skills that are being developed in the English area according to the

current National Curriculum; finally, part V presents the didactic application through a

session of learning, synthesis, conclusions, critical assessment and suggestions are offered.

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Chapter I

Introduction to English Phonetics

1.1 Difference between Phonetics and Phonology

Phonetics and phonology are two much related linguistic disciplines that differ from their

object of study. Within phonetics, different areas can be established: articulatory, acoustic,

auditory. As learners of English as a foreign language, the area of phonetics that most

interests us is the so-called articulatory phonetics: it studies the articulatory organs and

their activity in the production of speech sounds.

Figure 1. Phonetic articulation. Source: https://stemcommunity.com/sharedfiles/file details/?= 895645645.

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Phonology in turn studies the phonemes of a language and the distinctive features

of those phonemes. Each one has a limited number of phonemes; For example, in most

European languages there are 5 vowel phonemes, while in English there are 12.

For Cruttenden phonemes are smaller segments or contrastive linguistic units

with the ability to produce a change in meaning. This implies that if we change one

phoneme to another, a change of meaning occurs (Cruttenden, 2014).

It is called a distinctive feature to any articulatory feature of a phoneme that

allows it to differentiate itself from the rest of phonemes. Thus for example the / p / only

differs from the / t / at its point of articulation (bilabial vs. alveolar). This feature is

therefore distinctive, since it allows us to differentiate the word MAP from the word MAT.

However, the possible realizations or allophones in a language are almost

innumerable. On the one hand there are not two people who execute a phoneme exactly the

same way. On the other hand, the variations in phoneme realization are sometimes due to

the phonetic context, that is, to the different distribution of the phonemes within the

sentence or the word (at the beginning or end of the sentence, proximity to another

phoneme, etc.). The different allophonic realizations do not produce any change of

meaning and are the object of study of phonetics.

Figure 2. Difference between phonetics and phonology. Source: https://slideshare.net/analaura_fdz

/fonologa-comparada-definiciones-70893460.

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1.2 Broad and Narrow transcription

The transcription of a word differs as we try to reflect on the exact characteristics of a

sound (allophonic transcription) or the contrastive elements of a language (phonological

transcription).

Narrow transcription includes plenty of information about articulatory and auditory

features and to reflect this information the International Phonetic Alphabet (AFI) is used,

which contains a large number of diacritic symbols and signs.

The phonological or broad transcription makes use of only 44 symbols, equivalent to

as many phonemes (24 phonemes, 12 vowels and 8 diphthongs), that is, there is a symbol

to represent each phoneme. The phonological symbols do not reflect the articulatory

quality of the phoneme and are chosen by convention, which leads to some variation

among the authors.

1.3 Received Pronunciation

Many apprentices of English as a second language ignore that there are many varieties of

the English language and that these present notable discrepancies in the pronunciation of

words. These varieties are called accents and are related to the geographic, social and / or

educational background of each speaker.

The accent or standard of pronunciation most prestigious and accepted worldwide is

the so-called English R.P. (Received Pronunciation). This variety was made known

through British radio and television, so it is also commonly known as BBC English and

was associated for years with the universities of Cambridge and Oxford and people of high

social class.

The English R.P is together with the General American (G.A) the most studied

variety of English worldwide, as evidenced by the fact that most manuals and dictionaries

for the pronunciation of British English take it as their model. Also, this is the variety that

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traditionally has been taught to English learners as L2 and that is still used as a model in a

good part of the world.

It is necessary to note that, despite the importance of the English R.P., in teaching,

only a small part of the native speakers of English use this accent. On the other hand, in

recent years has evolved considerably and has gone to include some features of yesteryear

considered not acceptable or typical of regional varieties.

1.4 The Production of Articulated Sounds

The sounds that a human being can produce are determined by the physiological

characteristics of their speech device. Next in the next item we will know the phonetics

and articulatory organs.

Figure 3. The human vocal apparatus used to produce speech. Source: https://en wikipedia.org/

/wiki/Speech_production#/media/File:Illu01_head_neck.jpg.

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1.5 Articulatory Organs

1.5.1 Infraglottic Cavities.

They are formed by the proper organs of respiration: lungs, bronchi, trachea. The

lungs are those that present a more relevant role. Its mission is twofold: on the one hand,

physiological, insofar as they are instruments of respiration with the whole series of

biochemical transformations that originate in them; on the other hand, that of serving as

providers of enough air for the act of phonation to be achievable.

The lungs constantly have two movements, that of inspiration, absorbing air, and

that of expiration, expelling it. During this second movement, articulated sounds can be

produced. The air contained in the lungs goes to the bronchi, and from here to the trachea,

organ constituted by superimposed cartilaginous rings that ends in the larynx.

1.5.2 Laryngeal Cavity or Organ Drawer.

1.5.2.1 Physiological aspect.

The laryngeal cavity is located immediately above the trachea, and consists of a

series of cartilages that surround the so-called vocal cords.

Figure 4. Anatomy of the larynx. Source: https://www.babelsdawn.com/.a/6a00d8 3452 aeca69e20

134884141b8970c-pi.

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Figure 5. Vocal cords. Source: https://www.dreamstime.com/royalty-free-stock-images-vocal-cord-vector

illustration-diagram-image39773529.

The vocal cords are two tendons whose inner rim is somewhat thicker. They are

located horizontally in the anteroposterior direction. For its anterior part, they are attached

to the thyroid cartilage, and for the posterior part, to the two arytenoid cartilages.

1.5.2.2 Phonetic aspect.

The vocal cords are the seat of the first two divisions of all the phonic material, as

well as two of the constitutive properties of sounds.

- If the vocal cords approach and begin to vibrate, the sounds articulated sound originates.

If, on the contrary, they only approach, but do not vibrate, the deaf articulated sound

originates

- Within the group of sound articulated sounds, a distinction must be made between vowel

sound and consonant sound.

In the formation of vowel sound, the vocal cords are more tense, the joints in

each of the vibratory beats are stronger, more intimate, and the frequency (number of

vibrations in a unit of time) is also greater. The degree of opening of the glottis is minimal

and, therefore, so is the expenditure of air.

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Figure 6. Vocal cords during pronunciation. Source: http://ieslorcabiogeo.blogsport.com /2017/04/enlace-

video-orientativo-para-la.html.

In the formation of consonantal sound, the vocal cords are less tense, the joints in

each of the vibratory beats are less strong, and the frequency, therefore, is less; the tone,

lower. The degree of opening of the glottis is greater, and in this way the expenditure of air

is also greater. Hence, these sounds have their own noise that is formed by the passage of

air through the vocal cords, greater than in vowel sounds.

The vibration of the vocal cords causes the formation of a sound wave, which we

know with the name of fundamental tone. This sling thus created is not simple, but

composed, since the fundamental tone creates a series of harmonics that overlap it. The

composite wave formed in the larynx passes into the supraglottic cavities; these act as

filters that only allow the frequencies that coincide with these resonance cavities to pass

through. This set formed by the fundamental tone plus the filtered harmonics constitutes

the timbre of the sound.

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In the larynx is also the origin of another property of the articulated sound, intensity

of the voice. The air contained in the infraglottic cavities can be driven with more or less

energy towards the vocal cords; the pressure of the air on them determines a greater or

lesser vibratory amplitude, which is the cause of the intensity of the sound.

As we can see, of the four constituent elements of sound (tone, timbre, intensity

and duration) the first three have their origin in the larynx. The vocal cords take different

positions during the production of the articulated sound; the position during normal

breathing is that corresponding to the A of figure 5; when a deaf consonant is emitted,

something else approaches: position of the same figure; and they come together

completely for the emission of a sound (vowel or consonantal): position C.

1.5.3 Supraglottic Cavities.

In the supraglottic cavities each sound acquires the acoustic properties that

characterize it, these cavities are 4: pharynx, oral cavity, nasal cavity, labial cavity. When

the air current passes (vibrating or not, depending on the performance of the vocal cords)

through the laryngeal area, it enters the laryngopharyngeal region, and from here to the

oral pharynx, where another large division of the material is going to be produced.

If the soft palate is attached to the pharyngeal wall, the vocal air comes out only

through the oral cavity, giving rise to oral articulated sounds, such as [p, b, s, k], etc. If

the soft palate falls, it is separated from the nasal cavity only (the organs of the oral cavity

are closed), producing nasal consonant sounds, such as [m, n, ŋ]. If the oral cavity and the

nasal cavity are open simultaneously, the nasal vowel sounds, or better the oronasal

sounds, such as [ã] of [mãno] hand, [ĕ] of [nĕne] nene, etc., originate.

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Figure 7. Nasal duct: nasal, oral and oral sounds. Source: Own elaboration.

Figure 8. Larynx cross section. Source: https://www.semanticscholar.org/paper/ /Whats-special-in-a-

child%27s-larynx-Prakash- Johnny/0f552af4872e42969621ebd 965edb7ed6f27f-907/figure/0.

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1.6 Description and Classification of Speech Sounds

1.6.1 Differences between vowels and consonants.

Traditionally the vowels have been differentiated from the consonants according to

the criterion that the vowels are sounds in which the air passes through the buccal cavity

without encountering any obstruction. For example: Read aloud the following English

vowels and consonants and decide if there is an obstruction: / e / / i: / / b / / s / / l / / w /.

As you can see, in English there are sounds in which the air is expelled almost

without opposition and yet do not receive the consideration of vowels; these consonants

are called approximants, or also semivowels.

It seems that the traditional criterion to identify the vowels is not entirely

accurate in the case of the English Phonological System, another criterion to define the

vowels is that of their distribution within a syllable. Both in English and in Spanish the

vowel is the center or core of a syllable and has a characteristic distribution within it

(central position), although in English there are some consonants that can act as the

nucleus of a syllable.

Although it is sometimes difficult to define what a consonant is and what a vowel

is, in practice this is not a problem for its description and classification.

1.6.2 Classification of English consonants.

As can be seen in the table of consonants, the distinctive features of a consonant are

determined by the action of the phonetic and articulatory organs and by the process in

which their articulation occurs:

A. Action of the vocal cords: if they vibrate we will articulate a Sonora consonant (lenis),

in case contrary, a deaf consonant (fortis).

B. Position of the palate: if it rises it allows the air to come out through the mouth (oral

phonemes). If the soft palate descends, the air escapes through the nose (nasal phonemes).

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C. Point of articulation: As you can see the different articulatory organs used in the

articulation of a phoneme give it one of its distinctive features: the point of articulation. In

English there are the following types of consonants:

-Velars: the post-dorsum of the tongue is passed over the veil of the palate, obstructing the

exit of the air. In English there are 3 phonemes with velar articulation: / ŋ /, / k /, /g /.

-Palatal: In English only the phoneme / j / is articulated in palatal position and its

articulation is similar to that of the mouth / I /.

-Palato-alveolar: As its name indicates its point of articulation is between the palate and

the alveolar area. There are two pairs of palato-alveolar phonemes with different forms of

articulation. Since there is no Spanish, we must pay special attention to them.

-Post-alveolar: / r / is articulated just behind the alveolar area. Different from the / r /

Spanish.

-Alveolars: There are 6 alveolar consonants that are articulated in 4 different ways. It is

therefore a very productive position.

-Dental: The tip of the tongue contacts slightly with the upper incisors. The two dental

consonants only differ in their sonority.

-Lip-teeth: The upper incisors are placed on the lower lip.

-Bilabial: The lips come together completely obstructing the air outlet.

D. Mode of articulation: The consonantal phonemes also acquire their distinctive value to

the form or way in which they are articulated and can be classified according to that

criterion in the following way: Occlusive, fricative, affricate, lateral, approximate

(semivowel).

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1.6.3 Classification of English Vowels.

For the description of vowels, it is always possible to use purely articulatory criteria,

given the difficulty of observing articulatory movements, so we have to take into

consideration also an auditory point of view.

The English vowels, unlike the Spanish ones, can be divided into two groups

independently of the context in which they appear: long and short vowels. Vocal length or

quantity is one of the distinctive features of vowels and therefore long vowels are

phonetically represented followed by a colon.

In addition to there being a quantitative distinction between the vowels, there is

also a qualitative difference between all of them that depends on the position adopted by

the articulatory organs in their articulation.

1.7 Stress in the Word and in the Sentences

Within the words of more than one syllable, we can distinguish strong or accented

syllables (stressed) and weak syllables (unstressed). The distribution of these two types of

syllables within the word determines, along with the distinctive features of each of their

phonemes, the sound pattern of a word.

The accented syllables of a word are perceived by the listener as more prominent

than the rest. In phonetic terms, this greater prominence is due to a series of factors such as

volume (stressed syllables require greater muscular and respiratory effort), pitch (pich), or

their different length and vowel quality. Three types of prominence are usually established

within syllables.

1. Syllables with primary accent (primary stress)

2. Syllables with secondary stress (secondary stress)

3. Weak syllable (unstressed syllbles)

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The position of the primary accent within a word is the one that motivates in greater

measure the accentual pattern and the pronunciation of a word. However, the primary

accent placement rules in English are complicated and unreliable, so the speaker should

normally entrust to his or her auditory memory the ability to correctly articulate the

prominent syllable. In spite of this, the accentual pattern of a word can be determined by

its grammatical category, for example, noun, verb, etc.

It can be said that in English there is a tendency to alternate prominent syllables and

weak syllables (unstressed), which implies that behind and in front of an accented syllable

we will normally find a weak syllable. However, when there are two syllables before the

syllable with a primary accent, the first one usually receives a secondary accent. If there

are more than two syllables the secondary accent always charges in a distant position with

respect to the primary one.

For stressed syllables to be perceived as prominent, weak syllables have reduced

their sonority and length. For this reason, it is very common to find little prominent vowels

(reduced) like / I /, / ʊ / and / ə / in a weak syllable, while it is very rare to find their vocal

ones that require more muscular effort like long vowels (full vowels). In part for this

reason, the / ə / (Schwa) is by far the most frequent oppositional phoneme in English R.P.,

followed precisely by the vowel / I /.

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Chapter II

Vowel sounds

2.1 Generalities

A vowel is a sound made by the vocal cords. The vowels become different by changing the

shape of the mouth and the position of the tongue. There is nothing that prevents the air

from leaving the mouth or slowing down, since there are consonants. The soft palate is

always formed by the English vowels, so no air passes through the nose. Vocals are always

sound sounds. The vowels are classified into two groups and make a total of 12 sounds:

English short vowels: / i /, / e /, / æ /, / ʌ /, / ɒ /, / ʊ /, / e /. and English long vowels: / i: /, /

ɜ: /, / aː /, / ɔː /, / uː /. In the articulation of the 12 English vowels the language adopts a

variety of positions and forms. To distinguish them, we usually pay attention to two

aspects: the vertical distance from the tongue to the palate (degree of opening) and the part

of the tongue that adopts an elevated position (position on the anterior-posterior axis).

2.2 Chart of English vowel sounds

There are two complementary definitions of a vowel, a phonetic and a phonological

one. In the phonetic definition, a vowel is a sound, like the English "ah" / ɑː / or "oh"

/ oʊ /, produced with an open vocal tract; it is medium (air escapes along the middle

of the tongue), oral (at least part of the air flow must escape through the mouth),

without friction and continuous (Cruttenden, 2014, p.27).

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There is no relevant accumulation of air force at any point above the glottis. This

contrasts with the letters (consonants), such as the English "sh" [ʃ], which has a

constriction at some point in the sounding apparatus.

“In the phonological definition, a vowel is defined as syllabic, the sound that forms

the peak of a syllable” (Cruttenden, 2014, p.53). A sound that is phonetically equivalent,

but not syllabic is a semivocal sound. In oral communication, phonetic vowels generally

form the speech of many syllables, while consonants form the beginning and the coda.

Any language approves that other sounds form the nucleus of a syllable, such as the

syllable in the English word table [teɪb (ə) l] or the syllable r in the Serbo-Croatian word

vrt [ʋr̩t] "garden." Now we will review vowel sounds:

Table 1

Chart of English vowel sounds

Note: Source: Flores, 2015, Advanced Teaching Pronunciation for Language Teachers, p. 65.

Frontness Front (anterior) Central Back (posterior)

Height Tense Relaxed Relaxed Relaxed Tense

High i: ᶦ ʊ uː

Mind e ə ɜ: ɔː

Low æ ʌ aː ɒ

Lips

Spread (sp) Slightly sp. Neutral Slightly rd. Rounded (rd)

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2.3 Describing the English vowel sound

For the study and description of English vowel phonemes it is very useful to make use of

the so-called quadrilateral of vowels.

Figure 9. Vowel quadrilateral. Source: https://english.stakexchange.com/questions/ /441628/difference-

between-%C3%A6-and-%C9%9B-

As can be seen, in addition to its length, we can classify the vowels according to

their degree of openness in closed, semi-closed, semi-open and open.

On the other hand, we can divide the positions in the longitudinal axis into: anterior,

central and posterior, in addition to two intermediate positions, namely the one of the

phonemes / ʊ / e / I /.

Finally, we can also take into account the position taken by the lips in the articulation

of a vowel. As can be seen in Figure 8, the lips adopt fundamentally 3 differentiated

positions: rounded or flared, extended and neutral. The rounding of the lips is a distinctive

articulatory range that we must take into account. In English the phonemes / uː /, / ɔː / and /

ʊ / are articulated by substantially rounding the lips; this also happens in the articulation of

the vowel / ɒ / although it is not so apparent.

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2.4 English diphthongs

Diphthongs are sequences formed by two vowel elements in which there is a very rapid

articulatory movement from the first to the second element (Lafuente, 2010). In addition to

the 12 vowel phonemes considered as pure, there are 8 phonemes in which there is a

change in the quality of the vowel. In these phonemes, known as diphthongs, there is a

displacement of the tongue from the initial position to the final position, for example: / aI /.

Although at first glance the English diphthongs may seem similar to the Spanish,

there is no equivalence between the two, so we must transfer our patterns of articulation

from Spanish to the English language. It is also convenient to remember that each of the

two symbols used to represent a phoneme represents the relative position of the language

in the world of articulation, so it is not correct to use another distinctive symbol to the

proposed, for example: / aI / instead of / aɪ /.

Well, if we are talking about British English or American English, diphthongs can be

classified: these five diphthongs are common to both variants:

/ eɪ /, as in lake

/ aɪ /, as in time

/ ɔɪ /, as in coin

/ əʊ /, as in no

/ aʊ /, as in now

Instead, these three are only pronounced in British English:

/ ɪə /, as in here

/ eə /, as in there

/ ʊə /, as in sure

As with the rest of the English pronunciation, identifying and articulating the

diphthongs well is essential to communicate better and avoid confusion. In this regard,

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there is a very curious anecdote that we have taken from the What's Up! Page: in 1985, a

tourist named Mike Lewis arrived at Los Angeles airport to take a flight to Oakland (only

one hour away by plane). But when asking a stewardess where to go, it confused Oakland

(əʊklənd) with Auckland (ɔ: klənd), located in Australia. When the pilot of the plane

announced that they were flying over Tahiti, Lewis realized his mistake. In the end, his

mistake cost him a detour of almost 20,000 kilometers.

2.4.1 The phonetic transcription of diphthongs in English.

So you can see it better, we need some examples of diphthong:

Table 2

Phonetic transcription of the diphthongs

Source: Own elaborated.

Diphthong Example

/eɪ/ day (día) would sound like 'dei'

/aɪ/ sky (cielo) would sound like 'skai'

/ɔɪ/ toy (juguete) would sound like 'toi'

/əʊ/ no (no) would sound like 'nou'

/aʊ/ cow (vaca) would sound similar to 'cau'

/ɪə/ hear would sound similar to 'hiae' (remember that the English 'h' is

pronounced like a small exhalation).

29

Chapter III

Consonant sounds

3.1 Generalities

A consonant is a sound in which the air in the lungs can not pass through the mouth

without something interrupting it. Quilis & Fernández (1973) refer in this regard:

To define a consonant is usually taken into account: 1) the mode of articulation; 2)

the place of articulation; 3) the action of the vocal cords; 4) the expresion of the soft

palate.

Thus, for example, the consonant [p] of [páta] pata, is a p occlusive, bilabial,

deaf, oral; the consonant [b] of [bóla] bola, is an occlusive, bilabial, sonorous, oral;

the [m] of [massa] mass, is a bilabial, sonorous, nasal (p.31).

The definition of these authors guide us to understand that it is a consonant and that

before conceptualizing it, it is important to take into account these 4 criteria.

3.2 Chart of English consonant sounds

Next, we will review the characteristics of consonant sounds.

30

Table 3

Chart of English Consonant Sounds Bilabial Labio-

dental

Dental Alveolar Post-

alveolar

Palatal Velar Glotal

Nasal1 m n ŋ

Oclusiva p b t d k ɡ

Africada tʃ dʒ

Fricativa f v θ ð s z ʃ ʒ x h

Aproximante r j w

Lateral l

Source: https://es.wikipedia.org/wiki/Fonolog%C3%ADa_del_ingl%C3%A9s

3.2.1 Stops.

A stop consonant completely cuts off the flow of air through the mouth. In the

consonants [t], [d] and [n], the tip of the tongue touches the alveolar ridge and cuts

off the airflow at that point. In [t] and [d], this means that there is no air flow during

the stop. In [n], there is no air flow through the mouth, but there is still air flow

through the nose. We distinguish between: Nasal stops, such as [n], that involve the

flow of air through the nose, oral stops, such as [t] and [d], that do not (Flores, 2015,

p.32).

Nasal stops are often called simply nasal. Oral stops are often called plosives. Oral

stops can be expressed or voiceless. Nasal stops are almost always expressed.

31

Table 4

Stop phonemes Phoneme Keyword Description the English consonant sounds

Stops

/p/ pen Stop, bilabial, voiced, agressive

/b/ big Stop, alveolar, voiceless, aggressive air

/t/ two Stop, alveolar, voiceless, egressive air

/d/ do Stop, alveolar, voiced, egressive air

/k/ cup Stop, vela, viceless, egressive air

/g/ get Stop, vela, voiced, egressive air

Source: Flores, 2015. Advanced Teaching Pronunciation for Language teachers, p. 51.

3.2.2 Fricatives.

At the top [t], the tip of the tongue touches the alveolar ridge and cuts off the air

flow. In [s], the tip of the tongue approaches the alveolar ridge but does not touch it

at all. There is still enough opening for the airflow to continue, but the opening is

narrow enough to make the escaping air turbulent (hence the whistle of the [s]). In a

fricative consonant, the articulators involved in the constriction approach get close

enough together to create a turbulent air stream. The fricatives of English are [f], [v],

[θ], [ð], [s], [z], [ʃ] and [ʒ] (Flores, 2015, p.52).

It means that the shape of the tongue is very important when we make sounds in this

case fricatives and is very important to aspirate the air in the beginning and at the end.

32

Table 5

Fricatives

Fricativas

Phoneme Keyword Description the English consonant sounds

/f/ fall Fricative, labiodental, voiceless, egressive

air

/v/ very Fricative, labiodental, voiced, egressive air

/θ/ think Fricative, dental, voiceless, egressive air

/ð/ they Fricative, dental, voiced, egressive air

/s/ see Fricative, alveolar, voiceless, egressive air

/z/ zoo Fricative, alveolar, voiced, egressive air

/ʃ/ shoe Fricative, palatoalveolar, voiceless,

egressive air

/ʒ/ pleasure Fricative, palatoalveolar, voiced, egressive

/h/ how Fricative, glottal, voiceless, egressive air

Source: Ibídem, p. 52.

3.2.3 Affricates.

An affricate is a single sound composed of a stop portion and a fricative portion. In

English [tʃ], the air flow is interrupted first with a stop that is very similar to [t]

(although a little further back). But instead of ending the joint quickly and going

directly to the next sound, the tongue moves away from the stop slowly, so that there

is a period of time immediately after the stop where the constriction is narrow

enough to cause a current of turbulent air. In [tʃ], the period of the turbulent air

stream following the stop portion is the same as that of the fricative [ʃ]. English [dʒ]

is an affricate like [tʃ], but expressed (Flores, 2015, p.53).

We understand that we do not ending the pronunciation very quickly and together we

have to finish the sound very slowly because we can make distortion in the pronunciation.

Table 6

Affricates

Aff

Phoneme Keyword Description the English consonant sounds

/ tʃ / China Africate, palatoalveolar, voiceless, egressive

air

/ dʒ / Japan Africate, palatoalveolar, voiced, egressive

air

Source: Ibídem, p. 53.

33

3.2.4 Nasals (m, n, ŋ).

The air scapes through the nose but the air don´t pass through the mouth. We can

prevent closing the mouth. When we produce a long consonant without moving the tongue.

We can fell our soft palate to move from up and down.

The most problem for students of English as a foreing language is when we

pronounce / ŋ / because this pronunciation does not exist for example in Spanish we have

to use the sound nasal. The most important is that the sound of / ŋ / is not easy to

pronounce or maybe students think that does not care if we pronounce like n or g we have

to realize that we are using phonetics English and people native will notice the difference

when we pronounce right or wrong.

Table 7

Nasals

Nasals

Phoneme Keyword Description the English consonant sounds

/ m / meet Nasals, bilabial, voiced, egressive air

/ n / no Nasals, alveolar, voiced, egressive air

/ ŋ / sing Nasals, velar, voiced, egressive air

Source: Ibídem, p. 53.

3.2.5 Laterals.

Pay attention to what you are doing with your tongue when you say the first

consonant of leaf [lif]. The tip of your tongue is touching its alveolar rim (or perhaps your

upper teeth), but this does not cause it to stop. The air still flows during [1] because the

side of the tongue has fallen and left an opening. Some people drop the right side of the

tongue during one [1] others lower the left side, some lower both sides.

The only lateral sound in English is [1] the others are central sound we must not

forget that is in every language. the function is that the air y around sides of the tongue and

34

we have to wide the mouth that the flowing air will not be so distortion when we

pronounce the word.

Table 8

Laterals

Lateral

Phoneme Keyword Description the English consonant sounds

/ l /

Long

Lateral, alveolar, voiced, egressive air

Source: Ibídem, p. 54.

3.2.6 Semivowels (continuants, aproximants /r/, /j/ and /w/.

/r/ This consonant is important in that considerable differences in its articulation and

its distribution are found in different accents of English. As far as the articulation of

the sound is concerned, there is really only one pronunciation that can be

recommended to the foreign learner o RP, and that is what is called a post-alveolar

approximant.

An approximant, as a type of consonant, is rather difficult to describe;

informally, we can say that it is an articulation in which the articulators approach

other but do not get sufficiently close to each other to produce a “complete”

consonant such as a plosive, nasal of fricative (Flores, 2015, p.53).

The difficult of articulators are the position because is new for learners of other

languages, but we can close to the real pronunciation making articulations. The best way is

the imitation and we can get in a classroom watching the teacher articulations

35

Table 9

Semivowels

Semivowels

Phoneme Keyword Description the English

consonant sounds

/w/ will Velar, voiced

/ r / right Alveolar

/ j / yet Palatal, Voiced

Source: Ibídem, p. 54.

36

Chapter IV

Methodology the teaching English Phonetics

4.1 Theories of the teaching of phonetics

Although learning a second language is not the same as learning first, the notion that

children learn to pronounce their mother tongue by simply copying what they hear around

them has been very influential in the teaching of pronunciation. Children learn some

aspects of pronunciation by imitation, but not all. It is important to understand how

children learn to pronounce.

What older students must do to learn how to pronounce English is equally important,

of course. The key idea here is that pronunciation is a motor skill, and it must be learned in

exactly the same way that other motor skills are mastered.

The Phonetics academic discipline has much to contribute to the teaching of

pronunciation, but only if we understand that the purposes of the phoneticians and teachers

are not always the same. To teach students to pronounce, we must take our initiative of

articulatory phonetics instead of acoustics. If we do, we can get some ideas that are very

useful for students. In teaching, however, it is not enough to understand the subject;

understanding the learner and how learning is carried out is also essential.

37

“Pronunciation is perceived as a difficult area by both teachers and students. Like

listening, pronunciation is sometimes neglected in the process of teaching languages in

favor of reading and writing, which are more likely to lead to success” (Setter, 2008, p.51).

It is very important to interact specially with native speakers because we can develop our

pronunciation with the correct pronunciation.

On the other hand, poor pronunciation can mask good linguistic skills, condemning

students to less well-deserved social, academic and work advancement. Despite the

broad agreement on the importance of pronunciation teaching, pronunciation is the

aspect of language that receives the least attention. The reason is not the lack of will

to teach pronunciation, but the uncertainty about the best way to help students

(Fraser, 1999, p.49).

Couper (2009) who explained the implications in the classroom of cognitive

phonology (combined with sociocultural theory, adopts a holistic approach, starting with

the perceptions of the student and taking advantage of their cognitive abilities).

According to Carey (2015) who suggests a reference point L1 (L1POR) as a

theoretical starting point. Approach to the modification of pronunciation: alternatives

centered on the student to "listen and repeat". The L1POR initially develops the cognitive

and motor sensory awareness of the student of his L1.

Carey and Couper, they have in common many aspects, but the most important is the

activity of the speech. They propose that the students can bring some ideas to the class and

try to relation with the same topic in class. So the students can improvement the

knowledge of English.

Both are very important eventhought they have differences because this issue reach

the whole body and the expressive is very evident in several presentations. Focusing,

perspective, and pronunciation are the principal ways for that.

38

Now let's see other proposals that could help us improve our teaching practice of

phonetics and phonology of a language:

Argues that the awareness of the sounds that make up the words contributes to the

spontaneous approach of the child to writing. When he finds a way to graph a sound

and recognize the normal spelling, he can, autonomously, write other words. It is

worth mentioning that the language of a child is consolidated up to five years of age,

so teachers must respect this process. It is important that the child manipulates the

sound of the phoneme and not the name of the letter, because the latter can cause

confusion in the writing (Jones, 1989, 101).

According to Vygotsky (1989):

The acquisition and improvement of the child's mother tongue helps him to learn the

English language because it does not interfere in this process. When the two

languages have affective, cultural and social values, the children build their learning

and develop comprehension skills in the daily life of the classroom, where they

interact and exchange experiences and judgments. The determination of cognitive

development, according to this author, comes from the relationship between the

student and his thinking (p. 89).

In this regard, Alcón (2002):

Argues that the development of the first methodologies for the teaching of a second

language was not in charge of pedagogues, but of intellectuals, diplomats or

adventurers with extensive experiential and cultural background, whose interest in

the acquisition of other languages arose from coexistence in different communities

(p. 67).

There are a lot references one person is very important like alcon he advise us that

teaching shows realtion between tradition and conversation and all must start with a global

39

knowledge one of the important in alcon is that teaching is not static everything change

joining tradition with modernity.

In this sense, we recommend knowing the methods of analysis applied to phonology,

morphology, syntax and semantics to guide our practice according to the needs and desires

of our students.

4.2 Strategies for the teaching of phonetics

Matute (2005) mentioned that the pronunciation teaching can also benefit from another

series of procedures, in my opinion, very effective to achieve immediate improvements.

Yúfera (as cited in Matute, 2005):

Related the reeducation logopedic and the teaching of second languages, in the sense

that both disciplines are concerned with intervening in the acquisition and

development of language. We can benefit from the techniques of this discipline,

taking into account that foreign language learners are in a linguistic development

process with inherent articulation difficulties (p.44).

Speakers of foreign languages show phonetic-phonological problems similar to those

aroused by dyslalia of a functional nature, by which some sounds are omitted, replaced by

others or distorted. This speech pathology usually derives from problems in auditory

discrimination, as indicated for non-native speakers.

However, we cannot lose sight of the differences between the subjects who treat the

speech therapists, usually children, and the non-native adult speakers. Likewise, the fact

that the articulatory base is another requires adapting the techniques. Some of them are

also used in a verb-tonal method (Poch, 1999).

In speech therapy, sounds are presented with a contextual progression. After the

isolated and direct practice one works in a directed way from the syllable to the text, and

40

finally to the spontaneous speech. It is important to present very clear instructions,

diversity of contexts and examples, and reinforce appropriate responses.

It is convenient that the position of the articulatory organs be adequately visualized

by the apprentice, with mirrors if possible, and for this reason no recordings are used. Note

that the graphic representation is absent in this first stage, and this facilitates the graph-

sound disconnection. The procedures are shown, they are practiced and the apprentices

feel able to articulate the sound object of practice. This experimental process, it is well

known, favors the assimilation of new knowledge to a greater extent than reading or

hearing.

The similes are abundant and practical to visualize the articulation of certain sounds.

For the pronunciation of the vowel / a / it is recommended to imagine that an egg is held

with the lips, or for the / i / it is recommended to smile while pronouncing. The consonants

are practiced using techniques such as observing and practicing the movement of the

tongue, contextualizing with similar sounds the consonants of difficult pronunciation

(ticili> tidili, diriri> diri> say> iré), or maintaining the point of articulation of an easy

consonant to pronounce to try to pronounce another more difficult with another mode of

articulation (eg, the palatals [t]).

The speech therapists agree with some students of the phonetics in the teaching of

ELE when they recommend opening the mouth markedly when speaking, accentuate

the movement of the lips and advance the tongue, finish diction of the vowels

abruptly, maintain the tension of some sounds, etc. (Navarro, 1999, p.85).

Very remarkable is that Navarro already proposed this type of techniques, p. eg,

“pronounce without moving the lips, or to pronounce the [| 3] mimic the gesture of turning

off a candle or cooling a hot drink. For / x /, imitate the sound when gargling or clearing

the throat”. For the practice of vibrant consonants, the tongue must be speeded up and the

41

muscle tone regulated. According to Navarro, the tongue hits the alveoli when articulating

the vibrant multiple as the edge of a flag flutters in a windy day, while Serradilla resembles

the noise of an engine.

“The consonant clusters with / r /, finally, are practiced by entering an auxiliary

vowel, p. ex. three> trees” (Navarro, 1999, p 116).

The manual of Moreno (2000) referred to articulation techniques based also on

contrastive phonetics. He said: “In my classes to English speakers, I propose to start from

sequences of the Ll to get to those of the L2, for example, with the vibrant ones in threw>

therew> erew> ere> erre” (p.78). The assimilation of new sounds and the creation of new

habits can be strengthened with playful activities, with which anxiety is attenuated.

Cassany, Luna & Sanz (1998) expressed:

That music is an unparalleled resource because it allows the ear to be accustomed to

rhythm, and rhyme favors discrimination and memorization. of sounds. Some

revised ELE manuals include word games such as the hangman, letter soups, tongue

twisters, memory-based games, riddles, etc. In short, these are activities that adult

students perceive as entertaining and, at the same time, useful. As for the syllabic

structure and the union of words, you can practice writing together those of a

sentence. Next, the syllables are separated rhythmically, with hand movements or

beats of voice (p.409).

The intonation can be practiced with dialogues making variations on the feelings of

the speakers. Imitation is usually an initial good practice, and, in my view, jokes are a

resource of great value in this section.7 Another important question is how to apply this

methodology. We have to adequately handle certain affective aspects that will undoubtedly

emerge in the process. The fear of failure and the sense of ridicule that arises in the oral

interaction are accentuated in a work of phonetic correction.

42

It should be noted, then, that non-native pronunciation is artificial by nature, and

ends up assimilating with practice. This must be totally independent of other contents,

creating a "laboratory" where all experiment is allowed, banishing shame and adding

distension, fun. Finally, we must consider when to put the exercises into practice if the

course is not specialized in these contents. It is important to integrate them, taking

advantage of, for example, misunderstandings due to comprehension or ad hoc articulation

problems: when a student does not pronounce correctly and is not understood in the class,

finish the exercise and open a space for practice. According to my point of view, it is very

useful to compare situations with the same techniques that natives use: "sorry, I do not

understand / how?", Repeating with strangeness, in a natural way.

4.3 The English language competences according to the National Curriculum

“The application of the communicative approach seeks to develop the following

competences” (Minedu, 2016, p.54):

4.3.1 Communicates orally in English as a foreign language.

It is defined as a dynamic interaction between one or more interlocutors to

communicate their ideas and emotions. It is an effective understanding and production

because it involves an active process of constructing the meaning of the different types of

texts that it expresses or listens to, in order to achieve its purposes. In this process, the

student puts into play skills, knowledge and attitudes from oral language and the world

around him.

This competence also implies the adequate use of different conversational

strategies considering the modes of courtesy according to the sociocultural context, how to

take the opportune turn, enrich and contribute to the topic of a conversation and maintain

the thematic thread in order to negotiate, persuade, cooperate, among others.

43

To build the meaning of oral texts, it is essential to assume orality as a social

activity where the student interacts with different groups or sociocultural communities. By

doing so, you have the possibility to use oral language creatively and responsibly, taking

into account the repercussions of what has been said. This competence involves the

combination of the following capabilities:

Table 10

Capabilities of the first competence Communicates orally in English as a foreign language

Obtains information from the texts he hears in English: it consists in recovering and extracting

explicit information expressed by the interlocutors.

Infers information from the text: the student constructs the meaning of the text by relating explicit

and implicit information to deduce new information or fill in the gaps in the oral text. From these

inferences, the student interprets the meaning of the text, the verbal, non-verbal and gestural

resources, the aesthetic use of language and the intentions of the interlocutors with whom it is

related in a specific sociocultural context.

Express orally various types of texts in English: consists of developing ideas adapting them to

the purpose, recipient, characteristics of the type of text, register and context, considering the rules

and modes of courtesy. Organize the information around a topic and use various cohesive resources

to relate the ideas of the oral text.

Reflect on the oral use of the foreign language: the processes of reflection and evaluation are

related because both suppose that the student distances himself from the oral texts in which he

participates. To do this, he compares and contrasts the formal and content aspects with his

experience, the context where he is and various sources of information. Likewise, it issues a

personal opinion on the formal aspects, the content, and the intentions of the interlocutors with

whom it interacts, in relation to the sociocultural context where they are located.

Interact with other people to exchange information in English: it involves participating in

conversations, discussions and debates, contributing relevant information to the topic.

Source: Own elaborated.

4.3.2 Read various types of texts written in English as a foreign language.

It is defined as a dynamic interaction between the reader, the text and the

sociocultural contexts that frame reading. It is a critical understanding because it involves

an active process of construction of the meaning of the different types of texts read through

processes of literal and inferential comprehension, interpretation and reflection. In such

processes, the student puts into play skills, knowledge and attitudes from his reading

44

experience and the world around him, becoming aware of the possibilities and limitations

offered by language, communication and meaning.

This competence also implies that the student is aware that reading texts fulfills

specific purposes, such as enjoying, solving a problem or a doubt, following instructions,

investigating, defending a position, among others. Also, the competence considers the

reading of different types of texts, that is, these texts belong to different genres, times and

authors, and are located in specific spaces and times. This textual diversity is presented in

different formats and supports, such as printed, digital and multimodal, each with its

characteristics and particularities.

In order to build the meaning of the texts they read, it is essential that the student

participate in social practices of reading in English that are presented in different groups or

sociocultural communities. By participating in such reading practices, the student

contributes to their integral development, as well as that of their own community, in

addition to knowing and interacting with sociocultural contexts different from their own.

This competence involves the combination of the following capabilities:

Table 11

Capabilities of the second competence Read various types of texts written in English as a foreign language

Obtains information from the written text: the student locates and selects explicit information

in written texts with a specific purpose.

Infers and interprets information from the text: the student constructs the meaning of the text.

To do this, it establishes relationships between the explicit and implicit information of the latter in

order to deduce new information or fill in the gaps of the written text. From these deductions, the

student interprets the relationship between the implicit information and the explicit information, as

well as the textual resources, to construct the global and profound meaning of the text, and explain

the purpose, the aesthetic use of the language, the intentions of the author, as well as the relationship

with the sociocultural context of the reader and the text.

Reflect and evaluate the form, content and context of the text: the processes of reflection and

evaluation are related because both suppose that the student distances himself from the written texts

located in different times and places, and that they are presented in different supports and formats.

To do this, it compares and contrasts formal and content aspects of the text with the experience, the

formal knowledge of the reader and various sources of information. It also issues a personal opinion

on formal, aesthetic aspects, content of the texts considering the effects they produce, the

relationship with other texts, and the sociocultural context of the text and the reader.

Source: Own elaborated.

45

4.3.3 Write various types of texts in English as a foreign language.

This competence is defined as the use of written language to construct meanings in

the text and communicate them to others. It is a reflective process because it involves the

adaptation and organization of the texts considering the contexts and the communicative

purpose, as well as the permanent revision of the written text in order to improve it.

The student brings into play different kinds of knowledge and resources from his

experience with written language and the world around him. He uses the alphabetic system

and a set of conventions of writing, as well as different strategies to broaden ideas,

emphasize or clarify meanings in the texts he writes. With this, he becomes aware of the

possibilities and limitations offered by language, communication and meaning. This is

crucial in an era dominated by new technologies that have transformed the nature of

written communication.

To construct the meaning of the texts he writes, it is essential to assume writing

as a social practice that allows participating in different groups or sociocultural

communities. In addition to participating in social life, this competence supposes other

purposes, such as the construction of knowledge or the aesthetic use of language. By

getting involved with writing, we offer the possibility of interacting with other people

using written language creatively and responsibly, taking into account its impact on others.

This competence involves the combination of the following capabilities:

46

Table 12

Capabilities of the third competition Write various types of texts in English as a foreign language

It adapts the text to the communicative situation: the student considers the purpose, addressee,

type of text, discursive genre and register that will be used when writing the texts, as well as the

sociocultural contexts that frame written communication.

Organizes and develops the ideas in a coherent and coherent way: the student organizes the ideas

logically around a topic, expanding and complementing them, establishing cohesion relations

between them and using a relevant vocabulary.

Uses conventions of written language in a relevant way: the student uses appropriate textual

resources to ensure clarity, the aesthetic use of language and the meaning of the written text.

Reflect and evaluate the form, content and context of the written text: the student distances

himself from the text he has written to permanently review the content, coherence, cohesion and

adaptation to the communicative situation in order to improve it. It also involves analyzing,

comparing and contrasting the characteristics of the uses of written language and its possibilities, as

well as its impact on other people or their relationship with other texts according to the sociocultural

context.

Source: Own elaborated.

47

Didactic application

Lesson plan

LESSON PLAN Nº1

I. GENERAL DATA:

1.1. DREL/ UGEL : Lima Provincias / Ugel N°15

1.2. RED : 6

1.3. GRADE/ SECTION : 2°

1.4. WEEKLY HOURS : 5 hours

1.5. DIRECTORA : Lucía Pando Carrión

1.6. SUBDIRECTORA : Mirtha Giles Camargo

1.7. TEACHER : Juan Pablo Matos

1.8. FOCUS : Intercultural, recognition of the value of diverse cultural

identities and relationships of belonging of students

1.9. DATE : 26 – 12 -2018

II. TITLE OF THE SESSION: Learning to pronounce the vowels of the English

language.

Purpose of the learning session: Identify the vowel sounds of the English language

through pronunciation exercises.

III. EXPECTED LEARNING:

Competence Capacity

Performance Contents

Evaluation

instrument

Evidences

Communicates

orally in

English as a

foreign

Reflect on

the oral use

of the

-Know the English

alphabet through an

image.

Vowel

sounds

Observation

sheet

48

IV. DIDACTIC SEQUENCE:

Moment Teaching strategies

Materials

and/ or

resources

Time

START

Organization and

recovery of

knowledge

Cognitive conflict

-The teacher enters the classroom and greets

the students by saying Good morning.

-The teacher remembers the norms of

coexistence. The teacher places a sheet of the

alphabet in English on the board and asks the

students if they know it, if it is the same or

similar to the alphabet in Spanish.

-The teacher explains that the alphabet is made

up of vowels and consonants.

Then he asks: How many consonants make up

the English alphabet? Leave students answer to

the end

Multimedia

Board

10 Minutes

language

foreign

language

Interact

with other

people to

exchange

information

in English.

-Use the articulatory

organs to produce

vowel sounds in

English.

-Organize a team to

practice and pronounce

vowel sounds

correctly.

-Cooperates, with his o

her classmates, in a

courteous and

empathetic manner,

providing adequate

information on the

subject.

Flash card

49

DEVELOPMENT

Construction of

previous

knowledge

(didactic).

Didactic contract

(formalization).

Application of

knowledge

(problematic and

didactic)

-Then, proceed to put a video of the English

alphabet where students perform

pronunciation exercises.

-Vocal sounds are emphasized and students

are explained that only the vocal group is

studied.

-Next, the teacher explains the class about

vowel sounds highlighting why pronunciation

is important and, through the images of the

articulatory organs, they will learn the proper

pronunciation of consonant and vowel

sounds.

-The teacher gives some students cards

showing the sounds of the front vowels.

Finally, the teacher delivers an evaluation

sheet where the students will indicate the

characteristics of vowel sounds.

Board

Multimedia

Markers

Laptop

Worksheets

30 Minutes

END

Metacognition

Application to

other sciences

(problematic)

Feedback

-The teacher asks metacognition questions to

check student learning.

Evaluation

-The students solve the evaluation sheet.

Homework

Students are asked to make a video where

they are practicing vowel sounds.

Metacognition

sheet

Cell phone or

tape recorder

5 Minutes

V. EVALUATION:

Evaluation

criteria Performanse Instrument

Know the English alphabet through an image.

Observation

sheet

50

VI. REFERENCES:

Lafuente, M., E. (2010). Fonética de la lengua inglesa. España: Universidad de Zaragoza.

Minedu (2010). Orientaciones para el trabajo pedagógico del área de inglés. Lima.

Minedu.

Minedu (2016). Currículo Nacional. Lima: Ugel 15 Huarochirí.

Reflect on the oral

use of the foreign

language

Interact with other

people to exchange

information in

English.

Use the articulatory organs to produce vowel sounds in

English.

Cooperates, in their interactions, in a courteous and

empathetic manner, providing adequate information on the

subject.

51

Observation sheet

Observation sheet

Grade: 2º

Topic: Learning to pronounce the english vowels

Date: 26/12/18

Teacher: Juan Pablo Matos

English area

Com

munic

ates

ora

lly i

n E

ngli

sh a

s a

fore

ign

languag

e

K

now

the

Engli

sh a

lphab

et t

hro

ugh a

n i

mag

e

Use

the

arti

cula

tory

org

ans

to p

roduce

vow

el s

ounds

in E

ngli

sh

It i

s org

aniz

ed a

s a

team

wit

h y

our

clas

smat

es t

o

pra

ctic

e an

d p

ronounce

vow

el s

ounds

corr

ectl

y.

.C

ooper

ates

, in

thei

r in

tera

ctio

ns,

in a

court

eous

and

empat

het

ic m

anner

, pro

vid

ing a

deq

uat

e in

form

atio

n

on t

he

subje

ct.

TO

TA

L

(20 p

ts.)

N°

Ord.

SURNAMES AND

NAMES

(0-5Pts.)

(0-5Pts.)

(0-5Pts.)

(0-5Pts.)

20

Pts

1 Bejarano, Ximena

2 Huaynate, Samir

3 Cabrera, Pamela

4 Vidal, Fabiana

5 Malpartida, Carlos

6 Olortegui, Sebastián

52

7 Solis, Logan

8 Vidal, Fabiana

9 Zamudio, Brandy

10 Zapata, Julio

53

Synthesis

Phonetics is responsible for the study of the correct pronunciation of sounds, while

phonology is based on the study of phonemes and variations of sounds. Pronunciation

includes the segmental characteristics of speech production or phonemes that can be

considered as the individual sounds of a language that differentiate one word from another.

It also includes suprasegmental characteristics such as accent, intonation and how sounds

change in connected speech.

In learning a foreign language, people not only need to know how to properly

produce phonemes and segmentary elements, but they must also master the

suprasegmental characteristics to achieve effective oral communication. The incorrect

pronunciation of a word can generate confusion in the understanding of the message.

Narrow transcription includes plenty of information about articulatory and

auditory features and to reflect this information the International Phonetic Alphabet (AFI)

is used, which contains a large number of diacritic symbols and signs. The phonological or

broad transcription (Broad transcription) makes use of only 44 symbols, equivalent to as

many phonemes (24 phonemes, 12 vowels and 8 diphthongs), that is, there is a symbol to

represent each phoneme.

Students of English as a second language ignore that there are many varieties of

the English language and that these have notable discrepancies in the pronunciation of

words. These varieties are called accents and are related to the geographic, social and / or

educational background of each speaker. The accent or standard of pronunciation most

prestigious and accepted worldwide is the so-called English R.P. (Received

Pronunciation).

For the production of articulated sound, the following organs intervene:

Infraglottic cavities: lungs, bronchi, trachea; laryngeal cavity: the vocal cords; and the

54

supraglottic cavities each sound acquires the acoustic properties that characterize it, these

cavities are 4: pharynx, oral cavity, nasal cavity, labial cavity.

The phonetic sound reach all the parts of articulation and organs. The vibrate

sound make sound and the deaf sound is voiceless. In both are very important the manage

and use of the air, we must not forget that there are a lot of types of sounds consonants

Velar, palatal, palata-alveolar, post-alveolar, alveolar, dental, labial-dental,

bilabial; way of articulation: the consonantal phonemes also acquire their distinctive value

to the form or way in which they are articulated and can be classified according to this

criterion in the following way: Occlusive, fricative, affricate, lateral, approximate.

The English vowels, unlike the Spanish ones, can be divided into two groups

independently of the context in which they appear: long and short vowels. Vocal length or

quantity is one of the distinctive features of vowels and therefore long vowels are

phonetically represented followed by a colon (:).

Diphthongs are sequences formed by two vowel elements in which a very rapid

articulatory movement occurs from the first to the second element. In addition to the 12

vowel phonemes considered as pure, there are 8 phonemes in which there is a change in

the quality of the vowel. In these phonemes, known as diphthongs, there is a displacement

of the tongue from the initial position to the final position, for example: / aI /.

The Phonetics academic discipline has much to contribute to the teaching of

pronunciation, but only if we understand that the purposes of the phoneticians and teachers

are not always the same. To teach students to pronounce, we must take our initiative of

articulatory phonetics instead of acoustics. If we do, we can get some ideas that are very

useful for students. In teaching, however, it is not enough to understand the subject;

Understanding the learner and how learning is carried out is also essential. This means we

55

must apply proposed theories that go from the motivation of the student to the strategy of

the teacher.

The current National Curriculum proposes to develop three competences in the

teaching of the foreign language: Communicates orally, read various types of texts and

write various types of texts in Spanish as a foreign language. To achieve the first

competence it is essential to teach our students how to pronounce English vowels and

diphtongs correctly.

56

Conclusions

1. Students who are learning a foreign language should know the differences between

phonetics and phonology: phonetics is responsible for the study of the correct

pronunciation of sounds, while phonology is based on the study of phonemes and

variations of the sounds.

2. The teaching of pronunciation has gained momentum, the continuous emphasis on the

communicative aspect of language teaching and teachers have sought new ways to

incorporate pronunciation with other language skills, as it has always been a problem for

teachers and students. This has resulted in the pronunciation being mainly linked to

speaking and listening. Therefore, the role of phonetics and phonology in the teaching of

pronunciation should not be denied, since the more they know the rules and the

fundamentals of these branches of study, they will realize the native pronunciation.

3. The study of sounds is approached from the vowels, diphthongs and consonants.

4. Three cavities are involved in the production of sounds and they are: Infraglottic

cavities: lungs, bronchi, trachea; laryngeal cavity: the vocal cords; and the supraglottic

cavities, these cavities are 4: pharynx, oral cavity, nasal cavity, labial cavity.

5. The Ministry of Education has proposed the development of three competences in the

teaching of English as speaking, reading and writing in the foreign language and seeks to

integrate the Peruvian student to the demands of globalization and the labor and

intercultural world. That is why teachers of English should master the disciplines of

phonethics and phonology.

57

Critical appraisal and suggestions

The study of the sounds that occur when pronouncing consonants and vowels must be

done taking into account the differences between phonetics and phonology.

People who want to learn a foreign language like English, not only have to study the basic,

intermediate and advanced levels as is usually taught, but they must also take the phonics

and phonology course in English to enrich and pronounce consonants correctly, vowels

and diphthongs.

Teachers should inculcate in their students good pronunciation exercises by

recording their voice to correct their mistakes.

The teaching of phonetics and phonology has gained importance due to

globalization. As many students want to get international scholarships to study overseas, it

is imperative for them to improve their pronuntation. By doing so they will be able to

study in prestigious universities where all the courses are delivered in English.

58

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62

Appendices

Appendix A: The Human Vocal Tract

Source: http://athena.ecs.csus.edu/~changw/Sounds/SpeechSynth/acoustics.html

63

Appendix B: Vowel quadrilateral

Source: https://english.stackexchange.com/questions/441628/difference-between-%C3%A6-and-%C9%9B.

64

Appenndix C: The alphabet phonetics symbols

Consonants Sounds: Plosives

Consonants Sounds: Affricates

Consonants Sounds: Nasals

65

Consonants Sounds: Fricatives

Consonants Sounds: Approximants

66

Diphthong Vowels

Long Vowels

67

Short Vowels