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UNIVERSIDAD NACIONAL MAYOR DE SAN MARCOS

(Universidad del Per, DECANA DE AMRICA)

FACULTAD DE EDUCACIN

ENGLISH PHONETICS AND PHONOLOGY


TEACHING MATERIAL

AUTHOR: CHAMOCHUMBI YANAC, KARINA PATRICIA. CODE: 08060019 TEACHER: LOZADA TRIMBATH, MINNIE ELOISA.

2011

This piece of work contains three techniques or strategies for teaching English pronunciation. The choice sounds are: /I/ and /i:/, /r/, and // and //.

I
STAGE 01

i:

After having formed groups, the teacher give a piece of paper to just one student of each group. This student will read just twice what the paper says and the other members of the group will draw what they think they are listening in another piece of paper. Any student is allowed to see other persons paper.

There is a sheep in a hill next to the famous Tim.

STAGE 02
The students show their drawings to the class in order to realize the pronunciation problems that they may have. Probably some of them didnt draw the instructions correctly. In some cases a student could have drawn a ship (barco) instead of a sheep (oveja), a heel (taln) instead of a hill (colina), a team (equipo) instead of a boy called Tim.

STAGE 03
The teacher will explain the importance of learning the correct use of each of these two vowel sounds (/I/ and /i:/) saying that the students should be more careful when they speak and that they should try to identify and use the correct sounds for every word they pronunce.

STAGE 04
The teacher will give the students a worksheet (next page) with some useful tips on how to produce those two vowel sounds and one execise to practice their pronunciation in order to be able to recognize them.

WORKSHEET

STAGE 01
The teacher give the students a piece of paper with some words (these words have the consonant r). The students, in groups of four, are going to stage a real situation in one minute: They are English tourists who are sightseeing in the town centre. They are not talking in their mother tongue, they are talking in Spanish with a British accent.

Parque de la Exposicin Museo de Arte Congreso de la Repblica Casa de la literatura peruana Metropolitano Cafetera / bar

STAGE 02
After having prepared their scripts, the students will stage it in front of the class. Once all the groups have finished; the teacher will ask: Is the sound of the consonant r the same in our language? The answer will probably be No, it isnt!

STAGE 03
The teacher will explain that the sound is different in our language and how the students should pronounce it. After this, the teacher will ask them to listen a tape with five phrases (they are in the worksheet) in order to practise the sound.

WORKSHEET

STAGE 01
The teacher give the students a short story about Thing. They will read it aloud and fast like it was a tongue twister.

STAGE 02
After having read the story, the teacher will ask the students if they noticed what words have been pronounced incorrectly. Likely the students will answer some of the words whose correct pronunciation they do not know. The students will listen the recording with the correct pronunciation in order to practise it.

STAGE 03
The teacher will explain how they should make the sounds and he or she will give them a worksheet with some useful tips on how to pronounce and practise the sounds.

STAGE 04
The students will do an exercise in order to practise how to identify the two ways of pronouncing the letters th and the correct use of both sounds // and //.

WORKSHEET