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

TsWhy might th

is not w

ork????

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.Lips2.Teeth3.Tongue4.Jaw5.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 chartThere 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 isolation3.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 time2. Accept that a lot of pron work is a way to help with listening skills3. Aim for comfortable intelligibility (ELF ? RP?)4. Teach dictionary skills5. Give pron homework6. Get your students to record themselves7. Use phonemic script all the time8. Give transcripts for pron work after listening comprehension9. Give transcripts for pron work before listening comprehension10. Get your students to transcribe listening texts.

Resources• Mobile Apps: British Council - Sounds Right MacMillan and Adrian Underhill’s The Pronunciation App• Online study and practice:http://www.macmillanenglish.com/pronunciation-skills/ (videos)http://www.uiowa.edu/~acadtech/phonetics/english/english.html (Am E) http://www.learnersdictionary.com/pronex/pronex.htm (Am E)http://www.dictationsonline.com/ (Br E)http://cambridgeenglishonline.com/Phonetics_Focus/ http://lingorado.com/ipa/

Thank you for coming