pronunciation in use

If words containing /U/, they raise the card number 1, if words containing /u:/, they raise the card number 2... • If words containing /U/, they raise the card number 1, if words contain

Pronunciation in use

Ngo Quynh Hoa, M.A

AGENDA (periods 1-3)

• Possible Pronunciation Difficulties for

Vietnamese Speakers

• Importance of English Pronunciation Practice

• Introducing letters & sounds

• Introduction of IPA (vowels + consonants)

Pronounce the words & sentences

• Hi / help

• Pen / cat / dog / girl / two / boy

• Man / men; sit / seat; bed / bad

• Owl / cousin / yacht

• White / wine / wife / why / while

• Door / flood / boot

• Shoe shop / car door / record (n) / record (v)

• National / nationality / nationalization

• Would you like to drink tea with sugar or milk?

• Would you like to drink tea with sugar or milk?

Importance of EPP

1 First impressions

• Pronunciation = the first & most important thing that native speakers notice during a conversation

• Why do they think your English is good?

– Because of the difficult words we used? NO

– Because we used advanced grammar structures? NO

 It is your PRONUNCIATION.

Importance of EPP

2 Communication

• Knowing a lot of vocabulary, using perfect

grammar MEANS NOTHING if nobody can

understand you

• We can not use “simple pronunciation”.

• Bad English pronunciation may confuse people

• Good English pronunciation will

– make people understand u easily

– be willing to listen to you.

Vowels

• Short vowels: /I/, /Q/, /U/, /@/, /{/, /e/, /V/

• Long vowels: /i:/,/O:/,/u:/, /E:/, /A:/

• Diphthongs: /eI/, /OI/, /aI/, /I@/, /e@/, /@U/, /aU/, /U@/

Lesson 2

/I/ vs /i:/ and /e/ vs /{/

The organ of speech

Minimal pairs

/i:/ vs /I/

• Practice 1 (Ship or Sheep, p 9)

• Test (Ship or Sheep, p 10)

beginning interesting

How to spell /i:/

• This sound can be spelled in any of the following ways

How to spell /I/

• i bin, chip, hill, hit, inch, it, mitt, ship,

sit, slip, wind, bit, pit, river

• ui building

/i:/ vs /I/

1 Would you like coffee or tea?

2 Would you like coffee or milk or tea?

3 A cheese sandwich, Peter

4 It begins in six minutes

5 We’ll miss the beginning of the film

6 Please sit down

/e/ vs /{/

Ngo Quynh Hoa, MA.

/I/ vs /e/

/e/ vs /{/

– Mini test (p.13)

– Mini test (p.17)

• Work with a partner Take turn saying the following sentences Focus on the sound /e/

1 Hello, Eddie Have a cigarette

2 I went to American with my friend

3 I’ve spent everything for my holiday

4 Haven’t you got any money left?

• Work with a partner Take turn practicing the following conversation Use the place names below

Kent Venice Belgium Denmark

A: How did you spend your holiday?

B: I went to …………

A: Was it expensive?

B: Yes Very

• Work with a partner Take turn saying the

following sentences Focus on the sound /{/

1 That sad man with the camera is a hijacker

2 He’s wearing black slacks and a jacket

3 That fat lady with the big black handbag in

her left hand went into the lavatory

4 She’s travelling to Amsterdam

Practice

• Work in pairs Take turns practicing the

conversation below Use the pictures on the p.19

A: perhaps that passenger is a hijacker.B: Do you mean the man with the black slacks?

A: No The woman with the black handbag

• Work in pairs and practice the dialogues (p 14 and p.18)

• Card game (handouts)

/U/ vs /u:/

Ngo Quynh Hoa, M.A

1 Presenting the sounds

2 Practicing the sounds

3 Games

VOWEL DISCRIMINATION

Directions: Listen carefully to each pair of words

Are they the same or different? Circle your

How to pronounce /U/ & /u:/

Tongue High back Highest, back of the

tongue pushed up

Jaw

Slightly higher &

more centered than

/O:/

High, closed

Lips

Relaxed, slightly parted, weakly rounded

Closed & rounded,

as for whistling

How to spell /U/

How to spell /u:/

Card Game (1)

• Each student has 2 cards: card number 1 and card number 2

• The teacher reads the words The students

listen and decide the words containing /U/ (1)

or /u:/ (2) If words containing /U/, they raise the card number 1, if words containing /u:/, they raise the card number 2

CARD GAME (2)

• Look at the pictures

• Say what it is/ they are in the pictures

• Decide the words containing /U/ (1) or /u:/ (2)

• If words containing /U/, they raise the card

number 1, if words containing /u:/, they raise the card number 2

Bedroom (1)

Bookshelf (1)

Bull (1)

chewing gum (2)

cookery book (1)

Fruit (2)

Newspapers (2)

Shoes (2)

Soup (2)

Sugar (1)

Toothpaste (2)

Wool (1)

Wolf (1)

Foot (1)

Football (1)

Game 2: Pronunciation Journey

• At each the numbered junctions, there is a choice

of turning left or right.

• The teacher will read four words from the board, one word for each junction For each word, Sts

must turn left or right according to whether the word is from the left or the right hand list on the board.

• When the teacher has said the four words, sts

should then arrive at one of the destinations

along the top of the map For example:

men – place – thought – ship  Singapore

Game 3

• Divide the class into 2 groups

• Read the dialogue, in 2 minutes the students

in each group have to find out words

containing 2 sounds /U/ or /u:/

• Which group finds out more correct words is the winner

• Practice the dialogue

• Luke: Sue, you’re so stupid! You forgot your book

two times this week!

• Sue: Look who’s calling me stupid! You’re full of baloney, Luke! You should loosen up a little.

• Luke: Cool it, Sue Last week I took a look at your

notes You’d be a fool to continue in this class

• Sue: Is this assignment due today? I think I blew it.

• Luke: School could be a lot of fun if it weren’t so

full of fools like you!

• Luke: Sue, you’re so stupid! You forgot your book

two times this week!

• Sue: Look who’s calling me stupid! You’re

full of baloney, Luke! You should loosen up a little.

• Luke: Cool it, Sue Last week I took a look at your

notes You’d be a fool to continue in this class

• Sue: Is this assignment due today? I think I blew it.

• Luke: School could be a lot of fun if it weren’t so

full of fools like you!

Game 4: “I am going shopping”

• Students should sit in a circle.

• Each student has to repeat the phrase used the student before and then add one additional item containing either an /U/ or /u:/ sound Maybe they use the words

in the pictures in Game 1 For example:

• Student 1: “I am going shopping and I am going to buy some

shoes ”

• Student 2: “I am going shopping and I am going to buy

some shoes and some toothpaste.”

• The students who don’t pronounce correctly or have a memory breakdown will be out.

• The winner is the last.

bootsfruit juice

Ngô Quỳnh Hoa, MA.

How to pronounce

Practice 1

Diphthongs

HideVioletIslePintRice

OilBoilCoinJoyDestroyAnnoyPointJoyce NoiseSpoilt

CowBowBrowGrouseOuchTownLoungeShoutCouchOw!

PhoneBoneBoatWokeFloatBowlThrowJonesNoseGroan

/eI/ /aI/ /OI/ /aU/ /@U/

HideVioletIslePintRice

OilBoilCoinJoyDestroyAnnoyPointJoyce NoiseSpoilt

CowBowBrowGrouseOuchTownLoungeShoutCouchOw!

PhoneBoneBoatWokeFloatBowlThrowJonesNoseGroan

1 I’ll put my coat on and go out and make

a snowball and throw it at your nose.

2 Turn the couch upside-down Get it out

somehow We don’t want a mouse in

our home Ours is the cleanest house in the town!

3 The boy is very spoilt He destroyed the

toys and made annoying noise

4 I’m busy typing Talk to me another

time I have ninety-nine pages to type

by Friday.

Ending sounds

PRONUNCING CONSONANT

CLUSTERS

Consonant Clusters in English

• Consonant clusters are two or more

consonant sounds grouped together in a

word They are pronounced with no vowels between them

• Careful production of consonant clusters is necessary to convey your message correctly and to sound like a native speaker of English

Possible Pronunciation Problems

• might omit one of the consonant sounds in the cluster

• might insert a vowel sound between two of the consonants in the cluster

•  might confuse the listeners or they don’t understand you

Circle the correct cluster

PRONUCING PAST TENSE VERBS

RULES

/p/ /b/, /t/ /d/, /k/ /g/

Game: Peter went to Paris

1 Peter went to Paris, and he bought

a pipe.

2 Peter went to Paris, and he bought

a pipe and a picture.

3 Peter went to Paris, and he bought

a pipe, a picture, and a spoon.

Waited Painted Shouted Landed Departed Decided

j &ge

/ʤ/

gentle sausage sponge stage

gem gigantic jewels giant

giraffe jeans jaw jam

jacket jelly joyful jungle

gymnastics jellyfish magician bridge

January pyjamas fragile age

junk juice joke jiggle

judge sausage join jumper age jolly juggle changing baggage imagine dangerous bandage cabbage margarine sponge vegetable

The jumping frog jumped in the jungle.

Watch out for the dangerous orange

snake.

The fish is large but this snake is even

larger.

The log is like a bridge and it seems huge.

Change your direction Jim, Jack, and Joe.

The giant basket is actually cage full of

geese.

The judge liked fudge and he kept it

in the fridge.

chain charcoal checkers

Eat chocolate covered cherries.

Pack your lunchbox Maybe you’ll choose a cheese sandwich, cherries or a peach, and chips.

Taste “CH ” foods: cheese, cherry, chicken,

cheeseburger, chocolate, chili, chips, cheerios,

ketchup, enchilada, peach, chocolate chip, french

fries, sandwich, spinach.

Which ones can you chop? Which ones go crunch? Which ones are chewy?

Each day, every day Check the temperature and see

if it is chilly or warm.

Listen for the sound that ch makes Where do you hear the sound? Is it at the start or the end ? 1 clap for start, 2 claps for

end

"Charlie chased chickens chewing chocolate chunks."

TH Sounds

I thanked my three brothers

because they had a party for my tenth birthday My birthday is

on Thursday the third of April

There were thirteen thin

women at the party After my

party they went with their

mother to the theatre.

Circle the words you hear

1 den - then 6 Mouth -mouse

2 mat - math 7 Boat - both

3 they - day 8 Tank - thank 4.Sing - think 9 Though-dough

5 Three - tree 10 Sin - thin

NGO QUYNH HOA, MA.

• When we say a sentence in English, we join or

"link" words to each other

• Linking is very important in English If you

recognize and use linking, two things will

happen:

– you will understand other people more easily

– other people will understand you more easily

Types of Linking

1 Linking consonant to vowel

2 Linking consonant to consonant

3 Linking vowel to vowel

4 Palatalization

Word Stress

Ngo Quynh Hoa, M.A

• Speak longer

• Speak louder

• Speak higher

Happiness Melody Bicycle Hospital

Discover Example Romantic Election

Telephone Yellow

Cinema photograph

Computer Banana umbrella

Ceremony Fascinating Architecture supermarket

Listen and circle the number of the syllable that

receives the most stress in each group

Regulation Satisfaction Economic Artificial

Military Ordinary Elevator Cemetery

Regulation Satisfaction Economic Artificial

Military Ordinary Elevator Cemetery

Stress in two-syllable words

Nouns & adjectives: Oo

Verbs: oO

Note: there are a number of exceptions

asleep, mistake, machine, etc

answer, enter, offer, happen, etc

Some words are both nouns and verbs

/Ik ` spO:t/ /@b `dZekt/ /prI `zent/ /pr@ `dju:s/ /pr@ `test/ /rI ` bel/

1 I always use

a cold CREAM (= well-chilled cream)

b COLD cream (= face cream)

2 My brother is a successful

a head DOCtor (= chief of staff)

b HEAD doctor (= psychiatrist)

3 I’ve always wanted a

a green HOUSE (= house painted green)

b GREEN house (glass house for growing plants)

Word Stress

Ngo Quynh Hoa, M.A

• Speak longer

• Speak louder

• Speak higher

Happiness Melody Bicycle Hospital

Discover Example Romantic Election

Telephone Yellow

Cinema photograph

Computer Banana umbrella

Ceremony Fascinating Architecture supermarket

Listen and circle the number of the syllable that

receives the most stress in each group

Regulation Satisfaction Economic Artificial

Military Ordinary Elevator Cemetery

Regulation Satisfaction Economic Artificial

Military Ordinary Elevator Cemetery

Stress in two-syllable words

Nouns & adjectives: Oo

Verbs: oO

Note: there are a number of exceptions

asleep, mistake, machine, etc

answer, enter, offer, happen, etc

Some words are both nouns and verbs

/Ik ` spO:t/ /@b `dZekt/ /prI `zent/ /pr@ `dju:s/ /pr@ `test/ /rI ` bel/

1 I always use

a cold CREAM (= well-chilled cream)

b COLD cream (= face cream)

2 My brother is a successful

a head DOCtor (= chief of staff)

b HEAD doctor (= psychiatrist)

3 I’ve always wanted a

a green HOUSE (= house painted green)

b GREEN house (glass house for growing plants)

SENTENCE

STRESS

NGO QUYNH HOA, M.A

Compare stress patterns

Multisyllabic word Sentence

Overlook

Guarantee

Tell the cook!

Can’t you see?

Compare stress patterns

Multisyllabic word Sentence

Overlook

Guarantee

Tell the cook!

Can’t you see?

Listening discrimination

MARY, MARY

Mary, Mary Quite contrary How does your garden grow?

With silver bells, And cockle shells, And pretty maids all in a row.

Mary, Mary

Quite contrary

How does your garden grow?

With silver bells,

And cockle shells,

And pretty maids all in a row.

/ U / U / U / U / U U / U /

U / U /

U / U /

U / U / / U U /

LITTLE JACK HORNER

Little Jack HornerSat in a cornerEating his Christmas pie

He stuck in his thumbAnd pulled out a plum,And said “What a good boy am I.”

O O O

The CATS have CHASED MICE The CATS will CHASE the MICE The CATS have been CHASing the MICE The CATS could have been CHASing the MICE

CONTENT WORDS vs FUNCTION WORDs

Conjunctions

• She doesn’t like to hurry.

• Her father cleaned the basement.

• He wanted to help her forget.

• It’s better to hide it from John.

• I wonder who’s kissing her now.

• That’s a bad idea.

• I often sleep for an hour in the afternoon.

• I’m going to have a party on Saturday.

• Give me a bottle of orange juice.

• I don’t think these are the men you know.

• I bought these cheap apples in the morning.

• People sometimes like knocking the drink over the table.

EMPHATIC STRESS

NGO QUYNH HOA, M.A

 Short sentences have a typical sentence, or rhythm.

0OO: He won’t win!

0O: He’ll win!

 But in conversation, speakers can choose to put the

stress in any place  put emphasis on words.

A: He’ll win, you know.

Emphasizing added details

• Put stress on the new information

I’m from Chile … the South of Chile.

Emphasizing important words

• Put stress on the words which are most

important in their argument

My name is Jane What is your name?

• The word which is more important depend on the context

You have to check in at five.

You have to check in at five.

Emphasizing Contrasting Alternatives

• When we present alternatives, we put the stress on the contrast between them.

Do you want a super burger or regular burger?

• The same sentence can be pronounced differently,

depending on the sentence that came before it.

A: Shall we sit inside or outside? B: Let’s sit outside.

A: Where shall we go?  B: Let’s sit outside.

• The word we put stress on can change the meaning of our sentence.

Emphasizing Corrections

• When we hear an error and we correct it, we put stress on the correct information.

A: You’re coming this month?

B: No, next month Can you meet me?

• If only a part of a word or phrase is not heard

correctly, we put stress on only part when we

correct.

A: My nephew’s fifteen?

B: Thirteen?

A: No, fifteen.