PRONUNCIATION PRACTICE  40-minute expositions  20 minutes to show your research and provide examples using PPT, PREZI presentations, Youtube videos, photocopied material, summaries…  Expositions must be carried out by the members of each group, although they may use videos just to reinforce their work.  20 minutes to let us practice and enjoy with oral & listening activities PHONETICS 1

PROJECT 1.- Introduction to the phonemic symbols PROJECT 2.- Consonant sounds PROJECT 3.- Vowel sounds PROJECT 4.- Word stress and Intonation. Falling and rising tones PROJECT 5.- English accents PHONETICS 2

PROJECT 1: Introduction to the phonemic symbols 1.- Introducing the chart with all the phonemes PHONETICS 3

2.- You should have asked your partners to bring their dictionaries to class for the day of your performance in order to be familiar with the alphabet spelling and phonemic symbols by getting some practice. for the day of your performance in order to be familiar with the alphabet spelling and phonemic symbols by getting some practice. PHONETICS 4

3.- Explaining the symbols one may find when looking into the dictionary (apostrophy in the syllable with main stress, /:/ for long vowel sound…) PHONETICS 5

4.- Having a look at the main difficulties people with different mother tongues may have when using the English language. Try to present some examples by either looking for videos: PHONETICS 6

or listening activities (the one below is from “Advanced English Pronunciation in Use): PHONETICS 7

PROJECT 2: Consonant Sounds 1.- Showing the individual consonant phonemes PHONETICS 8

2.- Explaining the differences between similar sounds 3.- Presenting activities to practice the theory 3.- Presenting activities to practice the theory PHONETICS 9

3.- Presenting activities to practice the theory PHONETICS 10

PROJECT 3: Vowel Sounds 1.- Helping Students to move through the vowel symbols PHONETICS 11

2.- Providing interesting and visual Diphtongs examples 3.- Let us play after revising our feedback PHONETICS 12

Word stress and Intonation. Falling and rising tones PROJECT 4: Word stress and Intonation. Falling and rising tones 1.- Searching original activities in order to talk about the prominent syllables in each word PHONETICS 13

2.- Emphatic stress or rhythm in sentences. Tecniques used when we want to give more importance or emphasis to a certain word in our speech Example: This is MY seat PHONETICS 14

3.- Choosing the correct Tone. If our voice goes up or down implies a difference in meaning: A.- Idiomatic expressions You´ll be lucky! You´ll be lucky! You must be joking! You must be joking! B.- Tones in asking for information Interviewer: What´s your job? Peter: I´m a boxer Interviewer: You´re a boxer PHONETICS 15

C.- Agreeing and disagreeing. Question Tags * Golf is so boring, isn’t it? (we are giving our opinion and we are sure it won´t upset the listener) (we are giving our opinion and we are sure it won´t upset the listener) * You like chess, don’t you? (we are not sure, we are just guessing but not willing to upset (we are not sure, we are just guessing but not willing to upset the other person) the other person) D.- High tones D.- High tones * That’s brilliant! PHONETICS 16

PROJECT 4: English Accents 1.- Provinding students with some geographical practice so as to be able to get some knowledge regarding the different countries where English is spoken. Focusing on the parts of Great Britain: Wales, Scotland, Ireland… ) 2.- Learning about the peculiarities of the English language spoken in:  Northern England  Scotland  Wales  Northern Ireland  London  South Africa  Canada  Australia  … PHONETICS 17

3.- Explaining examples in detail PHONETICS 18