The following is taken from a past Teaching
Tip.
This week we're looking at a few common
sound problems. You need to match up the sound problem,
the technique for helping learners with this & the
nationality that this refers to (among others).
As the text newsletter doesn't take the
phonemic script we have used /../ for sounds where we
can, & '...' where the sound is represented alphabetically.
For answers to the task, click the link
at the end.
|
Sound problem
|
Technique for helping
|
Nationality
|
1. /b/ & /v/
as in 'Thank you bery much' |
a. Std says /u:/ & then the schwa, then put
them together with /w/ |
i. Japanese |
| 2. /s/ & 'th' as in 'I sink you're wrong' |
b. Get the std to bit the bottom lip – her
own preferably. |
ii. Arabic |
| 3. /r/ & /l/ as in 'He's got a yerrow yorry' |
c. Std holds a paper in front of the mouth, says
/b/ but blows so that the paper moves. |
iii. Japanese |
| 4. /s/ & /es/ as in 'I come from Espain' |
d. Std isolates 'sh', isolates /t/, reverse this
/t/ + 'sh' = 'ch' |
iv. German |
| 5. /v/ & /w/ as in 'Ve vill valk & vin' |
e. Std puts her finger on the alveolar ridge, touches
the finger nail with the tip of the tongue & then
replaces the finger with the tongue. |
v. Spanish |
| 6. /b/ & /p/ as in 'A biece of baber'
|
f. Spanish speakers find it difficult to start the
word with /s/ Move your hand & student says the
/s/ sound all the time until you stop. Then make the
hand movements shorter & shorter until they are
just coming out with the /s/ |
vi. French |
| 7. 'Sh' & 'ch' as in 'She goes to schurch on
Fridays' |
g. Std says /i:/ , & then the schwa, then puts
them together for /j/ |
vii.Spanish |
| 8. /j/ & 'y' as in 'Have jou seen him' |
h. Std puts teeth almost together, blow out &
teacher shows position of the tongue. |
viii. Spanish |
| 9. /s/ & 'sh' as in 'He travels
by sip' |
i. Std puts her finger across her lips & then
wets finger with tongue. |
ix. French & Spanish |
