Category Archives: THE RAIN IN SPAIN … (PRONUNCIATION)
TRY TO PRACTISE PRONUNCIATION OF THE 3rd CONDITIONAL FOLLOWING THESE TIPS
AFTER DOING EXERCISE 4 ON PAGE 65 YOU MIGHT BE INTERESTED IN WATCHING THIS VIDEO
LISTEN TO THIS SONG
HOW DO THEY PRONOUNCE “GOING TO”?
Many English learners pronounce each word clearly, to get the pronunciation perfect – but native English speakers don’t do this.
Natural spoken English contains reductions – sounds that change and disappear when spoken at normal speed. This sometimes makes spoken English hard for students to understand.
Doing English pronunciation practice with reductions will help you speak more naturally AND understand spoken English more easily.
Most native English speakers don’t pronounce “to” like the number “2.” Instead, we say it like this:
GOING TO –> “GONNA”
Remember that gonna is only used in speaking. We should never write gonna (with the possible exception of texting between friends).
- I’m gonna practice English every day. (Remind students that they will see it written as “I’m going to practice…” because gonna is only used in spoken English.)
- Are you gonna go out tonight?
- He’s gonna do his homework.
- She’s gonna buy a new dress.
- We’re gonna play our new video game.
- Are they gonna go to Disneyland next year?
What are you “gonna” do at Christmas ? on New Year’s Eve?
As you know, the “-ed” endings of regular past tense verbs can be pronounced in three different ways: /t/, /d/ and /ɪd/, which is the one most students tend to overuse. Have a look here here for an overview of the rules.
WATCH THIS VIDEO TO LISTEN TO SOME EXAMPLES:
Over the years, I have found that /t/ and /d/ are easier to notice and to produce if the verb comes immediately before a word beginning with a vowel sound:
liked it – /laɪktɪt/
dreamed of – /driːmdəv/
The video is suitable for late A2, B1 and B2 students, who will have learned the basic -ED rules, but may still struggle to produce the sounds accurately. The on-screen activities are all self-explanatory.
You will notice that the activities do not test whether students can choose between /t/ and /d/. The difference is barely audible in fast connected speech, and it rarely causes misunderstandings. Also, since most students tend to overuse /ɪd/ and avoid /t/ or /d/, the song excerpts focus on the latter, rather than the former.
TRY THIS -ED ENDING GAME I MADE FOR MY A2 STUDENTS:
HAVE A LOOK AT THIS HANDOUT:
You can try theses esercises:
CLICK ON THE PICTURE TO PLAY THE GAME (verbs)
CLICK ON THE PICTURE TO PLAY THE GAME (nouns)
PLAY THIS GAME BY CLICKING ON THE PICTURE
THE EXERCISE IS BASED ON THE VERBS THAT APPEARED IN YOUR A2BOOK (pages 54-55)
HAVE A GO AT IT AND GOOD LUCK!!
THIS IS THE CHART IN YOUR BOOK
CLICK ON THE WEBPAGE BELOW TO LISTEN AND PRACTISE:
UNVOICED = “SORDO”
VOICED = SONORO
YOU CAN ALSO TRY ADRIAN UNDERHILL´S INTERACTIVE PHONEMIC CHART:
CLICK ON THE PICTURE ABOVE AND YOU´LL BE ABLE TO HEAR THE SOUNDS.
NOWADAYS THERE ARE MANY APPS YOU CAN DOWNLOAD ON YOUR MOBILE / TABLET TO PRACTISE PRONUNCIATION:
THIS IS A GOOD SITE TO WORK ON PRONUNCIATION (BBC Learning English)
OR THE BRITISH COUNCIL
AND THE BRITISH COUNCIL APP
NOW YOU COULD PRACTICE WITH THIS LIST OF THE 100 MOST COMMONLY MISPRONOUNCED WORDS IN ENGLISH: 100 mispronounced words
TODAY WE´VE BEEN TALKING ABOUT HEALTH & ILLNESSES ON WORLD STROKE DAY. ONE IN FOUR OF US IS AT RISK OF STROKE IN OUR LIFETIME. STROKE IS A MEDICAL EMERGENCY AND EVERY MINITE IS CRITICAL, BUT WHAT ARE THE SYMPTOMS?
- SLURRING OF SPEECH OR LOSS OF SPEECH
- FACIAL WEAKNESS, ARM & LEG WEAKNESS
- LOSS OF BALANCE
- TINGLING & NUMBNESS ON ONE SIDE OF THE BODY
- WALKING ISSUES, GIDDINESS AND EVEN DROP IN CONSCIOUSNESS
IT WOULD BE TIME TO CALL THE NEAREST EMERGENCY (112) UNIT OR HOSPITAL URGENTLY.
BY THE WAY, THE WORD “STROKE” CONTAIN AN ENGLISH DIPHTHONG:
DO YOU KNOW ANY OTHER WORD CONTAINING IT?