Worksheet 1 In category you will hear recordings of assorted talkers. Listen to the voices and work with a spouse to reply the undermentioned inquiries:
Voice 1
Is the talker easy for you to understand?
What does the voice Tell you about the talker?
Does this talker offer a utile theoretical account of pronunciation for your pupils?
In what manner ( s ) does this talker ‘s pronunciation differ from your ain?
Imagine the talker has been invited to give a talk at an international conference. Do you hold any recommendations?
Voice 2
Is the talker easy for you to understand?
What does the voice Tell you about the talker?
Does this talker offer a utile theoretical account of pronunciation for your pupils?
In what manner ( s ) does this talker ‘s pronunciation differ from your ain?
Imagine the talker has been invited to give a talk at an international conference. Do you hold any recommendations?
Voice 3
Is the talker easy for you to understand?
What does the voice Tell you about the talker?
Does this talker offer a utile theoretical account of pronunciation for your pupils?
In what manner ( s ) does this talker ‘s pronunciation differ from your ain?
Imagine the talker has been invited to give a talk at an international conference. Do you hold any recommendations?
Address variety meats
English segmentals: consonants
Consonants are typically described in footings of three characteristics:
Where they are articulated ( topographic point )
How they are articulated ( mode )
Whether the vocal creases are vibrating ( voicing )
3Place of articulation
Manner of articulation
bilabial
B, P, m
stop consonant ( halt )
P, B, T, vitamin D, K, g
labio-dental
degree Fahrenheit, V
continuant
degree Fahrenheit, V, I? , A° , s, omega, E? , E’ , H
alveolar consonant
I? , A°
affricative
tE? , E¤
dental consonant
T, vitamin D, s, omega, n, cubic decimeter
nasal
m, n, A‹
post-alveolar
E? , E’ , tE? , E¤ , R
sidelong ( liquid )
cubic decimeter
palatal
J
approximant ( semi-vowel )
R, J, tungsten
velar
K, g, A‹ , tungsten
glottal
H
3TASK: Consonant sounds harmonizing to articulators used.
For each box, take the word whose initial phoneme matches the label. Write the words in phonemic written text.
foolish ; sugar ; heavy ; though ; immature ; graveyard ; bush ; concrete
bilabial
alveolar consonant
post-alveolar
velar
labio-dental
dental consonant
palatal
glottal
Undertaking: Consonant sounds harmonizing to mode of articulation.
For each of the classs below, think of at least one English word get downing with a phoneme which is produced in this manner. Write the words in phonemic written text.
stop consonant ( halt )
nasal
continuant
sidelong
affricative
approximant
( Answers on e-learning – expression at the concluding slide on this hebdomad ‘s PP presentation. )
aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦
Consonants: some issues for ELT
Issue 1: Consonant bunchs
Consonant bunchs are a challenge for many scholars of English – particularly for talkers of linguistic communications where syllable construction is restricted to a C + V ( Consonant + Vowel ) format.
The regulations of English phonotactics mean that English can hold bunchs of up to 3 consonants at the beginning of a syllable ( scrunch ; sprain ) and up to 4 consonants at the terminal ( 6th ; glimpsed ) .
How of import is it for scholars to acquire to grips with these bunchs? For scholars in an ELF context, Jennifer Jenkins has suggested the undermentioned attack:
no skip of sounds in word-initial bunchs eg in promise, twine ;
skip in center and concluding bunchs merely allowable harmonizing to L1 English regulations of syllable construction, eg ‘factsheet ‘ can be pronounced ‘facsheet ‘ but non ‘fatsheet ‘ or ‘facteet ‘ ;
/nt/ between vowels as in British English ‘winter ‘ marked /wE?ntE™r/ instead than American English where, by omission of /t/ , it becomes /wE?nE™r/ ;
add-on is acceptable eg ‘product ‘ marked [ pE™rE’dE?kEStE” ] was apprehensible to non-native middlemans, whereas skip was non, eg ‘product ‘ marked /pE’dE?k/ .
Jenkins J. ( 2003 ) World Englishes – a Resource Book for Students ( London & As ; New York: Routledge ) p 127
Question: Do you believe this would be appropriate for your pupils?
Issue 2: Voicing ( or the fortis / lenis differentiation )
Of the 24 harmonic phonemes of English ( RP ) , 8 are voiceless ( or fortis ) .
These are: /p/ /t/ /k/ /f/ /I?/ /s/ /E?/ /tE?/
Each has a sonant equivalent, e.g. /p/ & gt ; / b/
The staying 8 phonemes are voiced ( or lenis )
.
Features of UNVOICED / FORTIS consonants
Features of VOICED / LENIS consonants
More energetic
No voicing
Vowels are shortened before concluding fortis consonant ( round )
Syllable-final stop consonants can hold reenforcing glottal halt ( bit me )
Less energetic
Have voicing
Vowels have full length before concluding lenis consonant ( bead )
No reenforcing glottal halt ( beat me )
Voicing ( a tip for the schoolroom )
Judy Gibson tells the undermentioned anecdote about voicing and syllable length
It does non go on really frequently that a pupil instantly puts a lesson to good usage, but the undermentioned narrative really occurred. On a Monday, a workplace category practised vowel prolongation before a sonant consonant. On Tuesday, a Nicaraguan member of the category called his local machinist ‘s garage to happen out about the auto he had left for fix. He asked over the phone, ‘ ” Is Esteef at that place? ” The machinist said there was no such individual at that figure. The Nicaraguan idea back to the old twenty-four hours ‘s lesson and said, carefully lengthening the vowel, “ Is Esteeeef at that place? ” Although the Spanish form still produced an excess syllable and de-voiced the concluding sound, the machinist was now able to understand the petition and said, “ Oh, you mean Steve! ” Business could so continue.
Gibson J.B. 2005 Clear Speech – Teacher ‘s Resource Book, 3rd erectile dysfunction ( Cambridge: Cambridge University Press ) p. 54
Question: Is the fortis/lenis differentiation an issue for your pupils? If so, how do you cover with it?
