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Teaching pronunciation Presentación1 - Coggle Diagram

- - - - Identifying stressed syllables
        
        "TAble" (stress on first syllable)
    - - Stress on content words
        
        'HELlo', 'TAble'
  - - - Basic sound linking
        
        "an apple" -> /ən ˈæpəl/
    - - Reduction of function words
        
        "to" -> /tə/ in "going to"
  - - - Clear consonant production
        
        For example: /t/ in "tap"
    - - Short vs long vowels
        
        /I/ vs /i:/ ("ship" vs "sheep")
    - - Minimal pairs
- - - - Correct stress in multisyllabic words
        
        AUtonomy" vs. "autonoMY"
    - - Stress in phrasal verbs
        
        "turn UP" vs. "TURN up"
  - - - Mastery of reduced forms
        
        "I would have" -> "I'd've"
    - - Natural flow in speech
        
        "I didn't know THAT was happening."
  - - - Mastery of subtle contrasts
        
        /θ/ vs. /ð/ ("thin" vs. "this")
    - - Expressing nuances
        
        Rising intonation for uncertainty
- - - - Stress on first element
        
        'HOTdog' vs. 'hot DOG'
    - - Stress pattern changes
        
        "ecONomy" vs. "ecoNOmic"
  - - - Dropping of final consonants
        
        "next door" -> /neks dɔːr/
    - - Sentence-level stress
        
        "She can COME." (emphasis on 'come')
  - - - Mastery of vowel length
        
        "leave" (long) vs. "live" (short)
    - - Voicing assimilation
        
        /s/ vs. /z/ ("cats" vs. "dogs")