hannah pinkham
TRANSCRIPT
Poll
SOURCE: http://gordonscruton.blogspot.com.ar/2011/07/using-phonetic-chart.html
Who has used the chart before?
Of those people, how often would you say you use the chart with your students?
• Yes• No
• Every class• Most classes• Sometimes• Rarely• Never with students
SOURCE: http://gordonscruton.blogspot.com.ar/2011/07/using-phonetic-chart.html
What do you know about the chart?
/a n a n /!ɪ əʊ ɪ əʊ
/a n a n /!ɪ əʊ ɪ əʊ
What do you know about the chart?
Vowel sounds
Consonant sounds
unvoiced
voiced
Jaw opens
“Smile to Kiss”
If you want to know more about the chart and how to introduce it:
Adrian Underhill
Try it out!Try it out!
WATCH! Adrian Underhill’s video on Youtube:Introduction to Teaching Pronunciation
READ! Adrian Underhill’s book: Sound Foundations
Phonemic Stop the Bus
/f ni:mf n/!əʊ ʌ
Clothes Food & Drink
Celebrity City
tights Ribeye steak
Mike Tyson
Shanghai
Leather jacket
smoothie Mother Teresa
The Hague
/a /ɪ
/ð/
Follow up: Work on spelling/pronunciation differencesFollow up: Work on spelling/pronunciation differences
Pronunciation Games
/f ni:mf n/!əʊ ʌ
• Phoneme Bingo
• Linking Maze
• Phoneme Battleships
SOURCE: Hancock, M. Pronunciation Games. CUPSOURCE: Hancock, M. Pronunciation Games. CUP
Whack a Phoneme!
/f ni:mf n/!əʊ ʌ
You need:• Something inflatable for whacking• Post-It notes
• At least 4 students
What to do:• Students choose a phoneme, write it on a post-it & stick it to their forehead.• Students stand in a circle with one person (the whacker) in the middle
holding the whacking implement.• One person starts by saying a word that includes one of the post-it
phonemes.• The person whose phoneme was said must say a new word with a different
phoneme before the whacker whacks them.• If they say the word quickly enough, play continues until someone is
whacked.• The person whacked changes places with the whacker and play resumes.
Vocabulary Cards
/l :n tre n /ɜ ə ɪ ɪŋ
_____________________________________
P.o.S: ________ Pron:___________________
Meaning:__________________________________
E.g.: ______________________________________
Word/phrase goes here
Phonemes go here
Deeper cognitive processing aids retentionDeeper cognitive processing aids retention