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After watching the 3 last videos added to WEEK 4,  I seem to understand better the way Roslyn teaches the English sounds with the color chart.So, what will I do differently?
I think it´s important for students to get familiar with their articulatory setting, so some kind of discovery exercises…. this kind of trip with your tongue in your mouth…. is crucial for them to use properly their motor skills. (AWARENESS EXERCISES)
Then, it´s also important that students discover the new sounds in a foreign language by themselves without the teacher modeling for them (listen & repeat) , just miming the sounds (VOCAL EXPERIMENTATION) . So, in this way students listen to themselves and not the teacher.
However, I don´t know if I will be able to do without phonemic script as I still consider this extremely useful.

I teach Spanish speakers (l1), so pronunciation in general is a difficult matter to tackle.
VOWELS:Spanish has 5 vowel sounds and English has….12. The length of the vowel sound is not an important feature which leads to classic misunderstandings such as: "there are many hot bitches!" /BEACHES…etc…
CONSONANTS:Some English phonemes have no match in Spanish

Ζ /∫ / ð / ν / ʤ / ʒ /   "I have a problem with my vowels" / BOWELS

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I have used ADRIAN´S UNDERHILL PHONEMIC CHART since I started teaching. His miming technique is very useful and funny at the same time. I teach them the sounds at the beginning of the course and then whenever problems with certain sounds come up,  I mime the sound in a funny way until they get it. The "funny miming" makes the mouth gestures memorable, so that they can easily remember. We can´t forget that teaching pronunciation can get boring for many of our students.

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Would it be possible to have a closer  or clearer picture of the chart Roslyn uses in this video? I´d like to have a look at it as I can´t get the point of the different colors used….. It´s quite blurred and I can´t actually see it.

The videos are really good and it never crossed my mind how influential the position of the lips and tongue were to the pronunciation of the consonants shown. I have a question, however. Could this be applied to the pronunciation of other consonants or it is  just for the aspiration of the /p/ and /t/?'  I believe the explanations on you tube are awesome, especially the one about the tongue position but iIn my teaching context it would take an awful load of time to teach every single sound that way.
When would  you start teaching that  this way? Not with beginners, I guess.

As a non-native speaker of English I find this exercise a bit hard. I´m happy to learn things I didn´t know before. For example in sentence 4 "HOW MUCH ARE THE APPLES?" I wash´t aware of HO MUCH having either syllable stressed but not both…
However I still can´t understand COULD YOU TELL ME WHERE THE STATION IS? where I counted 4 syllables and the right answer was 2 according to the feedback sheet. Can anybody help me here?

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As for NURSERY RHYMES  I  know they work quite well  as they can be used to model the syllable stress, sentence stress and intonation patterns of spoken English. However my adult learners tend to find them childish … I´ve tried chants or JAZZ CHANTS which work better with adults.  
I´d like to explore the use of RAP SONGS for pronunciation purposes as they have a stressed-timed beat….

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Congratulations!! STUTTERING the sounds is a completely new idea for me that I think I´ll put into practice as soon as I can. I always used the articulatory approach  shown in the video below.
However, the problem most English learners have is that teachers generally don’t focus on this aspect of the pronunciation until the student is already at an advanced level and then I think it might be too late. If you are teaching beginners, I´d stick to one of the varieties of the "schwa sound" to make it simple, otherwise, it could be a bit frustrating for students. I would also try to find very simple examples to make it possible in the early stages of the learning a foreign language.
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