Adrian Underhill's Interactive Phonemic Chart

This is great and simple.

It may be enough to kill this blog.

http://www.onestopenglish.com/section_flash.asp?catid=60030&docid=156649

It's been nice knowing you.

............

I love Adrian Underhill who is of course the author of Sound Foundations one of the most helpful books for teaching teachers and students about how their mouths work and how pronunciation classes work.

This won't put him or us out of business. This will just make teaching English a hell of a lot easier when you have the internet in the classroom. Having a great resource doesn't make better teachers but it does learning to be a better English student and learning to be a better English teacher much easier.

And that's the whole point, isn't it?

A Song in IPA - Falling Slowly

Why this:
How aspiring musicians like myself may feel about Hansard wasn't the deciding factor in choosing the Oscar-winning Once's Falling Slowly- I chose this for the inclusive importance it puts on the non-Irish character who the students are naturally going to relate to in some way or another and the way it makes Dublin look brokenly soft and woozy. I think students feel this way after a nice night out.... or a 30 minute pronunciation lesson.

What needs to be prepared:
1 photocopy to hand out broken into pages for small groups.
1 photocopy to hand out at the end of the session to each student
The soundtrack version of the song to play
(photocopies of lyrics are optional)
Technically there are very few rare phrasal verbs to work through, though "play themselves out" will take a bit of clever pre-teaching. This activity is meant for B1-B2 students in Intermediate or Upper-Int groups who have mastered the phonemes in the English File set. They must also be familiar with the real Irish "o" or the American "o" as well as Linking and Assimilation. This should be done after they have shown consistent ability to sound out IPA scripts for short linked phrases. The symbols representing the phrases are divided generally into "breaths" if that makes sense. I wanted to keep significant pauses obvious and keep the rhythm of the rhyme scheme in this way. I didn't do it word for word as that wouldn't reflect speech. It came out to 60 lines
So it was difficult but they managed most of it and saw all that theory in action.

How it went:
There were 14 students in the class where we did this. I handed out one page of five evenly-divided pages of lyrics to groups of three students. I had removed the title from the first page. They then worked it out taking 5 minutes on their per page until rotating it on to the next group until someone guessed the title because they had heard the song previously and enjoyed it enough to put on their mp3 player.

Congratulations Fumie

Falling Slowly

aɪdoʊnoʊju:

bʌdaɪwantʃu:

ɔ:lðəmɔ:r

fərðæt

ənwɜ:rdzfɑlθru:mi:

ənalweɪzfu:lmi:

ændaɪkɑ:ntriæk

engeɪmz

ðænevə

rəmaʊn

tu:mɔ:ðen

ðeərmentwil

pleɪðemselv

szaʊt

teɪkðɪ

sɪŋkɪn

boʊ

ænpɔɪndɪ

hoʊm

wi:fstɪlgɑ:

taɪm

reɪzjɔ:

həʊpfʊl

vɔɪsju:

hævə

tʃɔɪsju:

meɪkɪnaʊ

fɒlɪnsləʊli

aɪzðænəʊmi

ændaɪkɑ:n

gəʊbæk

ənmʊdz

ðæteɪkmi

ændi:reɪsmi:

ændaɪmpeɪn

tɪdblæk

weljuhæv

sʌfɜ:dɪnʌf

ænwɒrdwɪθjɔ:self

ɪtstaɪmðæju:vwɒn

teɪkðɪ

sɪŋkɪn

boʊ

ænpɔɪnɪ

hoʊm

wi:vstɪlgɑ:

taɪm

reɪzjɔ:

həʊpfʊl

vɔɪsju:

hævə

tʃɔɪsju:v

meɪdɪnaʊ

fɒlɪnsləʊli

sɪŋjɒmeloʊdi

aɪlsɪŋɪlaʊ

əpleɪdðəkarz

tu:leɪ

najəgan

For Gerry and John's Intermediate Class: Pronunciation Videos

I'm chuffed. John Wells wrote me an email.

I was looking for a video series designed symbol-by-symbol on the RP version of English. This is apparently just what Alex Bellem has done through the BBC's Learning English site. She's great and occasionally fun. The videos are short and easy. This is a link to the beginning with a full chart which corresponds to the symbols found in student books and dictionaries.

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/

This is recommended for students at Pre-Intermediate levels or higher. Better Elementary students with an awareness of pronunciation issues may also benefit from these as reminders of similar sounds like the Hot vowel, the Four vowel and the Up vowel.

Which accent and why bother?

Since the staff development session I've found another interesting pronunciation blog (there really aren't that many). It was a link that John Wells left on his blog (Monday 19 May 2008). It is a response of sorts to a very common question from some uncommon teachers working outside of the Anglosphere. The question of which English accent will be most useful was posed to John Wells and the discussions that follow are great and do a lot to inform future staff discussions as to which accent to focus on teaching and why bother with any specific accent. Mr. Wells gives the answer that I believe holds the most water in any student's life experience in English: all accents. That is of course putting too fine a point on it. Check out his blog for the first time on this entry 19-05-08; you won't be disappointed. He recommended this as well. I do whatever he says. He Is the great He Is. Enjoy.

A link for PhonetiBlog is listed to the right. Watch out for the wacky spelling; the guy says he writes as HE pleases, but I've come across all HIS reduced spellings before. I think he should be proud of conformism on a level that minute. Not everyone's got it. Power to the pedant.

For Clear Communication

For a person with limited exposure to English or to those with plenty of exposure but who have plateaued, the study of pronunciation is an excellent choice to improve both speaking and listening skills which is where students usually disappoint on skills testing and real life.

There are many understandable ways of expressing yourself in English. Ones that aren’t understandable aren’t English. They don't need native accents but they don't need errors either. But when it comes to listening they do need native like skill. A real understanding of pronunciation is all that can help them. Some have years of experience and some have a good ear the rest have teachers.

I would love to see students comfortably talking with their teachers about accents and assimilation, but the first step is knowing what all that stuff following the entry in their dictionary is... and someone has to tell them why it's there BEFORE the definition is. That's us. The teachers.

To do this I think wee we need to know more about the following:

The vowel sounds

Places of articulation

What an allophone is

What assimilation is and why it happens

More about Accents

Some essential sources

What to look at next

Interesting stuff for students

.........

I'll keep updating this blog as I find more check back occasionally and send a comment to if you find a good source or interesting video for my students and me. I'll post them and put up your picture and give you a mention and make you famous and everything. Enjoy the weekend. I'll see you on Monday.

-jbw

There is no specified target accent, the target is awareness.

Speech can be analyzed in many ways and phonetics is one of them. The International Phonetics Association is active though well over 100 years old. The Alphabet which it maintains, like the load of dictionaries it has been used in, changes.

It can describe languages in minute detail. It can be used in a more general way like a script for an actor or a page of music for a flautist. In those dictionaries it can only provide a valid blueprint for ONE native accent at a time. That accent is not mine. Nor is it yours. Nor is it perfectly described. By useing an IPA description of a British accent we are not using a perfect model. Nor should we expect to find a dictionary that describes our accent. Language is personal and pronunciation is more so. Telling someone they speak badly can often be the same as saying they are too poor to be understood or that perhaps they and their family are not acceptable.

There is no wrong accent or right one. Oxford and Cambridge take different views on the pronunciation of many words. Ambiguity exists and our students should not point this out to us. We should show it to them first and use this fact to encourage a real study of how English is spoken. To do this we must be able to describe what we hear too.

The goal is being more aware, not expertise... not yet

A solid knowledge of English grammar and structures may not be necessary for a child, but we all agree it is often an immense help to a thinking, adult student. The adult learner's ability to analyse and incorporate language patterns is a great advantage we must use while helping them improve. Instilling an awareness of pronunciation patterns is just giving them another skill, and it will be a process.

Pronunciation awareness, like an awareness of grammar, is a helpful, transferable body of knowledge for an adult which can only benefit an analyst and user of a spoken language. They will be scared at first since grammar is often taught while pronunciation is taken for granted in elementary schools round the world. You may be their first teacher.

But there is a benefit in not knowing everything about it: your discoveries in this area will occur at the same time as theirs. It is just like when you started teaching new materials: at the beginning you didn't feel like you knew it all, but the classes still learned. And if you really enjoy languages it provides years full of discovery.

You must expect loads of suprises as you encourage students to trust their ears not your instructions. They will find flaws or "characteristics" in your accent which you may be unaware of. This will fill them with that revolutionary pleasure that comes from truely learning something... and besting the teacher. Let them soak it up. But when they start making those observations remember you played a small part. And the students next months will start making them even faster.