TEACHING PRONUNCIATION/ˈtiːtʃɪŋ prəˌnənsɪˈeɪʃ(ə)n/

2nd Alumni, CTJ and IBEUTEFL Conference

Brasilia – July 2013CLAUDIO FLEURYPATRICIA FLEURY

/ˈwaɪ ɑ:r juː ˈhɪr?/

• You believe in the importance of good pronunciation;

• You believe it’s possible to improve it;

• You’d like some ideas on how to help your students with their pronunciation.

Why are you here?

/ˈwaɪ ˈwɜːk ˈwɪð prəˌnənsiːˈeɪʃən?/

Why work with pronunciation?

/ˈwaɪ ˈwɜːk ˈwɪð prəˌnənsiːˈeɪʃən?/

• Our students need to be intelligible;

• Working on pronunciation implies working with improving listening skills;

• Communicating becomes more effective.

Why work with pronunciation?

/fəˈnetɪk ˈsɪmbl= z/PHONETIC SYMBOLS

• There are more sounds than letters in the English language;

• There’s a bad correspondence between spelling and sound;

/fəˈnetɪk ˈsɪmbl= z/PHONETIC SYMBOLS

• Teachers can help students visualize the difference between what they are saying and what they should be saying (WYSIWYG!)

• Knowing phonetic symbols allows students to become more independent (eg; student can look up new words in the dictionary);

PHONETIC SYMBOLS

/fəˈnetɪk ˈsɪmbl= z/

CONSONANTS

/ˈkɒnsənənts/

• / ʃ /, / tʃ /, / ʒ /, / dʒ /

• / s / and / z /• -s endings• -ed endings• /w/ and /j/

/ˈprɒbləmz wɪð ˈkɒnsənənts/

• / θ / and / ð /• / m /, / n /, /

ŋ /• / r / and / h /• final / l /

/ θ / and / ð /SUBSTITUTIONS

initial / s / x / θ / initial / t / x / θ / initial / f / x / θ /sank thank tree three fought thoughtsink think tick thick fret threatsin thin true through free three

final / s / x / θ / final / t / x / θ / fianl / f / x / θ /mass math tent tenth oaf oathpass path Matt math deaf death

mouse mouth boot booth miff myth

/ d / x / ð / day they

dough thoughdoze thosedare there

The thirty-three thieves thought that they thrilled the throne throughout Thursday.

Thirty-three thirsty, thundering thoroughbreds thumped Mr. Thurber.

There those thousand thinkers were thinking where did those other three thieves go through.

Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006

/ m / x / n / cam can

same sanebeam beanskim skin

/ n / x / ŋ / sin sing

thin thingbanned banged

ran rang

/ m /, / n /, / ŋ /

/ m /home gumroom fromsome creamlamb autumn

/ n / fine manfin friend

pain oneplane seven

/ ŋ / king bangrang wing

young tangsong wrong

How can a clam cram in a clean cream can?

/ r / and / h /

/ r / x / h / rose hose

rabbit habitrare hairhate rate

runny honeyrope hoperut hutrug hug

1. Look! There’s a hat / rat under the bed.2. Hide / Ride the bicycle.3. How do you know your height / you’re

right?4. Can you smell that old hose / rose?5. This is a hound / round dog.

Roberta ran rings around the Roman ruins.

final / l /

final / l / so soul

bow bowlmow molecoat coltroad rolledgo goal

sewed soldcode cold

1. / skuːl /2. / ˈdʒuːəl /3. / tʃaɪld /4. / ˈlɔɪəl /5. / smɔːl /6. / ˈniːd(ə)l /7. / ˈhɒspɪt(ə)l /

8. / hoʊl /

a. a place where you studyb. a precious stonec. not an adultd. used to describe a doge. not bigf. you use it to sewg. the place where you go

when you’re sickh. complete

/ ʃ / and / tʃ /initial / t / x / tʃ /

two chewtease cheese

tip chiptin chin

tear cheertick chick

final / t / x / tʃ / art arch

beet beachcat catcheat each

Pete peachbent bench

If Stu chews shoes, should Stu choose the shoes he chews?

Out in the pasture the nature watcher watches the catcher, while

the catcher watches the pitcher who pitches the balls. The pitcher

pitches, the catcher catches and the watcher watches.

/ ʃ / x / tʃ / share chairshore choreshin chinshop chopwish whichcash catch

/ ʒ / and / dʒ /

/ d / x / dʒ / D G

dean Jeandeep jeepdig jigdim gymaid agebad badge

/ ʒ /genre Asiacasual usually

television beigegarage measurevision Parisian

treasure Indonesia

Did Doug dig Dick's garden or did Dick dig Doug's garden?

Jeff enjoys orange juice and jam.

Bungee jumping in January.

/ t / and / tʃ /

Ima

ge:

Go

doy,

Son

ia e

t al

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TE

AC

HIN

G P

RO

NU

NC

IAT

ION

FO

R

BR

AZ

ILIA

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2006

/ ʃ / and / tʃ /

Image: Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006

/ s / and / z // s / x / z /ice eyes

spice spiesloss laws

price prizeface phase

loose loseonce onesrace raiseMiss Ms.niece knees

1. Could you tell me what the price / prize is?

2. This is the first face / phase we’ve discussed.

3. Can you race / raise your brother?

4. Everyone could see the ice / eyes.

5. I want to get those once / ones./ s / x / z /

abuse to abuseuse to use

excuse to excusehouse to houseclose to close

final -s

final -ed

final -s

SUPER ZEBRA – Shout SUPER if the final sound of the (plural of the) words is /s/; shout ZEBRA if the final sound is /z/

DOWNPOUR RESERVATION PAYMENTSYMPTOM HEIGHTS STATISTICSMUSICIAN CASINO KEY

 Raise the correct pronunciation symbol according to the 3rd person singular ending sound.

APPOINT ARRANGE BURYCATCH HATE NEEDPICK RAISE ROBTALK WAVE WATCH

/ s // z // Iz /

-ed endings

TELL THE STORY

Cinderella The Three Little Pigs Snow White and the Seven Dwarfs

die construct lookraise want ask

invite huff clean

prohibit puff work

appear destroy discover

dance climb offer

escape place faint

live play marry

/ d // t /

/ Id /

/ w / and / j /

/ˈwəns ˈjuː pərˈsweɪd ˌjʊrəˈpiːən ˈwʊmən tə ˈwer ˈsəm(p)θɪŋ ðə ˈrest əv ðə ˈwərld wəl ˈfɑloʊ/

/ y / x nonepure pooruse oozeyear earyeast eastknew gnuHugh who

ya-ye-yearyield yikes

yippie* yipYiddish yearbook

/j/ x nonenew studentduty consum

enthusiasm

/w/would wood

one oncewoman wolfwomb wool

Yanking yellow yo-yos.*Youth International Party

VOWELS

/ ˈvaʊəlz /

• /u:/ and /ʊ/• // and /3r/• /e / I and

/ / ou

/ ˈprɒbləmz wɪð ˈvaʊəlz /

• /ə/• /i:/ and /ɪ/• /æ/ and /e/

the Schwa / ə /

http://bbc.in/TcYysY

/ i: / and / ɪ /

The short / I / is more similar to “ê” than to “i” in Portuguese.

/i:/ English/i/ Portuguese/I/ Englishê Portuguese

/i:/ and /I/beat bit

cheap chipsteal stilleat itpeak pickheel hillfeet fit

least list

http://bit.ly/TcZsp6

parts of the body

/fɪŋgər/ /niː//rɪst/ /fiːt//ɪr/ /hɪp//ʃɪn/ /hiːl//tʃiːk/ /lɪp/tiːθ/ /tʃɪn

/ æ / and / e /

/i:/ /ɪ/ /e/ /æ /beat bit bet batbead bid bed baddeed did dead dadkeen kin Ken can

/æ/sad fatman lackblack ratchat bad

http://bit.ly/Td5p5uhttp://bit.ly/Td5xCd

Open your mouth to say a but say é

/æ / long /e/ shorttan tenpan penbad bedsand sendman men

/ u: / and / ʊ /

/u:/flew soupclue choosefruit juiceview university

The Portuguese “u” is similar to /u:/ in English, but not as long.

/u:/ /ʊ/pool pullfool fullsuit sootLuke look

who’d hood

human crooked furious

good lose woman

fuse hook student

tomb butcher wolf

/ ʌ / and / ɜ: /

/ ʌ /

country pronunciationwon love

brother tonguemother culture

/ ʌ / is the stressed Schwa

/ ɜ: /

circle workword birdworld firmsearch turn

mother tonguesome couragethe other firmSearch for the cup.There’s just enough blood.

girrrr – l worrrr – d worrr – l – d currr – lpearrrr – l – s

/ ʌ / + / r / = / ɜ: /

/ ei / and / oʊ /

Portuguese English

Roma Romeomite omit

filé filetbalé ballet

the silent e rulea - /ei/ makee - /i:/ scenei - /ai/ like

o - /oʊ/ boneu - /ju:/ use

exceptions/ ɪ / - live – give – since/ ʌ / - come – done – love/ ɔ / - gone

double consonants

/ai/ /ɪ/ride ridden

write writtenbite bitten

cut cutehop hopemat matebit bite

pop Popesnack snake

the final y rule /ɪ/ /ei/ /oʊ/lazy nosynavy cozybaby ponycrazy rosy

BIBLIOGRAPHY

Godoy, Sonia et al. - TEACHING PRONUNCIATION FOR BRAZILIANS – DISAL, 2006

Kelly, Gerald - HOW TO TEACH PRONUNCIATION – Longman, 2004

Underhill, Adrian – SOUND FOUNDATIONS – Heinemann, 1994

Roach, Peter – ENGLISH PHONETICS AND PHONOLOGY – CUP, 1991

Orion, Gertrude – PRONOUNCING AMERICAN ENGLISH – Newbury House Publishers, 1987

TEACHING PRONUNCIATION

2nd Alumni, CTJ and IBEUTEFL Conference

Brasilia – July 2013@claudiofleury

PATRICIA FLEURY

/ˈtiːtʃɪŋ prəˌnənsɪˈeɪʃ(ə)n/

THANK YOUeflpresentations.pbworks.com