Teaching pronunciation

1. Pay attention to my pronunciation!

Listen carefully again to how I pronounce it! Mind my pronunciation! Mind the vowel-length!

I'll pronounce this sound with clear articulation! I'll pronounce the word ... by syllables (by sounds). Pronounce the sound [i:] long / longer!

Pronounce the sound [э] short / shorter! 4. Mind the position of your tongue / lips! Watch how I say it! / Listen to how I say it! Round your lips! Stretch your lips!

3. Pronounce [t] [d] [p] with aspiration.

The tip of the tongue must be against the alveoli [ael'vialai].

Touch the tip of your tongue against the alveoli / the upper teeth.

When two plosives [p], [b], [t], [d], [k], [g] come together, only the second is pronounced, the first is replaced by a pause: white tent, black dog, top ball, put down, etc.

4. All pronounce / say after me ... ! Pronounce all together!

Say it all together / in chorus!

Speak up! I can't hear you!

Speak clear! Speak more distinctly!

Pronounce distinctly the last sound in the word!

5. All of you pronounce at the same time! Don't lag behind! *

Keep up with the rest of the pupils!

6. You have a good (clear, distinct) pronunciation! You pronounce clearly / distinctly!

7. You have a bad pronunciation!

The pronunciation of the word ... was wrong! Your pronunciation isn't quite correct. I can't quite catch the pronunciation!

8. English words are not pronounced in the same way as they are written.

Don't pronounce as it is spelt! *

You are still making the same mistake!

9. Learn to pronounce words (sounds) more distinctly! You don't pronounce this sound properly.

. You must practise in pronouncing these sounds.

10. The stress was wrong!

This word is stressed on the first syllable.

11. Can you write in phonetic signs / characters / spel­ling?

What is the transcription for this?

Don't Confuse letters and transcription signs!

Please write the transcription for this word!

Please transcribe this word.

12. Divide the word into syllables! Break up this word into syllables! Where is the stress?

Which syllable is pronounced more distinctly?

The stress is on the first syllable, not on the last.

On what syllable does the stress fall?

The word understands has a primary and secondary stress.

13. Tell the rules for reading vowels.

What's an open (close) syllable? (It's syllable that ends in a vowel (consonant.)

Can you tell us why the letter / in find is read as

[ai]? (It's because here it comes before nd).

The consonant k in know is silent.

Mind the difference in pronunciation between advise and advice!

Mind that put is pronounced as it is written / spelt.

14. We shall work on intonation!

Listen carefully and mark the word stresses and intonation.

15. Intonation may be represented by a system, of special signs.

Stressed syllables are represented by dashes "---".

Unstressed syllables are represented by dots "...". A falling tone is marked by a downward curve ")". A rising tone is marked by an upward curve ")". The first stressed syllable has the highest pitch (').* Rhythmic groups are marked by a curve placed under them: (Let's 'read your 'interesting 'letter).

16. Read with correct intonation!

Read general questions with rising tone (tune II). Read affirmative sentences and special questions with falling tone (tune I).

Don't stress articles, pronouns, preposition, auxiliary verbs, modal verbs!

Drop your voice with the last notional word of an affirmative sentence.

Raise the voice with the last notional word of a ge­neral question.

Stress the notional words a bit stronger!

Use weak forms of auxiliary and modal verbs [hav, jv; ken, kn], prepositions [ta, fa], articles, pronouns whrii they are not stressed! Read the words together! * I Don't pronounce with the rising tone questions begin­ning with what, who, where, when, why, how, etc! Pronounce the first part of alternative questions with і [sing tone!

II you don't know what to say next make a pause before the conjunction that, etc.