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In this unit I learned about pronunciation and phonology, which is the study, science, analysis, and classification of the physical properties of sounds. I learned about intonation, which is generally considered to be the variation in volume and pitch in a whole sentence and how it carries the message in a sentence, and about stress, which is more concerned with individual words. Intonation is also used for expressing emotions and feelings. I learned about the normal pattern of intonation in a statement, which is the rise/fall intonation. The second common intonation pattern is the rise/fall pattern. This indicates surprise and often disagreement, and also that the speaker wants the person to whom he's speaking to to respond or confirm. There is also flat intonation, which often indicates that the speaker doesn't really have that much to say or doesn't want to communicate. Intonation patterns can also be powerful predictors of the nature of forthcoming information. I also learned techniques for indicating and teaching intonation such as nonsense words, gestures, humming or singing, and using the board. I learned the two initial rules about word stress, which are that one word only has only stress, and can't have two stresses (excluding the secondary stress), and that we can only stress syllables, not individual vowels or consonants. I also learned about lack of stress and techniques for indicating and teaching stress, such as contrastive stress, gestures, choral work, using the board, and stress marks. I also learned about linking, sound dropping, sound changing, and extra lettering. I also learned the phonemic alphabet. Under articulation, I learned about the different speech organs and the places of articulation, which are velar, palatal, palatal-alveolar, alveolar, dental, labio-dental, bilabial, and glottal. I learned the manners of articulation, which are plosives, fricatives, nasals, laterals, affricates, and approximants. I learned the teaching techniques for the pronunciation of individual sounds, such as peer dictation, using your own mouth, visuals and mouth diagrams, phonemes, and tongue twisters. When to teach pronunciation is based on the discretion of the teacher, but often are used during a whole lesson, with lesson slots, and as and when it is required.
