Teaching Pronunciation

Unit 5: The Consonant System /Vowel system

PORTFOLIO-
Student’s Ariadna Luisa Montiel Cornejo
name
GENERAL INFORMATION
 This document includes the task you are required to do for unit 5.
 Read the instructions for the task carefully before you do it.
 When you have finished it, save the task-document in your portfolio.
 Then, submit it by the due date following the instructions given in the Academic Guide.

Task 1
1. Read the required readings for this unit.
2. Reflect on the descriptions of the consonant and vowel systems.
3. Fill in the table below with information from the reading excerpts and experience of your own teaching practice.

System Definition General Characteristics Examples of Phonemic Teaching Suggestions How would you adapt
Transcription these suggestions to your
 teaching context?
The Consonant System Set of consonant 1. Wide range of  "pat" /pæt/ -> 1. Providing practice I would create
sounds used in the consonant sounds "bat" /bæt/ with minimal pairs, different games since I
American English with their  "cat" /kæt/ -> this is giving teach in primary
language. It engrosses articulation "hat" /hæt/ examples with school. Particularly add
articulation placements in the  "sit" /sɪt/ -> words that only TPR to the teaching of
placements, voicing mouth. "fit" /fɪt/ have variations the consonant system.
and variation of 2. Classification of with one I would also provide
 "mat" /mæt/ ->
pronunciations. consonants as consonant. minimum pairings for y
"nat" /næt/
voiced or 2. Visual aids are students to
 "bed" /bɛd/ ->
voiceless. important, Charts, differentiate between
3. Stops, fricatives
"red" /rɛd/ pictures and the subtle changes in
affricatives, nasals  "dog" /dɑg/ -> diagrams can help the words.
and "fog" /fɑg/ comprehending
approximants.  "cup" /kʌp/ -> the placement of
4. Complex cluster "sup" /sʌp/ the consonants in
systems where  "tin" /tɪn/ -> the mouth.
the consonant "win" /wɪn/ 3. Encourage
sounds are  "vex" /vɛks/ -> imitation. Students
produced and "text" /tɛkst/ should be
pronounced  "jam" /dʒæm/ -> encouraged to
together as a "ham" /hæm/ mimic the sounds
single syllable. produced by the
5. The system teacher or the
presents different native speakers.
geographical 4. Focusing on
pronunciation specific sounds:
(dialect or Instead of
idiolect). overwhelming
 6. It plays an students with
important role bazillion sounds,
differentiating teachers should
between words focus on one or
that change only two sounds at a
with consonant time, this will aid
sounds. students to focus
their pronunciation
on those specific
needs.
5. Provide feedback,
focusing on the
sounds being
worked on.
Specifically the
feedback should be
done by direct
correction,
modeling, or other
techniques.
6. Incorporate games
and activities that
make the teaching
fun for the
students.
7.
The Vowel System The vowel system is a 1. 14 vowel sounds  /i/ - as in "meet" 1. The book suggests Using a system like
group of sounds that divided in  /ɪ/ - as in "sit" that we teachers “whack-a-mole” with
are produced with an diphthong and  /ɛ/ - as in "met" begin the vowel different sounds taking
open vocal tract monophthong.  /æ/ - as in "cat" presentation by hand of the Silent Way
without any type of 2. Vowels can be  /ʌ/ - as in "cut" giving information is a great way to make
closure or constriction. produced with  /ɔ/ - as in to the students students have fun and
They are produced by high, mid or low "thought" about the start recognizing
the variation of shape tongue position. articulations of the patterns of vowels. As
 /o/ - as in "boat"
and position of the The higher the vowels. always TPR and games
 /u/ - as in "boot" 2. It is important too
articulators of the position, the closer are important to
mouth (tongue, lips). to the roof the  /ə/ - as in "about" to demonstrate the create meaningful
It consists, also, of 14 sound is produced.  /eɪ/ - as in "day" principles, we can lessons and learning.
vowel sounds divided 3. The vowels are do it by presenting
in two sections: also produced with bottles of different
Monophthongs and front, central or sizes and shapes,
diphthongs. back tongue containing
Monophthongs are position. If the different levels of
vowel sounds position is in the liquids and make
produced with one front, then the them “sing”, each
single position of the vowels are bottle with
tongue, meanwhile produced in the produce a different
diphthongs change the front of the sound, depending
position of the tongue mouth. of its shape and
during the production 4. Vowels are also the height of the
of the sound. produced with bottles in the same
different degrees way we shape our
of tension in the mouth and tongue.
mouth. 3. We can also use
5. Monophthongs color-coding in
and diphthongs. order to present
Monophthongs the different
are vowel sounds vowels and then
produced with one evolve into color-
single position of texture.
the tongue,
meanwhile
diphthongs change
the position of the
tongue during the
production of the
sound.