Activity C

Sound production

Tutors learn how sounds are produced and then some simple ways to teach this to learners.

Facilitation tip

Don’t let tutors get too hung up on pronunciation work. Some learners can say all the sounds but yet cannot be understood clearly because they have used the wrong word or the word in the wrong position in a sentence.


Use of video and handout, demonstration

Materials and equipment

Video: Creating Learning Partners – Sound Production or another video clip, computer program or website that shows sound production as it happens within the mouth and vocal chords
TV and VCR
Mirrors that are large enough to see a face, one per four people or so
Large elastic bands, enough for all tutors and yourself
Bookmark-sized pieces of paper, enough for all tutors and yourself
Handout 11.7: Places of Articulation

Preparation

Preview the video that accompanies this manual. Or, if you have a computer program, website or different video that shows sound production, preview it and select a short section that has a diagram like the handout that shows the movement as sounds are produced. Cue the clip and set up your equipment.

Practise demonstrating sound production with mirrors, elastic bands, feeling vibration of vocal cords, and strips of paper as in the following instructions.

Find examples of sound production diagrams (called “Sammy” diagrams) in your book collection to share with tutors.

Copy handout.

STEP-BY-STEP PROCESS

This activity is adapted from the English as a Second Language Tutor Training Manual from the Regina Public Library.

  1. Use the diagram in the handout, Places of Articulation, and the sample modelling exercises given or your video/computer clips to illustrate the rest of your lecture on sound production.
  2. Points to cover about how we make sounds:
    • We use breath as power.
    • The sound changes depending on the use of other parts of our head called articulators. Point out the articulators on the diagram.
    • The seven articulators are: a) vocal chords, b) tongue, c) teeth, d) lips, e) jaw, f) roof of the mouth, and g) nose – only for m, n and ng.
    • Tell tutors that these types of diagrams are called Sammy diagrams and can be used to show learners how to pronounce a sound. Show examples from your program’s collection.
  3. Points to cover about consonants:
    • Inform tutors that consonants are divided into two main categories – voiced and unvoiced.
    • Voiced consonants are produced with vibrations of the vocal chords. Examples are b, d, g, l, v and z.
    • Unvoiced consonants are produced with breath alone. Examples are p, t, k, f and s.