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Interview

This document provides information on individual sounds, linking, spellings, intonation, stress, and tips for teaching pronunciation. It includes: 1. A discussion of important individual sounds like shwa and lists activities for teaching monophthongs and diphthongs. 2. Examples of linking sounds between words like consonant-vowel linking and intrusion of /r/ sounds. Activities are suggested for teaching linking. 3. Mention of teaching spelling rules like magic E and the different spellings for voiced and unvoiced endings. 4. Suggestions for analyzing intonation in TV clips and locating stress patterns in words and sentences. 5. Tips

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17 views3 pages

Interview

This document provides information on individual sounds, linking, spellings, intonation, stress, and tips for teaching pronunciation. It includes: 1. A discussion of important individual sounds like shwa and lists activities for teaching monophthongs and diphthongs. 2. Examples of linking sounds between words like consonant-vowel linking and intrusion of /r/ sounds. Activities are suggested for teaching linking. 3. Mention of teaching spelling rules like magic E and the different spellings for voiced and unvoiced endings. 4. Suggestions for analyzing intonation in TV clips and locating stress patterns in words and sentences. 5. Tips

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accounts1
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© © All Rights Reserved
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INDIVIDUAL SOUNDS

Most important is shwa.

I did a good deed (ship or sheep book)


1. Phonetic Chart ABC – monothongs Card Game
2. T-SS discuss layout
3. Sort word cutouts game monothongs. Think of two more words for each category
4. Analyse sentences in pairs identifying monothongs (give 2 different sheets, then pairs discuss
with pairs. Group FB on board, elicit answers.)
5. How to look up a word and read.
6. Diphthong Face
7. Voiced and unvoices sounds (hold the throat)

LINKING
when we write, there are spaces, those spaces are not there.
when the words bump, the sounds are affected

1. /t/ and /d/ disappear between consonants


elision of /t/ if inbetween two consonant sounds (i can't do that, Im the first person here, i don't
assimilation of /t/ and /p/
and as an unstressed conjunction - don't pronoune d, and a becomes schwa (fish n chips)
/d/ between two consonants often no pronounced.(I peeled my finger)
2. Consonant sounds can link with vowel sounds
consonant - vowel linking
3. Certain vowel sounds can link with other vowel sounds by adding sounds
intrusion of /r/ between /or/ and /schwa/ (I saw a good film last night, Can you draw a circle?)
u: to vowel sound = linking w (what do i do?)
linkin /j/ - /ai/, /i:/ /ei/, or, to vowel (now you see (j) it)
4. Two consonant sounds can join together, or twin
twinning of two /s/ - becomes one long s (He's sitting over there)
5. Some sounds can change completely
/t/ + /j/ = ch (nice to meet you
/n/ or /nd/ followed by /p/ /b/ /w/ /m/ turns into /m/ (greenpark) (It was handmade)
dj sound when first word ends in d, and seconf begins with /j/ (could you, would you, should you)
want it)
have to - haaft
6. Unstressed grammar words are often weak
when auxiliary can is not stressed, pronounced kn.
schwa in unstressed a and of (articles and prepositions)
was and were
auxiliary 'have' contracted after a consonant sound, av (I should've read the instructions)
Most important is schwa

difference pronunciation of the depending on whether followed by a consonent or a vowel.


linking /r/ - /r/ added when last word ends in r, and next word begins with vowel sound
/d/ to /k/ or /g/ sounds /g/ (Good girl)
plosive (d, t, b, p, k, g) before a consonant not fully pronounced as release of blocked air not heard (i
hurt my finger)
auziliary been unstressed becomes bin (i've bin to london)
/s/ to /j/ or /sh/ can change to sh (It's just yoghurt)
Assimilation of /t/ followed by /k/ (credit card, it’s not a shortcut)
h is pronounced when at beginning of sentence/clause, but not in the middle of sentence/clause and
after a consonant (I'll give him a ring)
assimilation of vowel + /d/ and /b/ (speed boat -> speebboat)
twinning of /t/ (it takes two)

1. Linking – consonant to vowel – discuss, group fb on board, come and draw links and say
sentence. Then everyone say all together after me.
2. Give sheet of text – draw links and intrusions
3.

SPELLINGS
1. Sounds of endings for ed (baked <unvoiced>, boiled <voiced>, roasted < t or d> etc) –
cuttings
2. Spelling rules like magic E

INTONATION

1. Analysis of TV clip (like friends/big bang theory) with intonation sheet. Start of together and
locate category. Try.

STRESS
1. How to mark word and sentence stress.

TIPS

1. Tims Workshop Videos


2. Pronunciation book
3. Ship or Sheep
Give practical examples of how to insert pronunciation into activities. Example context of food.
Integrating
1. Short bursts – can be exhausting
2. One concept per lesson (can introduce to teachers on of each section – phonemes, intonation,
connected speech)
3. Integrating that concept (e.g. baked)
4. Making it fun – opening or ending with a game
5. Re-iterating concepts at end of lesson, with error correction.

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