1. The physicality of sounds and the phonemic chart
Laila Khairat Gomez

2. How I got here…
Za ais criiim lory stop-t

3. Next …. Phonetics???? Phonology??? Phonemic script???
too theoretical 

4. TEFL training and the magical world of drilling
Purpose
Types
When to drill
Anticipating problems

5. Pb Why might this not work???? The beat box apporoach It sounds like….
High hat Ts
Kick drum Pb
Snare Ka
Why might this not work????
It sounds like….

6. One more step…

7. Physicality of sounds Why can’t they reproduce what they hear?
The internal loop vs the muscular grip
How can we help?
Awarness of :
Lips
Teeth
Tongue
Jaw
Voice /air flow

8. The phonemic chart as a tool
Layout of the chart
How to introduce it
How to use it in the classroom
The big picture

10. Why might this be confusing?
American Pronunciation

11. How to introduce the chart
There isn’t just one way to do it.
What works best for you?
Adrian Underhill’s workshop:
Individual sounds:
Monothongs  Dipthongs  Consonants
4 ways of giving models:
1) The repeated model
2) The single model
3) The internal imaging model
4) The non-verbal model
Other ideas:
Teach some sounds in isolation
Use an opportunistic approach
When teaching new vocabulary
When it comes up in the text book
Watch the video!!!
Introduction to Teaching Pronunciation Workshop
- Adrian Underhill

12. How to use it in the classroom
Once presented  Integration
Basic rule: The person at the chart only points
Various levels:
Individual sounds
Words in isolation
Connected speech

13. 1) Individual sounds
Learning new sounds and sequences / fine-tuning vs
Strengthen the link between aural perception and production
Work on areas of difficulty ( /t/ and /r/ )
Recognition and discrimination
Finding their own key words or reference concept for each sound
Use it for correction

14. 2) Words in isolation Breaking it down and putting it back together
Syllables and word stress
Presenting and recycling vocabulary
Keep record of vocabulary using phonemic script
Autonomy with dictionaries

15. 3) Connected speech
Linking sounds that join words together /w/ /r/ /j/
Isolating words from continous speech and reassemble for fluency practice
Focusing on changes and modifications of consonants
Reduction and assimilation (Prime Minister, a big cake, eggs and bacon, didn’t you? )
Stress, rhythm and intonation

17. The big picture The chart and phonemic script Experiential and logical
Regardless the level
Highly engaging
Relationship between Listening and Speaking

18. Roger Hunt’s ten top tips (IH Conference Feb 2015)
Devote time
Accept that a lot of pron work is a way to help with listening skills
Aim for comfortable intelligibility (ELF ? RP?)
Teach dictionary skills
Give pron homework
Get your students to record themselves
Use phonemic script all the time
Give transcripts for pron work after listening comprehension
Give transcripts for pron work before listening comprehension
Get your students to transcribe listening texts.

19. Where I am now… The full story on Adrian Underhill’s blog:
adrianpronchart.wordpress.com

20. Resources Mobile Apps: British Council - Sounds Right
MacMillan and Adrian Underhill’s The Pronunciation App
Online study and practice:
(videos)
(Am E)
(Am E)
(Br E)

21. Thank you for coming