Presentation on theme: "The physicality of sounds and the phonemic chart Laila Khairat Gomez."— Presentation transcript:
The physicality of sounds and the phonemic chart Laila Khairat Gomez
How I got here… Za ais criiim lory stop-t
Next …. Phonetics???? Phonology??? too theoretical Phonemic script???
TEFL training and the magical world of drilling Purpose Types When to drill Anticipating problems
The beat box apporoach Kick drum Pb Snare Ka High hat Ts Why might this not work???? It sounds like….
One more step…
Physicality of sounds Why can’t they reproduce what they hear? The internal loop vs the muscular grip How can we help? Awarness of : 1.Lips 2.Teeth 3.Tongue 4.Jaw 5.Voice /air flow
The phonemic chart as a tool Layout of the chart How to introduce it How to use it in the classroom The big picture
American Pronunciation Why might this be confusing?
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
How to use it in the classroom Once presented Integration Basic rule: The person at the chart only points Various levels: 1.Individual sounds 2.Words in isolation 3.Connected speech
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
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
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
The big picture The chart and phonemic script Experiential and logical Regardless the level Highly engaging Relationship between Listening and Speaking
Roger Hunt’s ten top tips (IH Conference Feb 2015) 1.Devote time 2.Accept that a lot of pron work is a way to help with listening skills 3.Aim for comfortable intelligibility (ELF ? RP?) 4.Teach dictionary skills 5.Give pron homework 6.Get your students to record themselves 7.Use phonemic script all the time 8.Give transcripts for pron work after listening comprehension 9.Give transcripts for pron work before listening comprehension 10.Get your students to transcribe listening texts.
Where I am now… The full story on Adrian Underhill’s blog: adrianpronchart.wordpress.com
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)