Pronunciation Fun Preview

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PRONUNCIATION FUN WITH PICTURES “Did you say you are dirty?”

“No, I’m thirty!”

“You eat soap?”

“No, I said I eat soup!”

Essential pronunciation practice to build confidence

intercambio.org

Student Name Teacher Name Teacher Phone Number Teacher Email Intercambio® Uniting Communities Copyright ©2018 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written premission of Intercambio Uniting Communities.

Written by: Lee Shainis 2018 Edition by: Debbie Goldman, Rachel Freeman and Sarah James Design by: David Olivares Special thanks Leanne Chacon Karen Taylor de Caballero

Practice videos can be found at intercambio.org/teachers and at intercambio.org/students Copyright © 2018 Intercambio Uniting Communities All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law.

For permission requests, write to the resources@intercambio.org

Intercambio Uniting Communities 4735 Walnut Street, Suite B Boulder, CO 80301 Visit our website at : intercambio.org Pronunciation Fun With Pictures

Table of Contents Directions for the teacher Tools for teaching pronunciation

pg. 2 pg. 2

Consonant practice p vs. b t vs. d s vs. z th vs. t th vs. d k vs. g nk vs. ng ch vs. sh v vs. b w vs. v y vs. j l vs. r

pg. 4 pg. 5 pg. 6 pg. 7 pg. 8 pg. 9 pg. 10 pg. 11 pg. 12 pg. 13 pg. 14 pg. 15

Vowel practice GREEN TEA vs. SILVER PIN SILVER PIN vs. BLACK CAT SILVER PIN vs. WHITE TIE RED DRESS vs. BLACK CAT BLACK CAT vs. OLIVE SOCK BLACK CAT vs. CUP OF MUSTARD OLIVE SOCK vs. CUP OF MUSTARD ROSE COAT vs. BLUE MOON ROSE COAT vs. TURQUOISE TOY WOODEN HOOK vs. BLUE MOON ORANGE DOOR vs. BROWN COW GREEN TEA vs. GRAY DAY GREEN TEA vs. PURPLE SHIRT RED DRESS vs. WHITE TIE OLIVE SOCK vs. WOODEN HOOK

pg. 16 pg. 17 pg. 18 pg. 19 pg. 20 pg. 21 pg. 22 pg. 23 pg. 24 pg. 25 pg. 26 pg. 27 pg. 28 pg. 29 pg. 30

Challenging pairs Other activities

pg. 31 pg. 32

1

Directions for the Teacher General Use Pronunciation takes time. Adults will have to engage muscles they have not used and have a body awareness to produce new sounds. For this reason, we recommend the Following: • • • •

Select one set of pairs (two sunds) for ten minutes each lesson - leave them wanting more rather than being frustrated.

Consider sounds related to the vocabulary, or select sounds that simply need to be practiced.

With consonant sounds, introduce the first sound in isolation and have students repeat.

Example: Page 1 - say the “p” sound so that your students can feel the air flow (puh.)

Have students repeat several times.

Watch the Pronunciation videos on our website for more examples.

intercambio.org/teachers intercambio.org/students

Useful Tools in Pronunciation

Stretch a rubber band sideways to show the GREEN TEA sound or strech vertically to simulate the long jaw when saying the BLACK CAT sound.

Touch your throat to feel the vibration when making sounds such as v and z.

Use a mirror or the “selfie” mode on a smart phone to see what your mouth is doing while making sounds. Record your teacher, practice the sounds, and then record yourself.

Use a piece of paper in front of your mouth to see the difference in air flow with sounds such as p vs b

Download Teacher Directions from our website intercambio.org/teachers 2

Pronunciation Fun With Pictures

Why use the COLOR VOWEL® Chart?

The English alphabet has only five vowel letters to represent 16 different vowel sounds. Spelling is therefore not a reliable guide for knowing how to pronounce a word. We use The COLOR VOWEL Chart in this book because it enables teachers and learners to talk about pronunciation without using letter names or phonetic symbols. Where once a teacher may have said, “Let’s practice the ‘e’ sound,” she can now say, “Let’s practice GREEN TEA words,” avoiding altogether the confusion of using letter names to describe sounds. The Chart (in the back of this book) helps learners consider how a word sounds Step-by-Step instructions for all minimal pairs 1. If you are working on consonant sounds practice the sound. If you are working on vowel sounds say the Color Vowel anchor phrase and then the sound in isolation: “GREEN TEA ee”. This has proven itself effective with teachers and students, conveying that it’s the foundational phrase that keeps you ‘moored’ to the vowel sound.

2. Introduce the second sound same way.

3. Repeat the first sound and then say the first column of words. Student(s) can repeat.

4. Repeat steps one and two for the second round 5. Say the first word pair for student(s), making sure they can see what your mouth is doing. Point to the picture if you are working one-on-one, or write the words on the board and point to the word you are saying if you are in a class. Point to and say each word at least 3 times. (It’s okay for student(s) to repeat the word, but the focus is on hearing it.)

6. For one-on-one, say the word and have students point to the picture/word they hear.

For a group class, write 1 and 2 in front of each word on the board and ask students to hold up one or two fingers to show which one they hear. Alternatively, you can have them hold up cards with the words on them.

7. Once student(s) have mastered step 6, make it harder by covering your mouth or turning your back to them. See if they can still pick out the right word.

8. Now student(s) are ready to produce the sound. Have them repeat the sound in isolation again.

9. Then say the word and have them repeat it. It can be helpful for them to use their phones or a mirror to see what their mouth is doing. Do this several times.

For group classes, move around the room to check on everyone’s pronunciation. Have students practice saying the word with a partner. They will say the word, and the partner will point to it. Repeat 2-9 for each word pair on the page. (You may not have time to do them all in one class – you can come back and revisit it next time).

Download Teacher Directions from our website intercambio.org/teachers 3

p b

Consonant sound practice The p sound: Put your lips together and realease them with a puff of air.

The b sound: Put your lips together and realease them while using your voice.

Watch your teacher make these sounds.

Tools for practice: Hold a piece of paper in front of your mouth. Watch it move when you say the p sound. Touch your throat to feel the difference in vibrations for these two sounds.

Minimal Pair Practice

pig

big

path

bath

cap

cab

rope

robe 1

4

Pronunciation Fun With Pictures

2

th t The th* sound: Put the tip of your tongue between your front teeth. Blow out air.

The t sound: Put the tip of your tongue to the back of your front teeth. Blow out air.

Watch your teacher make these sounds. *The th sounds in English can be voiced and unvoiced (with vibration and without vibration). In this pair we are practicing the unvoiced th sound.

Tools for practice: Use a mirror to see your tongue when you say the th sound.

Minimal Pair Practice

thank

tank

thick

tick

bath

bat

booth

boot 1

2 7

k g The k sound: Raise your tongue in the back of your mouth blocking the opening. Then puff out the air.

The g sound: Raise your tongue in the back of your mouth, blocking the opening. Then use your voice to make the g sound Watch your teacher make these sounds.

Tools for practice: Touch your throat to feel the vibration for the g sound.

Minimal Pair Practice

coat

goat

cold

gold

back

bag

dock

dog 1

2 9

ch sh The ch sound: Put the tip of your tongue behind your top front teeth. Push a short burst of air out.

The sh sound: Keep your tongue in the middle of your mouth. Your teeth almost touch. Blow air over your tongue and teeth continuously.

Watch your teacher make these sounds.

Tools for practice: Put your hand in front of your mouth. Feel the short burst of air for the ch sound

compared to the continuous stream of air for the sh sound.

Minimal Pair Practice

choose

shoes

chop

shop

catch

cash

watch

wash 1

2 11