Misunderstandings are going to happen, and not only involving people who are learning the language. This example could easily be between an Australian and a British speaker.
The /p/ and /b/ sounds cause problems for a lot of learners, who cannot hear or produce the difference between pairs of words like crap and crab.
1. Get students to read the dialogues and identify the cause of the misunderstandings.
2. Ask them to read it out in pairs. Get them to dramatize the situation as in a comedy sketches.
3. Pairs perform their sketch to the rest of the class. The rest of the class must produce the ‘canned laughter’ sound effect.
Students usually enjoy this activity, and it really forces them to make a difference between the pairs of words – because if there is no obvious difference, then the comedy sketch isn’t funny any more. As a side benefit of the activity, students get to see and practice repair strategies. Despite any amount of pronunciation work they do, there will always be misunderstandings, and it’s best to be ready to deal with these effectively.
In my last class, a South Korean student told me about his weekend visit to Liverpool. He said it wasn’t easy to understand the local way of speaking, and gave the example of the question word What? He demonstrated how this word had been said, with the final ‘t’ replaced with a silence, or glottal stop, so it sounds like wha’?
The rest of the class agreed that this was indeed a familiar difficulty, though few could express it as clearly as the South Korean student. The problem is that there is a conspiracy of silence surrounding the glottal stop. Since it is not a phoneme of English, it doesn’t appear on phonemic charts, and since it is not on the charts, it is not on the syllabus. Since it is not on the syllabus, it remains under the radar for many teachers and their students. This makes it impossible to talk about. Students in a UK environment are subliminally aware of it, but often can’t put their finger on what it is – it just seems to make the speech of some of the locals sound jagged like broken glass. I don’t know why students should be left to cope with this common feature of English speech with no guidance from teachers. No doubt they can grow accustomed to it on their own, in time and with enough exposure, but the same could be said for many other features of English, such as the schwa, for example. A language class provides an opportunity for focused noticing and accelerated exposure. We should use it. (A glottal stop symbol is included in the PronPack sound chart for this reason)
Ps. The glottal stop is nothing new for many students. For instance, the number eight in Cantonese is transcribed to English as bat, where the ‘t’ represents a glottal stop. There was no better option to transcribe this Cantonese sound (or lack of sound) than the English letter which is so often pronounced that way. Think of Batman for example, and try saying that with a fully pronounced /t/. Pedantic or wha’?
(See also my comments on the glottal stop on hancockmcdonald.com)
Get one free lesson sample from each of the four PronPack books! Includes PDFs of the teacher’s notes and worksheet, plus MP3 audio files where necessary. Download from the ELT Materials section at hancockmcdonald.com.
A collection of extra resources like this to be added soon to the ‘Resources’ page! Free sample downloads for this activity in the ELT Materials section at hancockmcdonald.com.
Free sample downloads for this activity here in the Materials section at Hancock McDonald ELT website.
A collection of extra resources like this to be added soon to the ‘Resources’ page!
At the NCE conference in Ede, Netherlands. The hat means I’m in role of teacher and you’re the students. Hats off means we’re all what we are – conference participants. In teacher role, I demonstrated two task sequences for pronunciation lessons. In conference role, we discussed the pros and cons of the tasks.
Say ‘sssssss’ with your fingers in your ears. Now do the same with ‘zzzzz’ – and hear the difference! This is me at TESOL Spain demonstrating this simple way of showing students the difference between unvoiced /s/ and voiced /z/. I love little practical experiments like this in the pronunciation class. Thanks to Daniel Barber for the photo!