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Pronunciation Learning Outcomes

Levels

 

 

1

2

3

4

5

6

1     

Recognize and practise consonant/vowel sounds and sound patterns specified in the syllabus

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2     

Distinguish between short and long vowels specified in the syllabus

 

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3     

Practise consonant clusters at the beginning and end of words

 

 

 

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4     

Use phonetic symbols to identify consonant sounds

 

 

 

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5     

Identify stressed words in an utterance

 

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6     

Recognize stressed and unstressed syllables within multi-syllable words

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7     

Practise stress in multi- syllabic words

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8     

Use word stress to convey meaning in an utterance

 

 

 

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9     

Distinguish between intonation in questions and statements

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10 

Listen for meaning conveyed by stress/intonation patterns

 

 

 

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11 

Produce appropriate stress/intonation patterns contributing to effective communication of utterance

 

 

 

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Pronunciation Syllabus for Listening and Speaking

 

 Level

Items

Level 1/2

Consonants:

 

/b/ vs /p/

/ʤ / vs /g/

/θ/ vs /ð/

/ʧ/ vs /ʃ/

 /s/ vs /z/

/r/ in middle (bird, third) and end of words (car)

 

Vowels:

 

 short /i/ vs long /i:/

 short /æ/ vs long /a:/ 

 short /e/ vs long /3:/

 short // vs long /u:/

Contractions of ‘be + not’ (present tense)

Silent letters: silent ‘e’

Impact of final morpheme ‘e’ on preceding vowel sound (e.g. hat vs. hate, bit vs. bite)

Level 3

Consonants:

 

/f/ vs. /v/

 /g/ = /ʤ /, /g/ or //

 

Vowels:

 

 /i/ / æ / /e/ //

 

schwa /Ə/

Diphthongs:

 

 /ei/ /ai/ // /au/ /i/ /e/

 

Consonant-vowel sound combinations    (e.g. - tion , -cion ,

- ture ,- cian)

Suffixes in past tense verbs /t/ /d/ /id/

Plural /s/ /z/ /iz/

Word stress:

The notion of a syllable

The notion of syllables (recognizing number of syllables in words)

Primary stress within multi-syllable words

Unstressed function words (articles, monosyllabic prepositions, conjunctions) and auxiliary verbs

Prepositions and verbs ( with more than one syllable ) with stress on the second syllable

Stressed syllables with diphthongs and long vowels

Stressed syllables before doubled consonants

 

 

Level 4

 

 

 

Consonant clusters at the beginning of words ( br , dr , fr , cr , gr , pr , tr , cl , gl , fl , pl , bl , st , sm , sn , sw , sl , sp , sc , sk )

Morpheme ‘ph’ = /f/ (e.g. phone)

Morpheme ‘gh’ (gh= /f/ vs. silent ‘gh’  eg. rough, cough, laugh vs. right , sight, fight)

Consonant clusters at the end of words (e.g. belt, shark, guest, next, handle)

Word Stress:

Primary and secondary stress in words

Sentence stress

Level 5

Stress in compound nouns (e.g. school bus, post office)

Stress in compound verbs (e.g. take off, make up)

Content and function words (content words receive stress)

Highlighting the most important words in utterances.

Level 6

Using stress and intonation to show feelings and attitudes (e.g. bored, happy, angry)

Highlighting the most important words in utterances.

 

      General Notes:

·         Students are expected to recognize and practise sounds & sound patterns introduced in previous levels.

·         Teachers may use materials from current course books, supplementary materials available in the Language Centre, and their own recourses.

 

 
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