 For those of you who are teacher trainers, or have teacher training, or even if you've just started actually teaching, how much time do you think is dedicated to pronunciation in the novice, like the initial teacher training course? Four and a half hours. Yeah. It's not a lot of time really because we're considering we pronounce when we speak and it comes into everything. So, I'm also aware that a lot of teachers from other schools, or your schools, will be watching this on video. And it's always the new teachers who don't get to go. Okay, so the easy endings. All right. Now, you've got the green cards and the red cards. Don't worry about the words on them. They have multiple purposes. So, can you see these words here on the board? You can put it on the screen. Just look at the ones on the left there. And I have A2 to B1. Do you agree? If you agree, you can hold up the green cards. Do you agree that you will see or hear these words in course books and in the classroom at those levels? Any green cards there, if you agree? Okay, any red cards? What? Okay. Right. Look at the other end. The B2C one. I know the very differences, but at least B2C. Do you agree that you might see these in course books or in the classroom? Green, if you agree? So, some of them actually don't exist at all in course books. Some of them are very, very infrequent, you know, if you look at the corpus. But they appear in classes because they come up at those higher levels. Now, let's have a quick look at these across the levels. What kind of categories are they? What sort of words? Basic categories. Names, verbs, adjectives. Okay, any adjectives? Okay, verbs, verb forms. So, kind of verb forms that we got here. Yeah, you can see that that past participle, it's in the past symbol, in regular verbs. And as you can also see, it's in the past form. So, it appears again later on. We have a bit of a problem because, okay, again, red cards, green cards, do you think in your experience that it's only the A2 levels that pronounce the ending wrong? Okay, lovely, that's a red card. What about B2C1? Do we, do you find people, do you find people making mistakes at higher levels? Yes. Lots of green cards. So, what I'd like you to do is to think outside the box, this specific box. Okay, this one. I think that this box serves the purpose of limited scope, especially for our teaching context. So, we want to think outside the box. So, how many, how many voiced, so how many sounds are in this box? Does anybody know? 44. How many voiced sounds are there? How many voiced less sounds are there? Okay, how many voiced less sounds are there? Unvoiced. There's only nine. There are only nine unvoiced sounds. I'm going to come back to that. Actually, it's significant for helping us teach our learners and our novice teachers, what we're trying to get to. It's a really simple, really simple strategy. It works. So, nine voiced less sounds, that's all. 35 voiced, all the vowels are voiced, right? Okay. For your initial training, how do you teach voicing for, you know, some new teachers, and also for students in classes? Because that's not a thing that I'm using. Using minimal pairs? Minimal pairs, but just to get the voicing differences. So, for example, Okay, so the first thing you have, is it? Okay, it's voiced. What about voiceless sounds? Physically, how do you get them to... Yeah, so your breath. Also, for those very, very self-conscious students, it could be cultural. Go to the bathroom. There's the mirror. It's just you in the mirror. So you have the throat, you have the breath, you have the mirror. And of course, you have your chart to refer to. That's great. There is a problem in practice. When students go out to the classroom and into the street, they kind of... You know, they kind of... They don't have a chart that they walk around with. You might have it on a map, but they don't have it to refer to all the time. So, we need to give strategies to new teachers and to students. How can you work on this? Because it's a little problem, but if it goes right through to C1, we're doing something wrong. We're doing a really basic and a very basic level. So, because we're AED, and here you can see, on the left and on the right, you can see we pronounce it. Sometimes. Does it matter which? Does it really matter? Who thinks it does matter? Yeah? Does it matter for meaning, or does it matter for accent and regional variety? Meaning. Meaning. But and it. So if I say decide it, and decide did, is that a great difference in meaning? No? Not really. Do you say walk it? Walk it? No, no, no, no. It's a different thing. Come back to that and say. So, right, so. Okay. There is. All right. So I'm going to come back to that list of words. Okay. So, we have, when the AED is preceded by two, or two, the rule is, and it or it doesn't actually matter. It's just regional variety. It doesn't make any difference for meaning purposes. So, we have, waited, wanted, started. Okay. On the A2 end things. And then the higher levels, wasted, frustrated, affected. Okay. And then if you have a D at the end, because very difficult to say, waited, decided, ended. You need that extra little vile sign. And you can have a half of, you know, the schwa, the unds. And we could have it, it doesn't really matter. My point is, that you can introduce this at any level, and all the time, in every lesson. It doesn't matter if it's only, you know, that much of a unit in a course book. Because you need to use it all the time. So in A2 for example, let's look at food. A food lesson in A2. Okay. We have adjectives, toasted, roasted, melted, not difficult. And in the B2 lesson, where we're looking at crime and passwords, very often they go together in a certain course, but they always go together, right? So wanted, arrested, abducted, absconded, vindicated, and it goes right the way, yeah, vindicated. Look at that, CA plus. Okay. So when, so that's the basic rule. Okay. The rule is, preceded by tip or the, it's it or. The next rule, when EDS is preceded by the voiced sound, you're not sure, yeah. So used, owned, listened, believed, again higher levels, trampled, marginalised, it's up there with every new vocabulary you have. But when the sound is before EDS, voiced, it's due. Now we know this, we've been teaching a long time, we've been teaching a very long time, and we know this, and the problem is, how do you get new teachers to be brave enough to tackle it? How do you get new students to be able to use it? Okay. In an A2 lesson, again, food, adjectives, boiled, boiled, fried, steamed, and then strained and microwaved. The B2 lesson, burgled, mugged, robbed, questioned, charged, imprisoned. So all of those are the endings. All right, now when the EDS is preceded by voiceless or unvoiced sounds, and I'm sorry, it's green, so it's hard to see, but I'll read the first one, talked, worked, stressed, okay, and then the higher levels, you have crunched, published, balanced, lots of these words. In the A2 lesson, then with our food, baked, sliced, chopped, washed, whisked, mashed, okay. In the B2 lesson, with crime and passives, we have chased and punched and handcuffed and frisked, and searched and released. There's lots and lots of them. This isn't my problem here. I'll just call this, we want to break up with it. We've got a lot of EDS here. We've got bad EDS. I'm not sure about the one on the right, depends on your problem, but the problem is with this one, and the old one. Okay, so we're going back to this chart. Okay, we need to think outside of the box. We do need to think outside the box because people are still making this mistake and see one. So, I think for students, they're looking at the words, and then they try and, they always like to say what they see. Okay, people like to say what they see. It's interspelling. It's horrible. Yeah, they like to say what they see. So, it's easy when you have a word that ends in t or d, wanted, decided. Okay, so you just tell the students and the new teachers, if a word ends in t and the following ending, you have id or it. That's not a problem for anybody. It's not a problem. And I've tried this through A2, B1, B2, C1 classes, and it's across the board, so it's not a level problem. It's teachers not doing it in classes. And this happens and you see it in alterations and you see it in CPDs. People just don't know how to deal with it. So, I have a little strategy. Okay? Okay, so if you have a word that ends in, let's go back a bit. Okay, let's go back here. When the ED is preceded by t or don't you just say id or id? Not a problem? Really, really isn't a problem. When the ED is preceded by a voiced sound, why do people still say void ed and, you know, like stewed or grail ed or imprison ed? Why do they do that at higher levels? So it's an easy thing to do. Just drop the schwa, drop the id, drop the little vowel. So if the ED is, this is my new rule, the idea is that it will assimilate back. So just drop the id. You tell students to just drop the id. So you have burgled, burgled ed, and then I drop the id. Burgled. Okay, that's easy. It's voiced as do. It's less easy when you get to the voiceless sounds because these are the ones where people make mistakes over and over again. And there are only nine of them, remember. There are only nine voiceless sounds. So actually, this is a strategy that is quite simple and it works very well. Have a look at your cards. Okay, we have one minute to try it. Well, you've 30 seconds on your cards and if you don't have a person beside you, the green cards are the easy ones. They have the voiceless, just to give you a clue, the voiced ending and then ED. So you have a voiced sound on the green cards and then it goes. So can you try saying them with a person beside you? So once on the red cards are more difficult. Okay, stop for a second. Okay, what I'd like you to do, you have another 20 seconds. Now, this time, and this goes against all the rules, but don't worry, it's a good strategy. It works because there's only nine voiceless sounds, remember. You, after the voiceless sound, for example, here, baked, baked. We don't want to say baked. Say duh. Don't say duh. Say duh, because we kill ourselves saying. Tud, duh, tud, duh. They don't get that. They get the ud, but they don't get the tudu. Can you say bake duh? Bake duh. Bake duh. What happens? The duh is assimilating back into this voiceless sound. I will assimilate back into a tud sound. It's magic. English spelling is horrible. English, this is my point, the English phonetic system is really, really clear. So, baked, baked, baked. You have two seconds to try it with the red cards. Okay, don't say tud, say duh. Okay, one last practice for every word. What's this? Is it dinked in or dinked in? Dinked in. Dinked in. And say dinked in. Dinked in. You can't say that. It's magically assimilated back into dinked in. So, that is it. That's my point. Teach Prada every opportunity in grammar and vocabulary ever again. Thank you very much.