PRONUNCIATION UNIT 1 1 1.22 Students listen to the recording while reading the dialogue. Sentence stress 2 Ask students to identify and say the words ending in Aim: Students identify and stress the most important the schwa /ǝ/ (monst er , comput er , riv er , advent ure , word in phrases and short sentences. Webst er , doct or , act or , Bak er , long er , short er , dinn er , 1 1.12 Students listen to the recording while aft er , funni er , sup er , burg er , dinn er ) . Remind students reading the dialogue. that the fjnal syllable in each of these words is very short. 2 The positive words which show that Linda likes Henry’s idea are great , fun and defjnitely . 3 1.23 Students listen and repeat. 3 1.13 Students listen and repeat. EXTRA INFORMATION EXTRA INFORMATION The schwa is an important phoneme as it is ofuen used in ● unstressed syllables, regardless of the spelling of the syllable Emphasising the most important words in short phrases and ● (e.g. act or , fut ure , col our and b a nan a ). Your students may sentences helps students to recognise the importance of say word endings the way they’re spelled if they don’t use stress and intonation to convey meaning. the /ǝ/ correctly. Explain to students how stressing positive words shows ● You can help students to say this phoneme by explaining that ● enthusiasm. it is the shortened /ɜ:/ sound (e.g. verb , purple ). The schwa gives English its characteristic rhythm and when ● speakers don’t use it they tend to sound unnatural and UNIT 2 wooden. Word stress Aim: Students identify and say the stressed syllables in UNIT 4 thinking verbs. The short /ʌ/ vowel sound 1 1.17 Students listen to the recording while reading the dialogue. Aim: Students identify and pronounce the short /ʌ/ sound in words, including those with irregular spellings 2 Ask students to identify the one-, two-, and three- (e.g. c o me , M o nday , y ou ng , d oe sn’t ). syllable verbs in the dialogue. One syllable, blue: know , think ; two syllables, red – with stress on second 1 1.31 Students listen to the recording while syllable: be lieve , suppose , forget ; two syllables, red – reading the poem. with stress on fjrst syllable: wonder ; three-syllable 2 Ask students to identify and say the words with the words, green – with stress on the fjrst syllable: /ʌ/ sound (c ou sin , L o ndon , c o ming , M o nday , y ou ng , re cognise , concentrate and with stress on the second l o vely , f u nny , l o ves , s u n , r u nning , j u mping , d oe sn’t , syllable: remember . st u dying , m o ney) . 3 1.18 Students listen and repeat. 3 1.32 Students listen and repeat. EXTRA INFORMATION EXTRA INFORMATION Teachers could tell their students to try putting the stress ● If this short phoneme isn’t found in the speaker’s own ● on each syllable in turn. We tend to be able to ‘feel’ which language, it can be difgicult for them. one is right (Say : remember, remember, remember; which one The irregular spellings of this phoneme also cause confusion. sounds the best to you? ). ● When written with letters other than u (e.g. Monday , young ), students tend to pronounce the words they way they’re spelled. UNIT 3 You can help students to pronounce these words correctly ● Words ending with schwa /ǝ/ through rhyme, for example, Monday rhymes with Sunday ; one and done with sun ; come / sum ; money / funny ; does / buzz Aim: Students identify and say words ending with the and young / sung . schwa /ǝ/ phoneme, including comparatives ending in - er and words spelled - or and - ure . 114
PRONUNCIATION UNIT 5 you ?; You’re not afraid , are you ?) . Explain that in these sentences the speaker doesn’t know the answer Strong and weak forms of been: /biːn/ and /bɪn/ to their question. Then ask students to identify the Aim: Students practise the strong and weak forms of question tags with falling intonation (I don’t really been /biːn/ and /bɪn/. know Jane , do I ?; They’re big dogs , aren’t they ?) . In these sentences the speaker knows the answer, so the 1 1.36 Students listen to the dialogue while intonation falls. reading. 3 2.09 Students listen and repeat. 2 Students identify and practise saying the two pronunciations of been : Where have you been /biːn/ ? ; I’ve been /bɪn/ hiding in the kitchen . Students try to EXTRA INFORMATION fjnd the word that sounds exactly the same as the The intonation in question tags depends on whether the ● weak form of been in the dialogue (bin) . speaker knows the answer to their question or not. In the 3 1.37 Students listen and repeat. example, Sam is surprised by Max’s hesitation and fear so his voice rises. Compare: ‘ I don’t like fish, do I? ’ (I know I don’t like fish) to ‘ You’re not afraid, are you? ’ (I don’t know if EXTRA INFORMATION you’re afraid). The weak form /bɪn/ is much more common than the strong ● form /biːn/ . The weak form is pronounced with the short /ɪ/ vowel UNIT 8 ● sound. This is also used in other unstressed syllables ( wait e d /ˈweɪtɪd/ ; dish e s /diʃɪz/ ; kitch e n /’kɪtʃɪn/ ), although the The /ju:/ sound Aim: Students identify and say words containing the schwa is the most common weak form. /ju:/ sound (e.g. you , st u dent , u niversity , comp u ter , Some English language learners find it difgicult to hear ● the difgerence between the long /i:/ and the short /ɪ/ m u sic ). vowel sounds. Ask students to exaggerate the manner of 1 2.13 Students listen to the recording while articulation to help them to say and hear the phonemes. For /ɪ/ the lips are only slightly open, in a ‘square’ shape; for /iː/ reading the dialogue. the lips are spread in a thin smile and the sound is longer. 2 Ask students to say the words containing the /ju:/ sounds ( you , St ew art , st u dents , m u sic , comp u ting , u niversity , un u sual , f u ture , revi ew s , n ew spapers) . UNIT 6 3 2.14 Students listen and repeat. /f/ , /v/ and /b/ consonant sounds Aim: Students identify and say words containing the EXTRA INFORMATION /f/, /v/ and /b/ phonemes (e.g. f orest , v illage , b each ). The /ju:/ sound can be spelled in many ways ( T ue sday , ● 1 2.04 Students listen to the recording while u sual , you , f ew and v iew ). reading the sentences. In American English, some words may be pronounced with ● the /u:/ sound instead (e.g. news /nu:z/ , student 2 Ask students to fjnd and say the words with the three /ˈstu:dǝnt/ ) but many other words such as music , computer phonemes: /f/ beauti f ul , f orests , f arms , f antastic , f or , and usually are pronounced as they are in British English. f ishing , F riday , f orget ; /v/ v isit , v illage , o f , V ictoria , ri v er , sou v enir , v ery , ne v er ; /b/ b eautiful , b y , b uy , b uildings , b uses , b each . UNIT 9 3 2.05 Students listen and repeat. /tʃ/ and /dʒ/ consonant sounds Aim: Students identify and say words containing the EXTRA INFORMATION voiced /dʒ/ and unvoiced /ʃt/ phonemes (e.g. J ane and All three phonemes are made at the front of the mouth. The ch oose ). ● /f/ and /v/ sounds are an unvoiced and voiced consonant 1 2.17 Students listen to the recording while pair. The front teeth are placed on the bottom lip, but when producing the /v/ phoneme, the voice is used. Teachers reading the dialogue. could ask students to put their fingers on their throat when 2 Ask students to fjnd and say the words with the / saying the two sounds to feel the vibration. tʃ/ ( ch oose , Ch arlie , ch ess , ch anged , tea ch er , coa ch , Point out to students that both the strong of /ɒv/ and weak ● ch ance , ch ampion) and /dʒ/ sounds ( j ournalist , of /ǝv/ are pronounced with the /v/ sound. j ournalism , J ane , dan g erous , j ob , chan g ed , G eography , j ust , j oined) . 3 2.18 Students listen and repeat. UNIT 7 Intonation of question tags Aim: Students identify and use correct intonation in question tags. 1 2.08 Students listen to the recording while reading the dialogue. 2 Ask students to say the sentences where the speaker’s voice rises at the end (You do want to come , don’t 115
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