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Teaching Module

For

Lower Primary School

PHONICS

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Content Page

1.0 Introduction

1.1 What is Phonetics

1.2 Why study Phonetics

2.0 Overview of the human speech mechanism

3.0 Teaching Notes

3.1 Vowel

3.2 Consonants

3.3 Pronunciation Guide

4.0 Tongue Position5.0 An Alphabetic Code hart for English with the

International Phonetic Alphabet (IPA)

6.0 Phonics Actions

7.0 Phonics Blending and Segmenting

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1.0 Introduction

We begin with phonetics, a system for describing andrecording the sounds of language objectively. Phonetics

provides a valuable way of opening our ears to facets of

language that we tend to understand by reference to their

written rather than their actual spoken forms. Phonology

concerns itself with the ways in which languages make

use of sounds to distinguish words from each other.

Teachers should be knowledgeable about the phonetics

and phonology of English because (1) the sound system

is primary and the basis for the spelling system; (2) they

may have to teach English pronunciation to students who

are not native speakers of English; (3) they may have toteach poetry, which requires that they teach about rhyme,

alliteration, assonance, and other poetic devices that

manipulate sound; (4) it is important to understand

accents and language variation and to react appropriately

to them and to teach appropriate language attitudes about

them to students (see our chapters on Language andSociety and Usage in Book II); (5) we are so literate that

we tend to hear the sounds of our language through its

spelling system, and phonetics/phonology provides a

corrective to that; and (6) phonetics and phonology

provide systematic and well-founded understandings of

the sound patterns of English.

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1.1 What is Phonetics

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1.2 Why we learn Phonetics

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2.0 Overview of the human speech mechanism

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3.0 Teaching Notes

3.1 Vowel

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3.2 Consonant

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3.3 Pronunciation Guide

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4.0 Tongue Position

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Youll recall that the basic way in which vowels and consonants

differ is that, whether its voiced or voiceless, producing a

consonant involves some sort of constriction above the level of the

glottis, with ensuing airstream turbulence. The obstruction may bepartial (as for s), intermittent (as for a trilled r) or complete (as

momentarily for p). But consonants, unlike vowels, always

involve a supra-glottal constriction of some kind.

Consequently, although consonants are also classified according

to three parameters, these are different from the ones you have

been studying for vowels. One consonant parameter has already

been described in 2.04: voicing.There are two others: place of articulation and manner of

articulation. Respectively they specify where the airstream is

constricted and how its constricted.

Where, for each consonant, is the point of narrowest constriction

along the vocal tract? Compare three pairs of consonants which

occur in all European languages:

[p, b], [t, d], [k, g].

[p] and [b] are both produced by means of a constriction involving

the lips, as is obvious if you just say [apa], [aba] slowly to yourself.

The vocal folds continue to vibrate in the case of [b], but not in the

case of [p]: otherwise theres no difference between them, and thefollowing diagram, which doesnt show the vocal folds, applies equally

well to both.

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5.0 An Alphabetic Code hart for English with the

International Phonetic Alphabet (IPA)

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6.0 Phonics Actions

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7.0 Phonics Blending and Segmenting

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