Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

TEFL Level 5 > Unit 3 - Teaching Pronunciation > Flashcards

Unit 3 - Teaching Pronunciation Flashcards

1
Q

Explain ‘word stress’

A

When an English word has more than one syllable, one syllable is pronounced more ‘strongly’ - it is slightly louder and longer than the other syllables

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Explain ‘main stress’ or ‘primary stress’

A

Syllable that is pronounced more strongly in a ‘multisyllabic’ word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Ways to represent word stress to students

A
  • Underline the stress
  • Draw a box over it
  • Use circles to represent syllables (biggest circle = primary stress)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Explain ‘disappearing syllables’

A

syllables that disappear in connected speech at normal speed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Give some examples of words with disappearing syllables

A

aspirin, average, business, camera, chocolate, conference, library, corporal, desperate, every, general, family

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Shifting stress on a verb-noun pair word when used as a noun

A

The stress will shift to the first syllable (Oo)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Shifting stress on a verb-noun pair word when used as a verb

A

The stress will shift to the second syllable (oO)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What verb-noun pairs will have a shifting stress

A

verb-noun pairs with a latinate prefix (short syllable at start of many words that cannot be used alone) eg. refund, export, insult, etc

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Explain ‘word family’

A

A group of words which are all clearly related. Words in a word family have the same basic meaning and the same core form/base word.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Give some examples of ‘word families’

A

photography, photography, photographer, photographic

person, personal, personality, personalization

decide, decided, decision, deciding, indecisive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Explain ‘sentence stress’

A

In a sentence certain words will be stress while others will be unstressed. This is what gives spoken English its rhythm or beat

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How does stress fall within the stressed words in a sentence?

A

Stress must fall on the correct syllable (word stress) within each word

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Which words in a sentence usually carry stress?

A

CONTENT words - verbs, nouns, adjectives, adverbs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Which words in a sentence usually do not carry stress?

A

STRUCTURE words - he, the, is, of

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How can you use shifting stress in a sentence?

A

Shifting sentence stress can be used to change the natural stress of a sentence, and change the meaning of the sentence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Why should we teach rhythm to students?

A
  • Having an understanding of rhythm helps with both speaking and listening
  • Helps students sound more fluent and natural
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Tips when teaching rhythm

A

1) teach recognition before production
2) integrate rhythm into the teaching of grammar & vocabulary
3) Use authentic listening texts
4) Use Dictogloss and other dictation activities in your lessons
5) Use poems, songs, and jazz chants

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Sentence stress = _____

Intonation = ______

A

Rhythm of English

Melody

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Explain ‘intonation’

A

How we say things. Helps us understand the emotion behind sentences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What pattern does intonation usually follow for wh-questions?

A

Falling intonation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What pattern does intonation usually follow for yes/no questions?

A

Rising intonation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What pattern does intonation usually follow for statements?

A

Falling intonation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Why is it important to teach intonation?

A

Incorrect intonation may lead to misunderstandings. Speakers can sound bored or impolite, which could cause listeners to take offense.

24
Q

Explain ‘assimilation´

A

process in which one sound becomes more like the preceding or following sound. Can occur within a word or between words & occurs in fluent speech.

25
Q

Explain ‘elision’

A

when the sound is dropped

26
Q

Explain ´glottal stop´

A

When sounds are dropped & replaced by a kind of gap

27
Q

What is the phonetic alphabet

A

An alphabet that provides a symbol for every sound used in human languages

28
Q

What is a phoneme

A

A sound represented by the phonetic alphabet

29
Q

What is phonetic transcription

A

Using symbols to represent how language is pronounced

30
Q

What is RP (received pronunciation)

A

British English accent represented in the phonetic chart

31
Q

What does the apostrophe represent in the phonetic chart

A

primary stress

32
Q

What does the comma represent in the phonetic chart

A

secondary stress

33
Q

What are the three levels of stress

A

1) Primary stress (main stress)
2) Tertiary stress (un stressed)
3) Secondary stress (between the other two stresses)

34
Q

What are the two ways how sounds are formed

A

1) Place of articulation

2) Manner of articulation

35
Q

Explain place of articulation in terms of how sounds are formed

A

Where sound is formed in vocal tract

36
Q

Explain manner of articulation in terms of how sounds are formed

A

Which speech organs are used and how

37
Q

Explain how sounds are created when pronouncing vowels

A

sound is determined by the position of your jaw, lips and tongue, but the flow of air is not stopped or restricted

38
Q

Explain the difference between a diphthong and a monophthong

A

Diphthongs: formed by putting two vowel sounds together. Glide from one sounds to the other, and perceived as one vowel sound

Monophthong: single vowel sound

39
Q

What are the different sounds of consonants

A

Plosives/stops

Frictaves/continuants

40
Q

Explain plosives/stops

A

flow of air (and sound) is stopped by the organs of speech (lips, teeth, tongue) Sound is stopped then suddenly released. It ‘explodes’

41
Q

Explain frictaves/continuants

A

Air is not completely stopped, but it is partially restricted. There is friction

42
Q

What is the difference between how sounds are created for vowels and consonants

A

Vowel is formed by changing position of the tongue and lips

Consonant is formed by stopping or restricting the flow of air

43
Q

What is a homophone

A

Words that sound the same but have different meanings & spellings

44
Q

What are the two types of plosive consonants?

A

Bilabial sound

Alveolar sound

45
Q

Explain bilabial sound (plosive)

A

formed by pressing lips together

46
Q

Explain alveolar sound (plosive)

A

formed by pressing the tip of the tongue just behind the top teeth

47
Q

Explain voiceless vs voiced

A 
voiced = vocal chords vibrating and producing noise
voiceless = no vibration (like whispering)
48
Q

What are the four types of fricative consonants?

A

Labiodental sounds
Interdental sounds
Alveolar sounds
Palato-alveolar sounds

49
Q

Explain Labiodental sounds (fricative)

A

placing bottom lip against top teeth

50
Q

Explain Interdental sounds (fricative)

A

placing tip of the tongue between the teeth

51
Q

Explain Alveolar sounds (fricative)

A

putting tip of tongue against the front of the roof of mouth (just behind the teeth)

52
Q

Explain Palate-alveolar sounds (fricative)

A

similar to alveolar, but the tongue is moved a little further back in mouth and the lips more rounded

53
Q

Explain nasals in pronunciation

A

air is released through the nose while making sound

54
Q

What is an approximate/semi vowel

A

no complete closure or restriction stopping airflow when producing sound (eg. R, W, Y)

55
Q

Explain first language interference

A

When students have difficulty producing a sound that does not exist in their first language

56
Q

Explain minimal pairs

A

two words which only have one sound difference between them eg. bit, bid, bit & beat

57
Q

How can minimal pairs be useful in teaching pronunciation?

A

If students do not have sounds in their own language, they may product one in between sound for two target sounds. Minimal pairs help students distinguish between different similar sounds.

TEFL Level 5 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions