TEACHING PRONUNCIATION - Assignment

SUBJECT ASSIGNMENT: TEACHING PRONUNCIATION

GENERAL INFORMATION: This assignment has to fulfil the following conditions:

- Length: between 6 pages (without including cover, index or appendices if there are any-). Type of font: Arial or Times New Roman. Size: 11. Line height: 1.5. Alignment: Justified.

The assignment has to be done in this Word document. In order to make the correction easier, please, do not write the answers in bolds, and it will be easier to distinguish between them and the activities statements. On the other hand, the assignment has to fulfil the rules of presentation and edition, as for quotes and bibliographical references which are detailed in the Study Guide. Also, it has to be submitted following the procedure specified in the Study Guide. Sending it to the tutors e-mail is not permitted. In addition to this, it is very important to read the assessment criteria, which can be found in the Study Guide. The assignment mark is 100% of the final mark, but the participation in the activities performed during the tutorials can improve this mark.

TEACHING PRONUNCIATION - Assignment

Assignment:
OPTION A Take two distinct problems of transfer between Spanish and English (Spanish speakers with English as the target language) which you consider to be obstacles to efficient communication. The problems can either be segmental or suprasegmental. FIRSTLY, explain, as accurately as you can, the causes of the problems in phonetic or phonological terms. SECONDLY, illustrate and explain how you could solve these problems within the normal framework of a language course - the level, age and type of student presumably being determined by the type of problem you have chosen. Nevertheless, you should consider the problems in terms of the three E variables, and also with reference to Brintons five variables, mentioned in Section 9. OPTION B Find two books on pronunciation teaching (or two Pronunciation sections from books that cover general teaching issues) that seem to you to advocate very distinct approaches in the classroom. For example, The Pronunciation Book by bowen & Marks seems very different from a book such as Ship and Sheep by Baker. Review the two books in the following ways: (a) Describe the general approach of the books/sections - segmental, suprasegmental, exposure-based, explanation-based, humanistic, drill-based, teacher-centred, studentcentred, traditional, unusual, uses phonemic symbols, pays attention to phonological issues, etc. (b) Which do you prefer? Why? Do you prefer one to another because of your pedagogic situation (Brintons fist variable) or because of the type of person and teacher that you are? (Brintons 3rd variable) Do you see problems in one of the approaches/methods? What sort of contexts (students, courses and institutions) is implied by the books/sections? Please, send also the analyzed material.

Important: you have to write your personal details, the option and the subject name on the cover (see the next page). The assignment that does not fulfil these conditions will not be corrected. You have to include the assignment index below the cover.

TEACHING PRONUNCIATION - Assignment

OPTION: _A_

SUBJECT ASSIGNMENT: TEACHING PRONUNCIATION

Name and surname(s): Kerem Priscilla Bustos Muoz Login: CHFPMLAEILE638953 Group: 30 Date: October 31, 2012.

TEACHING PRONUNCIATION - Assignment

INDEX

Introduction Problem 1 . Problem 2.. Brintons five variables . .. Exposure, Exercises and Explanation activities of schwa sound. Exposure, Exercises and Explanation activities of /p/ and /b/ sounds. Conclusion

page 5 page 5 page 6 page 7 page 8 page 9 page 10

TEACHING PRONUNCIATION - Assignment

Introduction One of the most important challenges for some ESL teachers is try to explain how to pronounce the sounds, consonants and vowels of English accurately. Some learners can repeat new or unknown sounds after simply hearing them pronounced by a teacher, but many cannot. With the aim of support the latter learners, this assignment will focus mainly on two segmental problems of transfer between Spanish and English. The first sound is the unstressed schwa //, which does not exist in Spanish and the second is the pronunciation and the discrimination of the /b/ and /p/ consonant sounds, especially when these consonants are presented as minimal pairs. Problem 1: Pronouncing Schwa // sound which does not exist in Spanish. The English vowel //, called, schwa // is the most common vowel sound occurring in English; that why it is a key phoneme when learning the phonology of English as an L2. It is a central short vowel. In quality, it is mid-central, halfway between close and open vowel, halfway between front and back. It is also described as lax vowel; that is, not articulated with much energy. (Roach, 2009: 65). In English, unstressed vowel should receive much less force than other vowels in the word. It is important point out that schwa may represent the reduced form of any vowel or diphthong in an unaccented position and this phenomenon that occurs in English is known as vowel reduction. Vowel reduction to schwa is not a poor quality speech. It is an important feature of spoken language. An important factor leading vowel reductions in English is the rhythmic pattern the language has. Frequently, languages are classified as being either syllable-timed or stress-timed. In that sense, English and Spanish are found to have different rhythmic patterns. In one hand, English is considered to be a stresstimed language; as a result, the intervals between the stress syllables tend to be of the same length. In order to keep that rhythmic pattern regular, grammar words, such as; pronouns, auxiliary verbs, articles, prepositions and linkers are not stressed, but on the contrary they are usually reduced. These reduced syllables are said faster and at a lower volume than stressed syllables, as a consequence, vowel sounds usually lose their purity, and often become a schwa. On the other hand, Spanish is a syllable-timed language, which means that all the syllables have equal length and vowels are not considerably reduced. In general, Spanish vowels are very stable. The five vowels have quite the
5

TEACHING PRONUNCIATION - Assignment

same duration, thus in Spanish vowel reduction is not very important and it only includes small centring movements, in view of that, vowels are considered not to lose their quality and more importantly, stress is expected not to have a major effect on the quality of vowels either. As we can see, unlike English, Spanish does not have reduced vowels. Another process leading to vowel reduction in English is its vast derivational morphology, and more specifically, its morphophonological alternations. Both Spanish and English assume morphological alternations that implicate phonological changes. For instance, the addition of certain suffixes affects stress placement in both languages. Also, there can be changes in the quality of the vowels in both languages when these alternations in morphology occur. For example, we can have in Spanish, nuevo - novedad and in English botany-botanical. However, only English undertakes changes involving vowel reduction and the consequent appearance of schwa in syllables that are unstressed.

(Flege and Bohn, 1987)

Considering the above, it is important to learn the schwa sound if one of the teachers purposes is to teach speak fluent English to his/her learners. Leaners need to be aware when an unstressed syllable occurs in order to produce the schwa sound properly. To help them to pronounce and notice schwa vowel, this assignment will illustrate and explain how teachers can raise students awareness of an important feature of spoken English, the schwa / / sound. Problem 2: /p/ and /b/ consonant sound. Students first language often interferes with English pronunciation. For example, /p/ is aspirated in English but not in Spanish, so when a Spanish speaker pronounces 'pig' without a puff of air on the /p/, an American may hear 'big' instead. /p/ versus /b/ in a word-initial position has a 98% relative functional load and can frequently cause misunderstandings, as in the case of pear sounding like bear and pat sounding like bat (Dale & Poms, 1985, p. 81). These sounds have a very high functional load, which is likely due to the big number of minimal pairs that exist between /p/ and /b/. Although /p/ is a familiar consonant to Spanish speakers, the English /p/ at the beginning of stressed syllables is aspirated whereas the Spanish [p] is not. English /p/ must be produced with aspiration in order to avoid confusing it with English /b/. It is important hear and say the difference between P and B sounds. B Its a voiced consonant. Saying it, we can feel vibrations in the throat. So [bi:] requires smiling and
6

TEACHING PRONUNCIATION - Assignment

showing some teeth. P its a voiceless consonant. We can feel their difference by putting a hand to the throat and saying [bi:] and [pi:] in turns. In pronouncing [pi:] the mouth is tighter and theres no (or very little) throat vibration. So by vibration check, we can distinguish voiced and less voiced sounds which with knowing sound pairs helps identify specific sounds that are not clear for learners. Thinking of the five variables Brinton proposes this assignment will show how teachers can approach both problems in groups of students who belong to English for International and Business Communication (EIBC) course. It is ideal if students are business professionals, between 25 and 45 years old. The students who are participating in this course are using English as the Lingua Franca and they are looking for improving their English communication skills in a business context and in their social environment. Their English range is between B1 independent users, intermediate level, according to the Common European Framework. The full course is eighty hours and it is available in modules of twenty hours and it is focused on the four skills and all the classes are entirely in English. This is a course that UQ English Language Teaching Centre offers. It consists of general English classes, business, technical, and conversational and IELTS test preparation. The centre is run by native English teachers, one hundred percent qualified and experienced. They have mainly developed their programs focusing on companies and organizations. The groups of students are monolingual; they speak the same L1, Spanish, but they are exposed to L2 during the whole class. A communicative approach is commonly used and the main objective is to provide the students with the communicative competence they need in order to accomplish their everyday jobs. Before making students aware of the correct pronunciation and work on of schwa sound and /p/ and /b/ consonants, teachers must be sure that their students should be familiar with content and function words, prefixes and suffixes, general stress rules in L2, sentence rhythm and intonation. This course begins with this pre-requisite in order to continue with segmental features. As a result, this course has begun with a top down approach where patterns of intonation and stress rules of L2 have been already learnt by students. Based on existing studies, the top-down approach appears to be more effective in teaching L2 pronunciation. Jenkins (2002) maintains that starting holistically from voice quality and then moving to work on segmentals imply that the learner is pushed to adapt and use the target language articulatory settings with their articulators still geared towards the pronunciation of the sounds of his/her mother tongue. That is,
7

TEACHING PRONUNCIATION - Assignment

teaching EFL pronunciation should commence from the suprasegmentals that are more indispensable and contribute more to intelligibility and accent than segmentals do. The exercises for these segmental problems are adapted to the three E variables of Dalton and Seidlhofer (1994), Exposure, Exercises and Explanation. With the purpose of teaching the schwa vowel, teachers will start explaining and teaching to recognise and produce one of the most common vowel sounds in English (schwa sound). To expose the students to it they will practice the sound by listening and repeating some words. They will do some exercises where they have to identify the phoneme and read aloud some words that contain it. Explanation: Activity 1: The teacher explains briefly what is the vowel schwa, the importance of this sound in English, how learners can pronounce it or make the sound correctly (watching two videos) and why is crucial to know about syllables. Activity 2: The teacher gives details of common uses of schwa sound and makes learners to listen different examples where this phoneme is pronounced. Activity 3: The teacher explains the common problems that non- native English speakers face with schwa pronunciation. Exposure: Activity 1: Students listen and repeat the schwa vowel at the beginning, in the middle and at the end of some words. Students have to notice how the syllable with / / vowel receive less stress than the other syllables in the word. Then, students practice the phoneme as a neutral vowel and how it can be spelt as any vowel (a, e, i, o, u) and other spellings. Activity 2: Students listen and repeat some sentences. They have to be sure to pronounce the syllable with / / with less force than other syllables. Exercises: Activity 1: Students listen and circle the schwa vowel in some words. Next, they read aloud group of four words and they have to identify by circling the words that do not contain the phoneme / /. Activity 2: Students read some words aloud in order to detect the two unstressed syllables that each word contains. They have to circle the / / vowels in both unstressed syllables. Activity 3: Students choose a limerick or poem. Teacher reads it out loud (or play from a CD) to show the rhythm or flow of stressed and unstressed syllables. Then teacher will
8

TEACHING PRONUNCIATION - Assignment

allow the students read the poem. Teacher forms different groups and each group has to mark the schwa on their handout while teacher read. Teacher will do it two or three more times until students get the flow and then one group will read the poem to the other groups for checking their answers. Activities for /p/ and /b/ segmental problem are adapted to E variables of Dalton and Seidlhofer. These activities are oriented to the Audio-lingual Method, TPR and reading aloud, repetition, use of minimal pairs and discrimination techniques. Explanation: Activity 1: The teacher tells the students the topic of the lesson and she/he mentions about the aim of the lesson to the students to learn how to pronounce /p/ and /b/ sounds. The teacher shows and explains how b and p sounds are pronounced, briefly. The teacher has two papers on which p and b sounds are written. She/ he puts the papers in front of her mouth and says the sounds. At this point, students see the difference clearly. She/he also wants them to make the same action with a piece of paper or she says that they can put their hand in front of their mouth in order to understand the difference. She/he says some words including the sounds b and p. Then, Students watch a video about differences between b and p sounds. Exposure: Activity 1: The teacher shows slide show that contain all the minimal pairs used in presentation and activities which are done in the practice and production parts, and she writes the minimal pairs on the board by reading them aloud. Then, she wants the students to repeat them after him/her. Students listen and repeat some sentences. They have to be sure to pronounce the syllable with / / with less force than other syllables. Activity 2: In practice part teacher reads some words. The students dont see the words; they only hear them. The teacher wants the students listen to her carefully. She wants them to stand up when they hear the p sound and to sit down when they hear the b sound. After the each sentence finishes the teacher writes the words on the board. Exercises: Activity 1: There are sentences including the words with /p/ and /b/ sounds and in each sentences two different words are. The teacher wants the students to choose and underline the correct word. Students have few minutes for this activity, when they are ready, the teacher wants them to read the sentence with the correct word and correct pronunciation of it. The students gives the answers one by one but the teacher repeats also each sentence with the correct answer to check the answers of the whole class so
9

TEACHING PRONUNCIATION - Assignment

all students can hear the right answer and correct their answers if they have made a mistake. Activity 2: In production part the teacher divides class into two groups. Each step teacher whispers a word to the ear of a student in each group and wants them to hear that word on the grapevine. If the word which last student pronounces is same with the teachers word, they carry out that task. The words will be the same as in the presentation part. Then the teacher says Now its competition time. The same groups will try to find as many words as they can with the /p/ and /b/ sounds. The teacher gives only one minute for this activity. The team which will find the more words will be winner. Activity 3: Then there are the tongue twisters. The teacher gives a few minutes to students for reading tongue twisters. Then the students one by one read the tongue twisters. The students try to read them as fast as they can. Conclusion Teaching pronunciation is a very essential subject and it should be viewed in the same light as the other skills and facets of the English language, such as, grammar, writing, reading, vocabulary and so on, since it is an essential part of communication, especially through listening and speaking. In view of that, the components of pronunciation have to be incorporated in the materials, classroom activities and testing tools; and the teachers have to be trained in EFL pronunciation as well as EFL pronunciation teaching. The teaching of EFL pronunciation has to aim at comprehensible pronunciation considered as an essential component of communicative competence.

10

TEACHING PRONUNCIATION - Assignment

BIBLIOGRAPHY
Dale, P. & Poms, L. (1986). English pronunciation Made Simple. New York: Pearson Education.Inc. Dale, P. & Poms, L. (1986). English pronunciation for Spanish speakers: Consonants. New Jersey: Prentice Hall. Dalton, C. & Seidlhofer, B. (1994).Pronunciation. Oxford: Oxford University Press. Flege, J.E. (1987) The production of "new" and "similar" phones in a foreign language: Evidence for the effect of equivalence classification. Journal of Phonetics 15: 47-65. Jenkins, J. (2002).The Phonology of English as an International Language. Oxford: Oxford University Press Roach, P. (2009) English Phonetics and Phonology. Cambridge: CUP. Fourth Edition.

WEBOGRAPHY
-Linguistic Considerations for English Language Learners http://www.viethoc.com/Ti-Liu/bien-khao/khaoluan/linguisticconsiderationsforenglishlanguagelearners -Existing approaches of teaching pronunciation http://www.aygrt.net/PublishArticles/169.aspx - Pick Up Pronunciation. Stress: Schwa: Module by Angie Gerst and Cristina Peralejo English Language Institute, UBC, 2011 http://coursematerials.eli.ubc.ca/pick_up_pronunciation/stress/schwa/schwa_module.html -h?: el sonido del schwa en el ingls http://www.hablamejoringles.com/%C2%BF%C9%99h-el-sonido-del-schwa-en-el-ingles/ -Phonics to Improve English Pronunciation | eHow.com http://www.ehow.com/info_7966165_phonics-improve-english pronunciation.html#ixzz29KbLGWeH -The differences between English and Spanish http://esl.fis.edu/grammar/langdiff/spanish.htm

11

TEACHING PRONUNCIATION - Assignment

- Welcome to Speaking of Speech.com! Articulation Materials

http://www.speakingofspeech.com/Articulation_Materials.html# -Pronunciation of P and B http://www.manythings.org/b/e/3103/ -Catherine Morley, British Council, BBC. Teaching the schwa. http://www.teachingenglish.org.uk/articles/teaching-schwa -Phonics to Improve English Pronunciation http://www.ehow.com/info_7966165_phonics-improve-english pronunciation.html#ixzz29KbLGWeH -The differences between English and Spanish http://esl.fis.edu/grammar/langdiff/spanish.htm -A to Z Phonics.com for Early Reading Success http://www.atozphonics.com/schwaphonics.html

12

TEACHING PRONUNCIATION - Assignment

APPENDICES
SCHWA SOUND ACTIVITIES

EXPLANATION.

ACTIVITY 1:

a) What is?

The symbol for schwa is:

Schwa: is the most common sound in English! is pronounced "uh" is used for weak, unstressed syllables only is a neutral vowel- any vowel (a, e, i, o, u, y) or combination of vowels can be pronounced as schwa. That means that schwa sound can be represented by any vowel. In most dialects, for example, the schwa sound is found in the following words: The a is schwa in adept / the e is schwa in synthesis The i is schwa in decimal / the o is schwa in harmony The u is schwa in medium / the y is schwa in syringe is the most easily and naturally produced vowel helps give English its unique sound and rhythm as a stress-timed language makes your pronunciation sound more natural
13

TEACHING PRONUNCIATION - Assignment

b) How do we pronounce schwa?

Relax and drop your jaw slightly Relax your lips and cheeks Relax your tongue and press it down a little Put the tip of your tongue behind your bottom front teeth You pronounce schwa more quickly and softly than other vowels

Video One: http://coursematerials.eli.ubc.ca/pick_up_pronunciation/stress/schwa/schwa_module.html Video Two: http://www.hablamejoringles.com/%C2%BF%C9%99h-el-sonido-del-schwa-en-elingles/Principio del documento

c) Why is it important to know about syllables?

Schwa only occurs in unstressed syllables. Stressed syllables are always pronounced with full vowels. Unstressed syllables can be schwa or full vowels.

14

TEACHING PRONUNCIATION - Assignment

ACTIVITY 2: When do we use schwa? Audio One Common Uses of Schwa Examples

in many of the weak, unstressed syllables in content words: nouns verbs adjectives adverbs

in many prefixes and suffixes

often in function words: articles prepositions auxiliary verbs pronouns linking words

15

TEACHING PRONUNCIATION - Assignment

ACTIVITY 3: What are some common problems with schwa pronunciation? Audio Two Common Problems Schwa can be hard to hear as it is spoken quickly and softly: you have to listen carefully for it and use grammar to help you. Non-native English speakers tend to pronounce unstressed vowels as full vowels when they should be pronounced as schwa. The pronunciation of the same vowel can change from a full vowel to schwa or from schwa to a full vowel depending on the word form

Examples

2-syllable words- same spelling, different word form and word stress Different forms of the same word

16

TEACHING PRONUNCIATION - Assignment

EXPOSURE. ACTIVITY 1: Listen and repeat: Notice how the syllable with the // vowel receives less stress than the other syllables in the word. // At the beginning of words ago away along amaze upon contain asleep suppose // In the middle of word //At the end of words

agony holiday company buffalo

relative seventy telephone photograph

soda sofa zebra reason

famous lemon cousin circus

// spelled a arrive ashamed asleep away signal e oven open cement jacket belief i liquid humid capital typical cousin o occur obtain lemon lesson contain u upon suppose circus column support

17

TEACHING PRONUNCIATION - Assignment

ACTIVITY 2: Listen and repeat. Be sure to pronounce the syllable with // with less force than other syllables.

1. How are you today? 2. See you tonight. 3. See you tomorrow 4. Dont complain 5. I suppose so 6. I suppose its possible 7. Consider my complaint. 8. Complete today lesson. 9. Dont complaint about the problem. 10.
My cousin will arrive at seven.

EXERCISES. ACTIVITY 1: Listen and circle the schwa vowel // in each word. 1. Alphabet 2. Utilized 3. Depending 4. Photograph 5. Papa 6. Prevent 7. Imitate 8. Breakfast 9. Control 10. alarm

18

TEACHING PRONUNCIATION - Assignment

Read aloud each group of for words. Circle the one word in each group that does not contain //. about minute after something combine Canada lavender strawberry lettuce giraffe oven second attend support complete Russia maroon banana tomato zebra create seven allow supply compere Norway yellow vanilla carrot monkey olive leaving annoy suppose camper Colombia orange chocolate cucumber camel

ACTIVITY 2: Read the words aloud. Each word contains two unstressed syllables. Circle the schwa // vowel in both unstressed syllables of each word.

1. Favorite
2. Principal 3. Assistance 4. Medical 5. Attendance 6. Evidence 7. Offended 8. Diploma 9. Apartment 10. Canada

ACTIVITY 3: 1. Choose a limerick or poem (example below) and provide a copy for each student in the class.2. Read it out loud (or play from a cassette) to show the rhythm or
19

TEACHING PRONUNCIATION - Assignment

flow of stressed and unstressed syllables.3. Then let the class as a whole read the poem.4. Form different groups and have each group mark the schwa on their handout while you read.5. Do it two or three more times until they get the flow and then have one group read the poem to the other groups.

THE IRISH PIG Twas an evening in November AS I very well remember I was strolling down the street in drunken pride. But my knees were all aflutter So I landed in the gutter, And a pig came up and lay down by my side. Yes, I lay there in the gutter, Thinking thoughts I could not utter, When a lady passing by did softly say: You can tell a man who boozes By the company he chooses -And the pig got up and slowly walked away!

/P/ AND /B/ SOUND ACTIVITIES EXPLANATION.

ACTIVITY 1: The teacher tells the students the topic of the lesson and she/he mentions about the aim of the lesson to the students to learn how to pronounce /p/ and /b/ sounds. The teacher shows and explains how b and p sounds are pronounced, briefly. The teacher has two papers on which p and b sounds are written. She/ he puts the papers in front of her mouth and says the sounds. At this point, students see the difference clearly. She/he also wants them to make the same action with a piece of paper or she
20

TEACHING PRONUNCIATION - Assignment

says that they can put their hand in front of their mouth in order to understand the difference. She/he says some words including the sounds b and p. Then, Students watch a video about differences between b and p sounds. Video: http://www.manythings.org/b/e/3103

EXPOSURE. ACTIVITY 1: The teacher shows slide show that contain all the minimal pairs used in presentation and activities which are done in the practice and production parts, and she writes the minimal pairs on the board by reading them aloud. This is the passage: Barker and Parker Barker and Parker are close friends. They like jumping on the beach. They like eating peach while they are sitting on the beach. At school they like going to the lab. They like swimming in the pool. Every morning they swim 5 laps in the pool. They like playing baseball. They have the same caps, because they play in the same team. Barker is a rapid player. He runs like a rabbit. Parker is a strong player. Every morning he pulls himself up forty times. Their team has a simple symbol on their caps. The bull is a symbol of their team. Today they win the game. They are going in the cab. They will buy an apple pie. Minimal Pairs: /p/ and /b/ sounds pie cap rapid lap buy cab rabbit lab pull peach symbol bull beach simple

ACTIVITY 2: Listen to the teacher carefully. Stand up when you hear p sound, sit down when you hear b sound. These words are;
21

TEACHING PRONUNCIATION - Assignment

1. bull 2. rapid 3. lab 4. symbol 5. buy EXERCISES.

pull rabbit lap simple pie

pull rabbit lap simple pie

ACTIVITY 1: Read the sentences carefully, choose and underline the correct word. The bull/pull hit a man in the street. It's symbol/simple to find our house. Every morning she swims 10 labs/ laps in the pool. Where did you buy/pie that dress? I took a cap/cab to the airport. Let's go to the beach/peach tomorrow. Ben bulled /pulled himself up with difficulty. I like eating peach/beach while I am sitting on the peach/beach. The dove is a simple/symbol of peace. Our school has a science lap/lab. Would you like another piece of apple buy/ pie?

ACTIVITY 2: In production part the teacher divides class into two groups. Each step teacher whispers a word to the ear of a student in each group and wants them to hear that word on the grapevine. If the word which last student pronounces is same with the teachers word, they carry out that task. The words will be the same as in the presentation part. Then the teacher says Now its competition time. The same groups will try to find as many words as they can with th banned panned* bare pare* base pace

22

TEACHING PRONUNCIATION - Assignment

beak* peak beat peat* bitch* pitch blank plank* board pawed* braise* prays browed* proud robe rope

bear pear bee pee* blain* plain blot* plot bow pow* bride pride burr* per

ACTIVITY 3: The teacher gives only one minute for this activity. The team which will find the more words will be winner. The teacher gives a few minutes to students for reading tongue twisters. Then the student one by one reads the tongue twisters. The students try to read them as fast as they can. These are the tongue twisters: 1. 2. 3. 4. Pick up a piece of paper. Paula ate apple pie. Rubber baby buggy bumpers. Black bug bit a big black bear. But where is the big black bear that the big black bug bit? 5. Betty bought butter but the butter was bitter, so Betty bought better butter to make the bitter butter better. 6. 7. 8. 9. Purple Paper People, Purple Paper People, Purple Paper People Penny's pretty pink piggy Peter Piper picked a peck of pickled peppers. Pat a cake, pat a cake, bakers man. Bake me a cake as fast as you can;

23

TEACHING PRONUNCIATION - Assignment

Pat it and prick it and mark it with B, Put it in the oven for baby and me.

11.

Billy Button bought a bunch of beautiful bananas. A bunch of beautiful

bananas, Billy Button bought. If Billy Button bought a bunch of beautiful bananas, wheres the bunch of beautiful bananas Billy Button bought?

24