1. NADYA RUTHERFORD

2. Building AWARENESS and CONCERN about pronunciation

3. » “The (pronunciation) learning process can be facilitated […] if the learner is aware of exactly what is involved.”

4. `The knowledge that something exists, or understanding of a situation or subject at the present time based on information or experience´. Cambridge dictionary

5. -`a feeling of worry about something´. -`something that involves or affects you or is important to you´. Cambridge dictionary

6. BASIC AWARENESS + CONCERN (word stress, rythm, sentence stress, weak forms and intonation) = PRONUNCIATION IMPROVES

7. Important for: » Communication with native speakers » Listening to stress patterns Suggested activities: » Using names of class members. e.g.: Sebastian - Sebastián » Using place names or names of well-known people e.g.: Oxford – Oxford Madonna - Madonna O 0 » Follow up activity: random words

8. » Characterized by the alternation of strong and weak syllables. » Product of word stress. Suggested activities: » Using metrical activities: rhymes, verse, limericks, games. » Follow-up activities: -rhythmic fill-in-the-blank exercise -complete the sentence appropiately

9. Important to: » Give information about the important words when speaking. » Focus on the stream of speech when listening. Suggested activities: » Sending a telegram » Newspaper headlines Activities related to shifting stress: » For beginners: ask and answer » “New words and old words”

10. There are a lot of weak forms, but it is a good idea to choose only one or two of them. Suggested activities: » Chant: “The house that Jack built”. » Weak “and”: chain sentence. » Weak “of”: search out phrases.

11. `It refers simply to the variations in the pitch of a speaker’s voice used to convey or alter meaning´ Peter Roach´s glossary. Pitch: `[…] a regularly vibrating sound such as a note played on a musical instrument.´ Peter Roach´s glossary. Suggestes activities: » Comparative activities: English and their own language » Using fillers: `uh huh´, `um´, `er´, `oh´, `ah´. » Using games: `Getting warmer´. `Wild guess´. » Using drama: `Matching interpretations´.