As her accent does not hinder comprehension, I would make this clear to her before suggesting the following: Her difficulty with Juncture in certain phrases is a phonemic issue stemming from Al difficulties with certain consonants: /B/, /Г¶/, m, /z/, /3/. Working with the speaker to correctly form the voiced and unvoiced consonants ‘d/ and B/ will be the first step in not only improving the pronunciation of individual words, but also whole and connecting phrases egg: ‘The turkey for Thursday, ‘last Thursday, ‘… The sixth time he’s lost thick or thin’. Likewise for other problematic consonants.

In practice, sounds will be learnt one at a time. First as individual then words, before moving onto whole and connecting phrases. The… ‘, ‘cut sounds, Although the speaker’s pronunciation on the prosodic level doesn’t pose any errors problems to comprehension, some general work will be done on stress in English (and its relation to meaning). Al stress patterns seem to be hindering the speaker from accessing the more nuanced layers of communication that stress and rhythm provide. Doing show should allow the speaker to better articulate emotion in context.

I have based the following activities around the procedures and activities suggested by Nation and Newton (2009) in ‘Pronunciation, chapter 5’ in Teaching SSL/FEEL Speaking and Listening. Strategic steps: Phonemic Forcing activity: ) Explain the B/ sound and give brief word examples. Give student diagram of the tongue, teeth and lips to explain how the physical position of the mouth produces the sound. B)Teacher models how sound is made, and practices producing it together with the student. C) Explain the /Г¶/ sound and give brief word examples.


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