CONSONANTS

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<b>Consonants</b>

<b>Consonants</b>

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<b>Consonants</b>

<b>Consonants</b>

 _{We know what they are…}

 _{“Pronouncing consonants at the ends of words or syllables […] is challenging for most}
students, even when the same consonants pose no problems at the beginning of

words.”

 _{/t/ in time v. /t/ might}

 _{“Problems with consonant clusters and with final consonants generally are tied to the}
differences between syllable structure in the learner’s native language and in English”

 _{What consonant sounds do you have difficulty saying in English?}
 _{We know what they are…}

 _{“Pronouncing consonants at the ends of words or syllables […] is challenging for most}

students, even when the same consonants pose no problems at the beginning of
words.”

 _{/t/ in time v. /t/ might}

 _{“Problems with consonant clusters and with final consonants generally are tied to the}

differences between syllable structure in the learner’s native language and in English”

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<b>Tips for Teaching Consonants</b>

<b>Tips for Teaching Consonants</b>

 _{Direct students’ attention to the visible clues of consonant pronunciation}
 _{Teach the pronunciation of communicatively useful words}

 _{Integrate pronunciation with work on functional language, grammar, or other}
coursework

 _{Teach students to recognize reduced pronunciation to improve their listening}
comprehension

 _{Use hand gestures to reinforce the articulation of /r/}

 _{Encourage students to pronounce the consonants in consonant clusters}

 _{Encourage students to pronounce final consonants to improve comprehensibility and}
grammatical accuracy

 _{Direct students’ attention to the visible clues of consonant pronunciation}
 _{Teach the pronunciation of communicatively useful words}

 _{Integrate pronunciation with work on functional language, grammar, or other}

coursework

 _{Teach students to recognize reduced pronunciation to improve their listening}

comprehension

 _{Use hand gestures to reinforce the articulation of /r/}

 _{Encourage students to pronounce the consonants in consonant clusters}

 _{Encourage students to pronounce final consonants to improve comprehensibility and}

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<b>Labials: pet, bet, feet, vet, wet</b>

<b>Labials: pet, bet, feet, vet, wet</b>



/p, b, f, v, w/ all involve the lips



/p/ /b/ - lips close; /p/ is voiceless, /b/ is

voiced



/f/ /v/ - top teeth touch the lower lip; /f/ is

voiceless, /v/ is voiced



/w/ the lips are rounded



Which of these sounds are problems for

Vietnamese students?



/p, b, f, v, w/ all involve the lips



/p/ /b/ - lips close; /p/ is voiceless, /b/ is

voiced



/f/ /v/ - top teeth touch the lower lip; /f/ is

voiceless, /v/ is voiced



/w/ the lips are rounded

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<b>T Practice: Tongue Twister</b>

<b>T Practice: Tongue Twister</b>



A: It was raining, but I

had to take my pet to the

vet.



B: Did your feet get wet?



A: You bet!



A: It was raining, but I

had to take my pet to the

vet.



B: Did your feet get wet?

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<b>Quick Note: Slang and </b>

<b>Quick Note: Slang and </b>

Th- <i>_{Students should be aware that “some substitutions for th sounds (for}</i>
example, “wif” for “with,” “dem” for “them,” and “tink” for “think”) are
stigmatized and associated with nonstandard, uneducated English”

 <i>_{In other words, “incorrect pronunciations of th sounds may lead native}</i>

listeners to conclude that the student is not well educated”

 <i>_{“Only the t-d substitution is stigmatized. The s-z substitusion will be heard as}</i>
nonnative, not nonstandard”

 <i>_{Students should be aware that “some substitutions for th sounds (for}</i>

example, “wif” for “with,” “dem” for “them,” and “tink” for “think”) are
stigmatized and associated with nonstandard, uneducated English”

 <i>_{In other words, “incorrect pronunciations of th sounds may lead native}</i>

listeners to conclude that the student is not well educated”

 <i>_{“Only the t-d substitution is stigmatized. The s-z substitusion will be heard as}</i>

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<b>Th Sounds Activity: When’s your </b>

<b>birthday?</b>

<b>Th Sounds Activity: When’s your </b>

<b>birthday?</b>



What are ordinal numbers?



₁

st

, 2

nd

, 3

rd

, 4

th

, 5

th

, 6

th

…



_{When is your birthday,}

using ordinal numbers?



What are ordinal numbers?



₁

st

, 2

nd

, 3

rd

, 4

th

, 5

th

, 6

th

…

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<b>R Sounds Activity: The R Game</b>

<b>R Sounds Activity: The R Game</b>

 _{Where is your tongue when you}
pronounce the letter /r/?

 _{The tip of the tongue starts up}
and back and then lowers

 It does NOT touch the top of the
mouth

 _{No using the back of the tongue}
 _{No using the /w/ sound instead!}
 _{Where is your tongue when you}

pronounce the letter /r/?

 _{The tip of the tongue starts up}

and back and then lowers

 It does NOT touch the top of the

mouth

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<b>R Sounds Activity: The R Game</b>

<b>R Sounds Activity: The R Game</b>

1. What’s the opposite of forget?
2. What’s the opposite of polite?
3. What’s the opposite of urban?

4. Mix blue with this color to get purple.
5. Before TV, people listened to the ______.
6. What are the Mississippi and the Nile?
7. What’s a synonym for carpet?

8. You use a pencil or pen to do this.

1. What’s the opposite of forget?

2. What’s the opposite of polite?

3. What’s the opposite of urban?

4. Mix blue with this color to get purple.

5. Before TV, people listened to the ______.

6. What are the Mississippi and the Nile?

7. What’s a synonym for carpet?

8. You use a pencil or pen to do this.

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<b>R Sounds Activity: The R Game</b>

<b>R Sounds Activity: The R Game</b>

1. What’s the opposite of wrong?

2. Your uncles, cousins, grandparents, and
nephew are your ______.

3. This is a word that means fix.

4. You wear this on your left hand when you
get married.

5. This is the top of a building.

6. These flowers are a sign of love.
7. This verb means to go back.

8. What’s the opposite of to fall?

1. What’s the opposite of wrong?

2. Your uncles, cousins, grandparents, and

nephew are your ______.

3. This is a word that means fix.

4. You wear this on your left hand when you

get married.

5. This is the top of a building.

6. These flowers are a sign of love.

7. This verb means to go back.

8. What’s the opposite of to fall?

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<b>Replacing /l/ with /n/ (or vice versa)</b>

<b>Replacing /l/ with /n/ (or vice versa)</b>

 _{/n/ is at the ridge}

 /l/ is at the top of the teeth

 You’ve no need to light a night-light
 _{On a night like tonight,}

 _{For a night-light’s light’s a slight}
light,

 _{And tonight’s a night that’s light.}
 _{/n/ is at the ridge}

 /l/ is at the top of the teeth

 You’ve no need to light a night-light
 _{On a night like tonight,}

 _{For a night-light’s light’s a slight}

light,

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<b>Contrasting /r/ and /l/</b>

<b>Contrasting /r/ and /l/</b>



/r/ tongue does NOT touch the

top of the mouth



/l/ tongue touches the top of

the mouth



Lovely Lisa loves Luke



Ray Rivers reached Rome



/r/ tongue does NOT touch the

top of the mouth



/l/ tongue touches the top of

the mouth



Lovely Lisa loves Luke

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<b>Initial Consonant Clusters: </b>

<b>Problem?</b>

<b>Initial Consonant Clusters: </b>

<b>Problem?</b>

 _{/pr/ for the first syllable and /bl/ for}
the second syllable

 _{Problem becomes “pabem”}
 _{Greet becomes “geet”}

 _{Why does this happen?}

 _{Vietnamese doesn’t permit}
beginning consonant clusters
 _{/pr/ for the first syllable and /bl/ for}

the second syllable

 _{Problem becomes “pabem”}
 _{Greet becomes “geet”}

 _{Why does this happen?}

 _{Vietnamese doesn’t permit}

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<b>Consonant Clusters Activity: </b>

<b>Extreme Weather</b>

<b>Consonant Clusters Activity: </b>

<b>Extreme Weather</b>

 _{Have you ever experienced extreme}
weather? Explain.

 Has the weather in Vietnam
changed at all due to global
warming? How?

 _{What type of climate do you prefer?}

 _{Have students list weather words to}
use for reference if necessary.

 _{Have you ever experienced extreme}

weather? Explain.

 Has the weather in Vietnam

changed at all due to global
warming? How?

 _{What type of climate do you prefer?}

 _{Have students list weather words to}

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<b>Deletion of Final Consonants</b>

<b>Deletion of Final Consonants</b>

 _{“Deletion [of final consonants] can directly lower intelligibility of a word}
(because part of the word is missing)”

 _{Vowels before voiced consonants are longer than vowels before voiceless}
consonants

 _{Vowel + Voiced Consonant: raise, feed, pig (longer vowels)}
 _{Vowel + Voiceless Consonant: face, feet, pick (shorter vowels)}

 _{When students learn to lengthen vowels before voiced consonants, the final}
consonant sounds more voiced, even if it is not.

 _{“Deletion [of final consonants] can directly lower intelligibility of a word}

(because part of the word is missing)”

 _{Vowels before voiced consonants are longer than vowels before voiceless}

consonants

 _{Vowel + Voiced Consonant: raise, feed, pig (longer vowels)}
 _{Vowel + Voiceless Consonant: face, feet, pick (shorter vowels)}

 _{When students learn to lengthen vowels before voiced consonants, the final}

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<b>Final Consonants Activity</b>

<b>Final Consonants Activity</b>



_{Exaggerate the length of the vowel in the first member of each}

pair and pronounce the final consonants normally



_{Do not over-pronounce the final consonants}



_{After modeling, read one and ask students to circle the correct}

word



_{Pairs work, spell that, sentences all options}



_{Exaggerate the length of the vowel in the first member of each}

pair and pronounce the final consonants normally



_{Do not over-pronounce the final consonants}



_{After modeling, read one and ask students to circle the correct}

word

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<b>Final Consonants Activity</b>

<b>Final Consonants Activity</b>

 _Bell _Belt
 _Shore _Short
 _Fax _Faxed

 _Dog _Dogs

 _Pick _Picked
 _Watch _Watched
 _Thank _Thanked
 _Plan _Plant

 _Bell _Belt
 _Shore _Short
 _Fax _Faxed
 _Dog _Dogs
 _Pick _Picked

 _Watch _Watched
 _Thank _Thanked
 _Plan _Plant

 _Advise _Advice

 _Pig _Pick

 _Rise _Rice

 _Peas _Piece

 _Bag _Back

 _{(to) Use} _{(a) Use}
 _Have _Half

 _Said _Set

 _Advise _Advice
 _Pig _Pick

 _Rise _Rice

 _Peas _Piece

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<b>Tips for Teaching Consonants</b>

<b>Tips for Teaching Consonants</b>

 _{Direct students’ attention to the visible clues of consonant pronunciation}

 _{Teach the pronunciation of communicatively useful words}

 _{Integrate pronunciation with work on functional language, grammar, or other}
coursework

 _{Teach students to recognize reduced pronunciation to improve their listening}
comprehension

 _{Use hand gestures to reinforce the articulation of /r/}

 _{Encourage students to pronounce the consonants in consonant clusters}

 _{Encourage students to pronounce final consonants to improve comprehensibility and}
grammatical accuracy

 _{Direct students’ attention to the visible clues of consonant pronunciation}
 _{Teach the pronunciation of communicatively useful words}

 _{Integrate pronunciation with work on functional language, grammar, or other}

coursework

 _{Teach students to recognize reduced pronunciation to improve their listening}

comprehension

 _{Use hand gestures to reinforce the articulation of /r/}

 _{Encourage students to pronounce the consonants in consonant clusters}

 _{Encourage students to pronounce final consonants to improve comprehensibility and}

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<b>Consonants Conclusion</b>

<b>Consonants Conclusion</b>



_{“Perhaps more than any other area of pronunciation, stereotyped}

pronunciations involve mispronunciations of consonants”



_{“The most pervasive and persistent errors with consonants occur}

when they are in the final position”



_{“Errors with final consonants can lower students’}

comprehensibility as well as their grammatical accuracy”



_{“Perhaps more than any other area of pronunciation, stereotyped}

pronunciations involve mispronunciations of consonants”



_{“The most pervasive and persistent errors with consonants occur}

when they are in the final position”



_{“Errors with final consonants can lower students’}

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<b>Bibliography</b>

<b>Bibliography</b>

 <i>_{Lane, Linda. Tips for Teaching Pronunciation: A Practical Approach. Edited by}</i>
H. Douglas Brown, Pearson Education, Inc., 2010.

 <i>_{Lane, Linda. Tips for Teaching Pronunciation: A Practical Approach. Edited by}</i>

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<b>Sally</b>

<b>Sally</b>



Sally sells sea shells down by the sea shore.

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<b>Peter Piper</b>

<b>Peter Piper</b>



_{Peter Piper picked a peck of pickled peppers.}



If Peter Piper picked a peck of pickled peppers,



_{Where’s the peck of pickled peppers Peter Piper picked?}



_{Peter Piper picked a peck of pickled peppers.}



If Peter Piper picked a peck of pickled peppers,

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