Search results
Advanced Word Stress Rules: Prefix & Suffix The syllable that gets stressed in a word depends mostly on the prefix and suffix of the root word. Here are the rules that tell you which syllable to stress. Prefix: word beginning When a word has a prefix, generally the stress will fall on the 1st syllable of the base word. aWARD surPRISE unHEALTHy
- 261KB
- 18
A selection of English ESL pronunciation printables. This game uses minim. 467 uses
- Introduction
- Procedure
- Vowels
- Consonants
- Word stress
- Procedure
- Procedure
- N æ :
- 1.4 Consonant clusters: English and first-language differences
- Procedure
- Extension
- Procedure
- Extension
- 1.6 Sounding English
- 1.7 Pronouncing names in English
- Procedure
- 1.8 Pronouncing places, products and planets
- Procedure
Aims Organisation What is pronunciation? Key issues in pronunciation teaching and learning Activities
Give a copy of the handout to each student and ask them to look at the section on vowels. Present the examples in 1. Say the words and explain that vowel sounds are underlined. Students do the exercise in 2 and check the answers. Give students some time to think about the question in 3. They should talk about their answers to a partner or other stu...
Examples: job give good car Underline the vowel sounds in these words: fall learn way road Does your language have the same vowel sounds? Give example words: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
Examples: my top work this Underline the consonant sounds in these words: shoe rob good leave Does your language have the same consonant sounds? Give example words: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
Examples: traffic about terrible tomorrow Underline the stressed syllable in these words: banana teacher engineer alone chemistry Does your language have words with the same stress pattern? conversation Give example words: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
Give a copy of the handout to each student and give them some time to complete it. (This might be best done as a homework activity.) Point out that the person they think of in C doesn’t have to be a native English speaker. It could be, for example, someone who shares their first language, who they have heard speaking English. Students report back t...
Display the chart in Box 3. Point to /i:/ and say the word mea few times, elongating the vowel. Explain the chart by saying that when we say this vowel the tongue is ‘high’ in the mouth, nearly touching the roof of the mouth; that the tongue is pushed towards the ‘front’ of the mouth; and the lips are spread and less forward. Ask students to say th...
T : A A : C K Lips spread and less forward Lips rounded and slightly forward LOW
The possible consonant clusters at the beginnings of words varies from language to language. This exercise builds awareness of what is possible in English and how this may be different from what is possible in the student’s first language. Focus Level Time Comparing consonant clusters in English and students’ first language Elementary+
Write a list of consonant clusters (comprising two or three consonant sounds) on the board. You could write these either as letters or using phonetic symbols. These should be a random mixture of possible and impossible combinations for the beginning of English words. (See Appendix 3 for possible combinations.) For example: possible: pl-, fr-, tr-, ...
If you find clusters that are possible in English but not in a student’s first language, it may well be that these will cause them pronunciation difficulties. Use this activity as a diagnostic exercise to identify clusters that may need attention.
In the class, play the first utterance a couple of times and ask students as a group and then individually to repeat, trying to say it in exactly the same way. Then ask ‘What words did you say?’ and write these on the board. Ask students to say how the pronunciation on the recording differs from the pronunciation of the words said slowly and carefu...
Repeat the activity using short sections of recordings you use for other purposes (e.g. in teaching listening or as model dialogues), to develop awareness of changes in pronunciation in connected speech.
The aim of this activity is to get students thinking about how other non-native speakers pronounce English and what pronunciations students value highly. If appropriate, you could make this more explicit at the end of the activity by asking why they have chosen particular students as having ‘better’ English pronunciation. What is it about these stu...
This activity is intended to raise awareness of pronunciation differences between English and students’ first language by focusing on the students’ first names. Focus Level Time Pronouncing first names in English Elementary+
Your students may: have names with an equivalent used in English-speaking countries (i.e. with the same or nearly the same spelling, but different pronunciation); examples of names used in both English-speaking and other countries include David, Laura, Peter, Robert, Elizabeth and Martin have names with no equivalent in English-speaking countries h...
The aim of this activity is to compare names (of cities, products, geographical features, etc.) that are often pronounced similarly (and are often written in the same or a similar way) in a number of languages. By comparing the usual (British) English pronunciation with the pronunciation in the students’ language(s), more general differences in pro...
Students work in pairs or groups. In a multilingual class, try to have different first-language students working together. Point to the list on the board/OHT. Ask students to write down how each of the words are written in their first language and to note any differences. Tell students to focus on those words that are written similarly or in the sa...
- 216KB
- 20
Pronunciation Why is pronunciation necessary? Language is a means of communication. It has three components: language grammar Vocabulary or lexis pronunciation a) Structures (the patterns that can be seen in these are usually called grammar of the language. b) Words that convey meaning (vocabulary or lexis).
- 403KB
- 28
2. put /ʊ/ (the others are pronounced with /ʌ/) 3. north /ɔː/ (the others are pronounced with /əː/) 4. bother /ɒ/ (the others are pronounced with /əʊ/) 5. earn /əː/ (the others are pronounced with /ɛː/) 6. brown /aʊ/ (the others are pronounced with /əʊ/) 7. ear /ɪə/ (the others are pronounced with /ɛː/)
- 1MB
- 20
This course shows you how to pronounce all 25 consonant sounds of English. Below is an example of each consonant sound - listen and read them. 1.3 1.3 1.3 Consonant Types | Sound Type of Sound Sound Example 1 Example 2 plosive (complete block of air followed by explosion) p b t d k g ʔ pin bag time door cash girl-cap robe late feed sock flag ...
People also ask
What is the purpose of a pronunciation activity?
How do you use a pronoun in a sentence?
What is pronunciation studio?
Why should you study pronunciation in a course book?
Who is pronunciation Studio London?
What happens if you make a mistake in your pronunciation?
example: John is a mail carrier. John carries a blue bag. To make the second sentence sound better, you can change the word John to he. new sentence: John is a mail carrier. He carries a blue bag. The word he is a pronoun that takes the place of the word John. Some common pronouns include: I, you, he, she, it, we, they, you, him, her, them, it, us
