Teaching Pronunciation


Have your students touch their throats while pronouncing voiced and voiceless sounds



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Have your students touch their throats while pronouncing voiced and voiceless sounds.

  • Have your students touch their throats while pronouncing voiced and voiceless sounds.
  • They should feel vibration with the voiced sounds only.

Aspiration

  • Aspiration
  • Aspiration refers to a puff of air when a sound is produced.
  • Many languages have far fewer aspirated sounds than English, and students may have trouble hearing the aspiration.
  • The English /p/, /t/, /k/, and /ch/ are some of the more commonly aspirated sounds.

To illustrate aspiration:

  • To illustrate aspiration:
  • have your students hold up a piece of facial tissue a few inches away from their mouths and
  • push it with a puff of air
  • while pronouncing a word containing the target sound.

Mouth Position

  • Mouth Position
  • Draw simple diagrams of tongue and lip positions.
  • Make sure all students can clearly see your mouth while you model sounds.
  • Have students use a mirror to see their mouth, lips, and tongue while they imitate you.

Intonation

  • Intonation
  • Word or sentence intonation can be mimicked with a kazoo (mouth organ), or alternatively by humming.
  • This will take the students' attention off of the meaning of a word or sentence and help them focus on the intonation.

Linking We pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words.

  • Linking We pronounce phrases and even whole sentences as one smooth sound instead of a series of separate words.
  • 'Will Amy go away,' is rendered 'Willaymeegowaway.'
  • To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it.

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