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The physicality of sounds and the phonemic chart

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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:

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

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