Chapter 13 Phonology

SUMMARY
Chapter 13 Phonology: the sound of English
1 Pronunciation ideas.
These ideas will be useful to teach pronunciation and they
dont require to use phonetics symbols to perform them.
Model new words in context (teachers speak and students
hear and repeat)
Modelling intonation (teacher use real-life sentences.
Recognize the feeling (to read with intonation simulating
feelings)
Use dialogues (to read and to do some task at the same
time)
Chants (poems or dialogs for reciting aloud)
Shadow reading (teachers read out loud and students read
aloud)
Voice settings (to speak like a native speaker)
2 Which pronunciation?
The
received
pronunciation
is
kind
of
official
pronunciation.
Starting points for pronunciation:
Students need to learn the pronunciation that they in the
context where they probably will need to use the language.
Teachers should teach the pronunciation that they speak.
3 Sounds
Phonemes (individual sounds). According to the book text,
they can be:
Vowels
Consonants and
Diphthongs
Particular problems arise when:
English has two phonemes for a sound that seems, to an
untrained ear, to be a single sound.
English
has
phoneme
that
does
not
exist
in
the
students' own language.

The following simple games are helpful in familiarizing
student with phonemic symbols.
Phoneme bingo
Anagrams
Category words
And here are some general ideas for working with phonemes:
Integrate phonemic work into all your teaching of grammar
and lexis. Always work on helping the students to achieve
good pronunciation, and encourage them to make a record of
the phonemic transcription as well as the spelling of
new items.
Observation of mechanics: let students watch how you and
they make particular sounds.
Ear-training: get students to listen to and distinguish
words which have sounds that seem to them very similar
Tongue
twisters, to
work on
particular sounds
or to
contrast sounds.
Transliteration: get students to write out a word or
sentence in phonemic script. Jokes seem to work well.
Train
learners
in
using
dictionary
to
find
pronunciation as well as spelling.

Keep a phonemic chart on the wall of your classroom.
Focus briefly on one phoneme each lesson.
Tap out words on the chart and ask students to say the
words.
Use
the
chart
for
pointing
out
students pronounce something wrong.
correct
sounds
when
Try a phonemic crossword.

4 Word stress
Stress and its opposite - unstress - are very important
aspects of English pronunciation. Getting the stress wrong
can seriously damage your chances of being understood.
The unstressed syllables become weaker, i.e. shorter^
spoken more quickly and with less well-defined
Word stress is important because when it is wrong 3 words
sound very strange or even incomprehensible. Sometimes
wrong stress changes one word into another; desert-dessert.
5 Prominence
Although individual words have their own stress, stress is
also an important feature of sentences, when it is known as
prominence or, less accurately, sentence stress.
Changes in prominence make substantial differences to
meaning.
6 Connected speech
Weak forms
These are the unstressed words. They mark out a rhythm on
the sentence.
The schwa
Its the most common weak form vowel sound (and thus the
most common sound. Some ideas to practice the schwa could
be:
De-schwaed texts
Stress and unstress
Count the words
Learn a limerick
What do I actually say?

There are many differences between the pronunciation of
separated words (citation form) and the pronunciation of
words joined in a sentence.
Analysing connected speech

Elision: sounds get dropped.
Assimilation: sounds get changed.
Intonation
1. Wh-questions (fall intonation)
2. Yes-no questions (rise intonation)
3. Orders (fall intonation).
REFLECTION
This week, I learned many aspects regarding how to
teach a correct pronunciation of English speeches.
Not
only
the
that,
but
could
recall
how
important
is
intonation and some changes that words suffer when they go

linked in a sentence.
About
the
resources
saw,
can
mention
the
phonemic crossword, the columns of stress patterns, the

videos (I am sure they were more but I didnt saw them).
Although,
think
students
will
learn
the
correct
pronunciation by listening and speaking, I consider visual

techniques are important too.
In conclusion, these classes have been useful for my
training as a future English teacher.

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SUMMARY

Chapter 13 Phonology: the sound of English

students' own language.

pronunciation as well as spelling.

students pronounce something wrong.

Try a phonemic crossword.

What do I actually say?

Analysing connected speech

intonation and some changes that words suffer when they go

phonemic crossword, the columns of stress patterns, the

pronunciation by listening and speaking, I consider visual

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