Viviana Preste - Phonetics & Phonology III - CeRP del Este

Write an academic article about How to teach consonants to our students

When teaching pronunciation to our students, we should take into account some
difficulties that may present. These difficulties arise because their pronunciation and the way
they articulate sounds are shaped by their mother tongue, since there are particular sounds
in English that do not exist in Spanish. As teachers, we must provide our students with
opportunities to practise and produce sounds, but also, to provide techniques in order to
produce them correctly. Although it may be a challenge to teach the pronunciation of
consonants to our students, there are certain strategies that can be implemented in order to
facilitate the process and to create a bridge between declarative and procedural knowledge.
Firstly, drills, songs and other communicative activities are useful ideas to help learners to
practise the production of consonants. Secondly, there are certain techniques and elements
we can utilise to help students articulate sounds. Last, but not least, it is important to explain
to learners how consonants are produced, using the Phonemic Chart and diagrams.

Firstly, the use of drills can be a useful technique if used appropriately. When
teaching the pronunciation of consonants, we can get learners to listen to a model, such as a
tape, and repeat what is heard. The teacher can also say the word or phrase and students
repeat it. Drills provide a focus on accuracy, and also, they can help learners get their
tongues around difficult sounds. Although drilling has lost popularity nowadays, they are still
very effective if used in a different way. There are many types of drills, in which learners can
interact, play games and sing songs. We can turn drills into a dynamic and entertaining
activity, as long as we do not overuse this technique.

Pronunciation can be improved through the use of songs, games, storytelling and
other communicative activities. As teachers, we can implement these activities as a learning
technique to improve the pronunciation of consonants that may present a problem for
learners, since some phonetic sounds are unfamiliar for them. The exposure to songs and
games can turn the class into a dynamic and positive environment for students, providing
motivation and keeping them engaged.

Secondly, there are many techniques that can be integrated in order to improve our
student’s pronunciation of consonants. It is important to clarify in advance the difference
between voiced and voiceless consonants, by getting students to touch their throats when
producing them and asking them to notice the difference.
 Viviana Preste - Phonetics & Phonology III - CeRP del Este

Some of these techniques require the use of certain elements. For example, in order
to pronounce the phonemes /p/ and /b/ correctly, students can hold a piece of paper in front
of their lips and make the sounds. The paper should move for /p/, but not for /b/. Then, for
the sounds /t/, /d/, /k/, /g/, we can ask students to hold a match or lighter in front of their face.
The flame should flicker for /t/ and /k/, but less for /d/ and /g/. We can also make a
relationship between sounds and certain words or phrases. For /m/, we can link it with “liking
something” as in ​Mmm,​ and for /s/, we can ask students to produce the noise the snake
makes. For /z/, they should add voice to /s/. Also, for the /ʃ/ and /ʒ/ sounds, we can get
students to produce the sounds they make if they want someone to be quiet. After they have
said ​Shhh,​ ask them to add their voice. In order to produce /h/, students can hold their palm
in front of their mouth and breath out without voice. They should feel the air on their palm. In
the case of /​ŋ/, we can use words ending with ​-ing.​

Thirdly, it is important to clearly explain to students how these consonant sounds are
produced. We can use the Phonemic Chart to guide them and show them the English
consonants. They should also become familiar with it. It is a useful tool to implement in our
classroom, since it is easier to show the way a word or phrase is pronounced using
phonemic symbols.

Also, it is helpful to work with phonemic diagrams and images that show the
articulators of speech in order to help learners realise the manner and the place of
articulation. According to Kelly (2000), “With consonants, (...) we can talk about the parts of
the mouth and throat which touch, and how they restrict, interrupt or divert the airflow.” We
can use our own face from the side to show them how certain sounds are produced when
articulators interact. Students should know the different articulators of speech. Diagrams are
extremely helpful for them to understand the position of articulators and which ones interact
with each other to produce the different consonants. It is highly important that they practise
the articulation of consonant sounds and that we hear them while doing so, in order to help
them achieve a correct pronunciation of these sounds.

In conclusion, as teachers we should encourage learners’ correct pronunciation of

the English consonants. By promoting a good pronunciation, we are helping them to
communicate more effectively, and to make their speech more intelligible. It is important that
we keep a balance between the different techniques previously mentioned, since all of them
aim at different aspects of practising students’ pronunciation, but they all aim at enhancing
 Viviana Preste - Phonetics & Phonology III - CeRP del Este

our students’ pronunciation. As teachers, we represent not only a model for them, but also a
guide and a facilitator, a person that teaches them, encourages them, and provides
feedback.

References:

Roach, P. (1991). ​English Phonetics and Phonology: A Practical Course. Cambridge

University Press: United Kingdom.
Finch, D & Ortiz, H. (1982). ​A Course in English Phonetics for Spanish Speakers.
Heinemann Educational Books Ltd: London, United Kingdom.
Kelly, G. (2000). ​How to Teach Pronunciation.​ Pearson Education Limited: Essex, England.