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Pronunciation: Incorporating it into your lesson

Pronunciation: Incorporating it into your lesson . TEAM Workshop Teaching ESL for excellence 2 April 2011. Fluency: Linking of Consonant & Vowel Sounds. one evening  o neevening a serious accident  a seriou saccident the exact opposite  the exac topposite.

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Pronunciation: Incorporating it into your lesson

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  1. Pronunciation: Incorporating it into your lesson TEAM Workshop Teaching ESL for excellence 2 April 2011

  2. Fluency:Linking of Consonant & Vowel Sounds • one evening  o neevening • a serious accident  a seriousaccident • the exact opposite  the exactopposite

  3. Fluency:Linking between consonant sounds No break between the sounds • a warm breeze • I’ve seen it • starting tomorrow • stop now • heard tell • make bread /p/, /b/, /t/, /d/, /k/, /g/ +/p/, /b/, /t/, /d/, /k/, /g/ OR /m/, /n/ No air is released  smooth change to the second sound

  4. Fluency:Same consonant sounds • some milk • glorious sunshine • it’s half full One lengthened consonant sound is made

  5. Fluency:Vowel Sound + Vowel Sound • /u:/, /a℧/, /Ə ℧ / • /w/ • /i:/, /ei/, /ai/, /Ɔi/  /j/ • who is it? • go away • can you see it? • it’s completely empty /w/ /w/ /j/ /j/

  6. Fluency:Contracted forms • had, would  ‘d (It’d be wonderful.) • Is, had  ‘s (She’s left.) • Have  ‘ve (I could’ve gone.) • Are  ‘re (We’re winning.)

  7. Fluency:Ellipsis & ‘Near Ellipsis’ • I’m not sure.  Not sure. / ‘m not sure. • It’s really hot.  Really hot / ‘s really hot. • Is that Ken?  That Ken? / ‘s that Ken? • Have you seen my keys?  Seen my keys? / v’y seen my keys?

  8. Fluency:Leaving Out Consonant Sounds • an old car • I changed clothes • Can you find Mark? • ask him. • Did you meet her? • almost • already • a bottle of water • a waste of time

  9. Fluency:Words that lose a syllable • national • personal • government • vegetable • average • happening • considerable • history • carefully • family

  10. So… How can you incorporate and teach these aspects of pronunciation into your class?

  11. In class… • Choose one aspect of pronunciation (fluency, stress, intonation, weak forms, phrasing, etc) • Highlight as you teach dialogues/conversations • Students read a text/conversation and highlight themselves

  12. Highlight aspects of pronunciation related to fluency in this short dialogue A: What sort of car are you planning to buy? B: I was thinking of a buying second-hand car from this car yard. But because I don’t know anything about cars, I paid for the RACQ to inspect it. And they found all kinds of things wrong, so, of course, I did not buy it.

  13. Highlight aspects of pronunciation related to fluency in this short dialogue A:What_sortofcar are you planning_to buy? B: I was_thinking of buyingasecond-hand car from_this_car yard. But becauseI don’t know anythingabout cars, I paid_for the RACQ to inspectit. And they foundall kindsof things_wrong, so, of course, I didn’t buy it. /j/ /j/

  14. Examples taken from: English Pronunciation in Use: Advanced Martin Hewings Cambridge University Press, 2007.

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