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Language Village Nabeul (LVN)

Summer 2007

English Pronunciation
LAB

Animated by: Boutheina Sayadi,


Carmella Payne & Siri Lamoureaux
Introduction
English pronunciation is sometimes quite hard for EFL students. The
following poem humorously illustrates the puzzling rules of English
pronunciation. Try to read the poem and underline the difficult words, then
go through the units and at the end of your lab training read the poem
again, you will certainly notice that you have become more comfortable
with the difficulties of English pronunciation:

I take it you already know


Of tough and bough and cough and dough?
Others may stumble but not you
On hiccough, thorough, slough and through.
Well done! And now you wish perhaps,
To learn of less familiar traps?

Beware of heard, a dreadful word


That looks like beard and sounds like bird.
And dead, it's said like bed, not bead-
for goodness' sake don't call it 'deed'!
Watch out for meat and great and threat
(they rhyme with suite and straight and debt).

A moth is not a moth in mother,


Nor both in bother, broth, or brother,
And here is not a match for there,
Nor dear and fear for bear and pear,
And then there's doze and rose and lose-
Just look them up- and goose and choose,
And cork and work and card and ward
And font and front and word and sword,
And do and go and thwart and cart-
Come, I've hardly made a start!
A dreadful language? Man alive!
I'd learned to speak it when I was five!
And yet to write it, the more I sigh,
I'll not learn how 'til the day I die.
I. Course Objectives

The objective of the Language Village pronunciation course is to highlight

problematic areas of articulation for Arab students of English, and to

practice producing and understanding these sounds in words and phrasal

context. In addition to /s/ and /∫/, special focus is given to vowel

phonemes such as /i/ & /I/, /æ/ & /є/ and the schwa and combining

vowel sounds with the hard /r/ as found in American English. Students

should thereby improve their ability to produce and comprehend close

occurring vowel and sounds, as well as use in correct pronunciation

contexts.

II. Course Outline


Day one: Introduction

• Activity one: A poem illustrating difficulties in English Pronunciation

• Activity two: Listening comprehension

Day two: Unit Five: /s/ /∫/ & /t∫/

• Activity one: Minimal pair distinction

• Activity two: Minimal trio distinction

• Activity three : Dictation

• Activity four: Questions for given answers

• Activity five : Dialogue

• Activity six: Tongue twisters

• Activity seven: pair work


Day three: Unit Four: /i/ & /I/

• Activity one: Minimal pair distinction

• Activity two: Minimal trio distinction

• Activity three : Dictation

• Activity four: Questions for given answers

• Activity five : Dialogue

• Activity six: Tongue twisters

• Activity seven: pair work

Day four: Unit Nine: /schwa/

• Activity one: Find the schwa in words

• Activity two: Find the schwa in sentences

• Activity three : Listen and repeat

• Activity four: Same or different

• Activity five : Questions for given answers

• Activity six: pair work

Day five: Reductions and contractions

• Reductions: Strong form rules

• Reduction of do, that and you

• Reduction of him, her, his

• Contractions: verb forms

• Contractions: negation

• Contractions: modals and auxiliaries

Day Six: Unit One: /θ/


• Activity one: Minimal pair distinction

• Activity two: Phrases with /θ/

• Activity three : Dictation

• Activity four: Questions for given answers

• Activity five : Dialogue

• Activity six: Tongue twisters

• Activity seven: pair work

Day Seven: Unit Two: / /

• Activity one: Minimal pair distinction

• Activity two: Phrases with /δ/

• Activity three : Dictation

• Activity four: Questions for given answers

• Activity five : Dialogue

• Activity six: Tongue twisters

• Activity seven: pair work

Day eight: Unit Eight: /æ/ & /є/

• Activity one: Minimal pair distinction

• Activity two: Phrases with / æ/ & /є/

• Activity three : Dictation

• Activity four: Questions for given answers

• Activity five : Dialogue

• Activity six: Tongue twisters

• Activity seven: pair work


Day nine: Unit Ten: Vowel + /r/

• Activity one: Minimal pair distinction

• Activity two: Words missing

• Activity three : Dictation

• Activity four: Questions for given answers

• Activity five : Dialogue

• Activity six: Tongue twisters

• Activity seven: pair work

Day ten: Listening Comprehension

• Activity one: What makes a good presentation

• Activity two: Following structure. Compare and contrast between two

presentations