UNIVERSITY OF EL SALVADOR

FOREIGN LANGUAGE DEPARTMENT

SCHOOL OF ARTS AND SCIENCES

PROJECT: A CASE STUDY FOR THE PRONUNCIATION SUBJECT

STUDENT´S CASE STUDY: José Mauricio Franco Reyes (FR24021)

STUDENTS IN CHARGED:
Blanca Xiomara Guerra Granados
Katheryne Janeth Hernández Segovia
Laura Daniela Hernández Parrias
Rosario Lisseth Cabrera Morales

SUBJECT: PRONUNCIATION IN ENGLISH

TEACHER IN CHARGE: Lic. Roxana Janeth Sorto de Velis

SEMESTER: I-2024

Easter Campus, Facultad Multidisciplinaria Oriental, 2024

 I. General Objective

Ss from the Pronunciation English subject will carry out a case study investigation

work with a student chosen from the Profesorado in English semester I-2024.

General Group Objective

To learn through pedagogical practice the sounds to improve one's pronunciation and at

the same time help to improve the pronunciation of the first-year student in English teaching,

under an investigation of vowel and consonant sounds at a basic level.

II. Specific objetives:

- To organize the sounds to be developed by each member of the group.

- To carry out exhaustive research of the sounds to improve our pronunciation.

- To facilitate the teaching of the sounds based on our acquired knowledge.

III. Rationale

This work is crucial as it aims to enhance the pronunciation skills of students, which is

essential for effective communication in English through the tools of phonology which

involve grammar and the sounds and suprasegmental elements of a language where the said

branch of linguistics play a significant role in language learning as it helps nonnative speakers

understand and produce sounds accurately, leading to improved intelligibility and fluency.

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IV. Diagnostic Generalities

1. Name of the student in the case study: José Mauricio Franco Reyes (FR24021)

2. Year of study: Profesorado in English. Semester I-2024.

3. Have a first conversation meeting to know the student (write at least 5 possible

questions in English).

3.1 The first meeting was held with the student of Profesorado in English who will be

referred to as Mauricio/Student in the development of this work.

3.2 The first meeting consisted of a basic presentation in English to get to know each

other and get to know the language, as well as to highlight the student's possible

pronunciation problems.

3.3 A couple of basic questions were asked to the student to determine his level of

English, the basic questions were the following:

3.3.1 What’s your name?

• My name is José Mauricio Franco Reyes.

3.3.2 How old are you?

• I'm 19 years old.

3.3.3 Do you like living in El Salvador?

• Yes, I like it and I usually go to the park.

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 3.3.4 Do you have any brothers or sisters?

• Yes, I have one sister.

3.3.5 What’s your favorite singer?

• My favorite singer is Adele.

3.3.6 What kind of music do you like?

• My favorite music is Indie.

4. Have a second conversation meeting.

4.1. The second meeting with Mauricio consisted of a diagnostic test regarding the

student's pronunciation.

4.2 The practice consisted of providing him with a list of words and asking him to

please pronounce them out loud to hear their pronunciation.

4.3. Indications were given to the student to make an exact transcription of the word

as he pronounced it, for which he was shown the phonetic table so that he could

become familiar with the symbols that represent each sound.

4.4. In addition, a video was shown with a basic explanation of the phonetic table so

that the student could identify which vowel and consonant sounds he had difficulty

pronouncing.

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V. Organization of the work

After the meetings with the student of the case, based on the sounds selected by the

student and those that were identified as difficult to pronounce, distribution and selection of

vowels and consonants were given to each member of our group that will focus on

investigating, describing (as voiced, voiceless, point of articulation and manner of

articulation, transcriptions (phonetics)) and learning to teach the student then.

The distribution will be as follows:

STUDENTS IN VOWEL CONSONANT ALLOPHONES

CHARGE (SOUND) (SOUND)

1.1 Blanca Xiomara / a / VOICED / v / VOICED -

Guerra Granados

1.2 Katheryne Janeth / ə / VOICED / t / VOICELESS Aspirated /t/ [tʰ]

Hernández Segovia
Glottal Stop [ʔ]

1.3 Laura Daniela / ɛ / VOICED / b / VOICED -

Hernández Parrias

1.4 Rosario Lisseth / u: / VOICED / d / VOICED Sonora alveolar stop

Cabrera Morales [d]

Sonora dental
fricative [ð]

[ʊ] - Closed back

unrounded vowel

[ʌ] - Open-mid
unrounded vowel

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1. Research development per person (methodology, strategies, annexes)

Next, the presentation of the research carried out by each group member, in which

the methodology and strategies to be applied when teaching the sounds to the student in

charge will be shown below.

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 1.1 Vowel / a / Consonant / v / Blanca Xiomara Guerra Granados

/a/

1.1.1 The vowel sound “a” represented in phonetic transcriptions by the symbol /ɑ/

(rounded) as in want, water, and wash is almost the same vowel as the vowel ah /a/

(unrounded) which is spelled with the letter o, as in hot and not. The difference is that the

round lips of the sound change the vowel to be rounded as well.

The /ɑ/ vowel is a low-back sound, the tongue

Point of
should be positioned low in the mouth and shifted
articulation toward the back. The mouth should be open wider
than /ʌ/ or /o/. Making the vocal cords vibrate by
pushing air from the mouth.

Manner of articulation is about how sounds are produced by the

Manner of 'articulators'. Articulators are the organs in the vocal tract that enable human
articulation beings to make sounds. They include the palate, tongue, lips, and teeth; it
means that the vowel sound /a/ does not have a form of articulation.

Examples representing the /a/ sound with these words and their transcriptions

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 Word Transcription

Arm /ɑrm/

Heart /hɑrt/

Toxic /ˈtɑksɪk/

Army /ˈɑrmi/

Smart /smɑrt/
Star
/stɑr/

Sentences Transcription

The soup is too hot. / ðə sup ɪz tu hɑt./

It's your turn to wash the dishes. / ɪts jʊər tɜrn tu wɑʃ ðə ˈdɪʃəz./

We must drink water. /wi mʌst drɪŋk ˈwɑtɚ./

He had broken his arm. / hi hæd ˈbroʊkən hɪz ɑrm./

It is not a good idea to have toxic /ɪt ɪz nɑt ə ɡʊd aɪˈdiə tu hæv ˈtɑksɪk
relationships. riˈleɪʃənˌʃɪps./

My best friend is really smart. / maɪ bɛst frɛnd ɪz ˈrɪli smɑrt.

Strategy to teach the sound /a/

1.1. 1. Practice pronunciation: the student should make a list of words or phrases that

include the sound /a/ improving his pronunciation by repetition.

1.1.2. Reading aloud: This activity will consist of improving mouth and tongue movements

when pronouncing the/a/ sound, the student will be provided with different short paragraphs,

correcting, and improving the sounds that are difficult for him.

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1.1.3. Words with their phonetic transcription: the student will carry out some words

with their respective phonetic transcription.

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 /v/

1.1.2 The voiced consonant “v” is represented in phonetic transcriptions by the symbol /v/.

It is pronounced with the same tongue and lips placement as in voiceless CONSONANT

SOUND /f/ but /v/ is “voiced” so there is a vibration in the throat when pronouncing it.

Point of Placing the bottom edges of the upper teeth

articulation against the inside of the lower lip. Making the
vocal cords vibrate, and pushing air out of the
mouth, forcing it between the teeth and lower
lip, feeling some resistance (friction).

In English, there are nine fricatives but, in this case, if the obstruction of
Manner of the vocal tract at the lips, like for the sounds /b/ and /p/, the place of
articulation articulation is bilabial. The consonants /f/ and /v/ are made with the top
teeth on the bottom lip, which are called labiodental (fricative) sounds.

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To illustrate the /v/ sounds here are some examples.

Word Transcription

Very /ˈvɛri/

Leave /liv/

View /vju/

Save /seɪv/

Verify /ˈvɛrəˌfaɪ/
Favorite
/ˈfeɪvərɪt/

Sentences Transcription

That dress is very beautiful but expensive. /ðæt drɛs ɪz ˈvɛri ˈbjutəfəl bʌt ɪkˈspɛnsɪv./

the horse does not want to move to the right. / ðə hɔrs dʌz nɑt wɑnt tu muv tu ðə raɪt./

You got the victory, congratulations! /ju ɡɑt ðə ˈvɪktəri, kənˌɡræʧəˈleɪʃənz!/

I don't believe in vampires. /aɪ doʊnt bɪˈliv ɪn ˈvæmpaɪrz/

What is your favorite singer? / wɑt ɪz jʊər ˈfeɪvərɪt ˈsɪŋər?/

the doctor saved many patients? / ðə ˈdɑktər seɪvd ˈmɛni ˈpeɪʃənts/

Strategy to teach the sound /v/

1.1.4. Practice pronunciation: this activity will consist of a list of words that incorporate

the sound /v/ improving his pronunciation by repetition.

1.1.5. Dictation: This activity will include the improvement of written words with the

sound /a/ the student will enhance not only his pronunciation but also his writing skills.

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1.1.6. Listening and speaking: listening and speaking are coordinated in each activity and

the student is encouraged to listen discriminant.

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 1.2 Vowel / ə / Consonant / t / Katheryne Janeth Hernández Segovia

/ə/

1.2.1 Schwa, a vowel sound, typically unstressed, represented in phonetic transcriptions by

the symbol /ə/ (upside-down e). It is the most common vowel sound in the English language.

By definition, the schwa is classified as a vowel sound, which inherently means that it is

voiced.

Point of The /ə/ (shwa) sound is short and soft,

pronounced with the mouth in a neutral
articulation
position. The lips are relaxed and not rounded,
the jaw is halfway open, and the tongue is kept
flat in a central position partially retracted in
the middle of the mouth, about halfway to the
roof of the mouth, and not forward or back.

Manner of The schwa sound is not typically classified in terms of manner of

articulation articulation, as it is produced with a neutral tongue position and does not
involve any obstruction or constriction of the airflow. It is classified based
on its position in the vowel chart and its role in the phonological system of
a language. making it a mid-central vowel sound, produced with the tongue
in a central and mid-height position in the mouth.

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In English, schwa is represented either by a vowel letter (a, e, i, o, u, or y) or by leaving it

unwritten. Some examples will be given below.

Word Transcription

Banana /bəˈnænə/

Trouble / trʌbəl/

About /əˈbaʊt/

Machine /məˈʃin/

Coma / koʊmə/
Precious
/ˈprɛʃəs/

Sentences Transcription

The kid’s balloon is red. / ðə kɪdz bəˈlun əz rɛd./

That car's caused nothing but problems. /ðæt kɑrz kɑzd ˈnʌθɪŋ bət ˈprɑbləmz./

Her memory lives with us still. / hər ˈmɛməri lɪvz wɪð əs stɪl./

Sandra drew my portrait in pencil. / ˈsændrə dru maɪ ˈpɔrtrət ɪn ˈpɛnsəl./

Sunday is a family day. / ˈsʌnˌdeɪ əz ə ˈfæməli deɪ./

She used an umbrella to protect herself from / ʃi juzd ən əmˈbrɛlə tə prəˈtɛkt hərˈsɛlf
the sun. frəm ðə sʌn./

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Strategies to teach the /ə/ sound:

1.2.1 Repetition exercise: Correcting and pronouncing words and sentences containing the

schwa sound /ə/ repeatedly to check the student's mouth and tongue movements.

1.2.2. Experiential training: Involves hands-on activities for practical skill development,

such as tongue twisters, short readings, and quizzes to determine the student's learning

process advancement and give him feedback for improvement.

1.2.3. Spaced repetition: After having taught and practiced the schwa sound /ə/ the student

will have a time interval to retain information more effectively, asking questions about the

topic and returning to the information at the beginning of the following sessions as a warm-

up activity.

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 /t/ - [tʰ] [ʔ]

1.2.2 The /t/ sound is one of the six-stop consonant sounds in American English. The “t”

sound' /t/ is unvoiced (also called voiceless) meaning that the vocal cords do not vibrate while

producing it. It is the counterpart to the voiced “d” sound /d/.

Point of To pronounce the t sound /t/ accurately it is

necessary to stop the airflow with the tip of the
articulation
tongue and then realize it without adding the
voice. To do so, it is a requisite to press the tongue
tip against the upper gum ridge, specifically at
the teeth ridge, to stop the airflow, and then
swiftly drop the tongue tip. The sound will be
produced with a strong puff of air as the airflow
is released.

Manner of The /t/ sound is a dental obstruent (voiceless), alveolar, and plosive
articulation sound. The plosive sounds are produced by stopping the airflow
completely in the oral cavity and then releasing it suddenly. In the case of
the /t/ sound, the airflow is stopped by the tip of the tongue pressing against
the alveolar ridge, and then it is released with a small explosion of air.

To illustrate this, some examples will be presented below with their respective phonetic

transcription.

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 Word Transcription

Take / teɪk/

Just /dʒʌst/

Tell /tɛl/

Into /ˈɪntu/

Still /stɪl/

Night /naɪt/

Sentence Transcription

He was first in the spelling competition. /hi wəz fɜrst ɪn ðə ˈspɛlɪŋ ˌkɑmpəˈtɪʃən./

Multiply each number by two. /ˈmʌltəˌplaɪ iʧ ˈnʌmbər baɪ tu./

We are going to wait for the office to open. /wi ər ˈɡoʊɪŋ tə weɪt fər ði ˈɔfəs tʊ ˈoʊpən./

I'm afraid the doctor is out. /aɪm əˈfreɪd ðə ˈdɑktər ɪz aʊt./

Time passes quickly when you are older. /taɪm ˈpæsəz ˈkwɪkli wɛn jʊ ər ˈoʊldər./

The scientists are going to run their tests. /ðə ˈsaɪəntɪsts ər ˈɡoʊɪŋ tə rʌn ðɛr tɛsts./

Strategies to teach the /t/ sound:

1.2.4. Visual Pronunciation Guides: Employment of visual pronunciation guides that will

be proposed to help the student understand the nuances of English sounds by providing visual

clues such as The International Phonetic Alphabet (IPA), videos, and illustrations (Shape

Diagrams) of the tongue and mouth’s respective positions.

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1.2.5. Dictation: Dictations will be carried out to teach the student the minimal pairs in

English of some words to verify if he can detect the phoneme /t/.

1.2.6. Reiteration practice: Repeat or reiteration practice involves recreating the /t/ sound

several times with words, sentences, and brief readings to improve the student's

pronunciation

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1.3 Vowel / ɛ / Consonant / b / Laura Daniela Hernández Parrias

/ɛ/
1.3.1 The vowel "ɛ" is characterized by being a mid-front unrounded vowel, with the tongue

in a mid and advanced position in the mouth, and with the lips relaxed and unrounded.

Point of The sound "ɛ" is produced with the tongue in a

articulation forward, middle position in the mouth, not
touching the roof of the mouth or the back of
the mouth. This classifies it as an anterior
vowel.

The "ɛ" is a pure vowel, which means that air flows freely through the
Manner of
mouth without obstruction or friction. There is no tongue contact with
articulation
other parts of the mouth, and the lips remain relaxed. In short, it is a simple
or monophthong vowel; it belongs to the group of medium vowels, since
the tongue is in a medium position in the mouth, neither too high nor too
low. Also, because it is an anterior vowel, the tongue is advanced slightly
forward in the mouth. It should be clarified that this "ɛ" vowel sound has
no manner of articulation because it is a voiced sound.

Here are some examples:

Word Transcription

Bed /bɛd/
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 Pen /pɛn/

Red /rɛd/

Set /sɛt/

Met /mɛt/

Sentences Transcription
She slept in the bed. /ʃi slɛpt ɪn ðə bɛd/

He wrote with a pen. /hi roʊt wɪð ə pɛn/

The apple is red. /ðə ˈæpl̩ ɪz rɛd/

Please set the table. /pliz sɛt ðə ˈteɪbəl/

We met at the park. /wi mɛt æt ðə pɑrk/

Teaching the "ɛ" sound:

1.3.1 Listening and auditory discrimination exercises: use words containing the sound

"ɛ" and contrast them with words containing other similar sounds. The student under study

should identify and distinguish the "ɛ" sound auditorily.

1.3.2. Visual Articulation: use pictures or drawings that represent words with the "ɛ"

sound. Ask the student to observe how the mouth and tongue form when pronouncing this

sound.

1.3.3. Repetition practice: Have the student repeat words containing the "ɛ" sound several

times to model the pronunciation and then ask him to repeat them over again.

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 /b/
1.3.2 The sound /b/ in English is a bilabial stop consonant. It is characterized by being voiced,

which means it is produced with vocal cord vibration. Its phonetic transcription is /b/.

Point of The consonant "b" is articulated with

articulation the lips, specifically with both lips
closed.

It is classified as a stop consonant because it is produced by

Manner of
temporarily blocking the airflow and then releasing it abruptly. It
articulation
belongs to the group of bilabial consonants, as it involves the use of
both lips for its articulation.

Here are some examples:

Word Transcription
/bɪɡ/
Big
Baby /ˈbeɪbi/

Book /bʊk/

/bʌs/
Bus
/bɑks/
Box

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 Sentences Transcription
The big dog chased the cat. /ðə bɪɡ dɔɡ ˈʧeɪst ðə kæt/

The baby smiled at her mother. /ðə ˈbeɪbi smaɪld æt hər ˈmʌðər/

She read a book before bedtime. /ʃi rɛd ə bʊk bɪˈfɔr ˈbɛdtaɪm/

We took the bus to school. /wi tʊk ðə bʌs tə skuːl/

He put the cookies in the box. /hi pʊt ðə ˈkʊkiz ɪn ðə bɑks/

Teaching the consonant "b":

1.3.4. visual and tactile articulation: show the student how the lips are placed to produce the

"b" sound. You can ask him/her to touch his/her lips while pronouncing the sound to feel the

vibration.

1.3.5. Repetition practice: As with the "ɛ" sound, have the student practice pronouncing

words that begin with or contain the consonant "b" repeatedly.

1.3.6. Integration into activities: Integrate practice of the "b" sound into reading, writing,

and role-play activities so that the student uses it in meaningful contexts.

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 1.4 Vowel / u: / Consonant / d / Rosario Lisseth Cabrera Morales

/u:/ - [ʊ] [ʌ]

1.4.1 The sound of the vowel /u:/ which is also called long “u” will be taken as a basis to

learn and later explain to the student.

To facilitate the basic level student, the following comparison is shown. It is a sound similar

in Spanish to “iu”. The rounded, high-back vowel "u" is represented in phonetic

transcriptions by the symbol /u:/. It is pronounced with the tongue positioned high and

towards the back of the mouth, while the lips are rounded.

Point of To produce the /u/ sound it is necessary to

round the lips as if preparing to say "oo" in
articulation
"boot". Raising the back of the tongue towards
the soft palate, creates a narrow passage for the
airflow. The tongue should not touch the roof
of the mouth but remain slightly lowered.

Manner of Unlike consonants, which have a manner of articulation, vowels, in this

articulation case /u:/, are described in terms of tongue position for proper
pronunciation. The vowel /u:/ is simply a rounded high-back vowel,
which means it is produced with the tongue in a high and back position in
the mouth, while the lips are rounded. No obstruction of airflow or
friction in the mouth is involved.

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ATTENTION: Some examples will show the SOUND of the vowel /u:/ therefore many of

the words with this sound do not include the letter “u” explicitly.

Word Transcription

Food /fuːd/

music /ˈmjuːzɪk/

group /ɡruːp/

Shoe /ʃuː/

Fruit /fruːt/

Cute /kjuːt/

True /truː/

moon /muːn/

The following sentences contain the/u:/ sound with their respective transcription.

Sentences Transcription
I always enjoy trying different types of /aɪ ˈɔːlweɪz ɪnˈdʒɔɪ traɪɪŋ ˈdɪfərənt taɪps əv
food. fuːd/

He listens to classical music every evening. /hi ˈlɪsənz tuː ˈklæsɪkl ˈmjuːzɪk ˈɛvri ˈivnɪŋ/

The students worked together as a group. /ðə ˈstjuːdənts wɜːrkt ˌtəˈɡɛðər əz ə ɡruːp/

She bought a new pair of shoes yesterday. /ʃi bɔt ə nuː pɛr əv ʃuz ˈjɛstərdeɪ/

They picked fresh fruit from the orchard. /ðeɪ pɪkt frɛʃ fruːt frəm ðə ˈɔrtʃərd/

The kitten is so cute when it sleeps. /ðə ˈkɪtən ɪz soʊ kjut wɛn ɪt sliːps/

It's always important to tell the truth. /ɪts ˈɔlweɪz ɪmˈpɔrtənt tuː tɛl ðə truːθ/

The moon was full and bright in the sky. /ðə muːn wəz fʊl ənd braɪt ɪn ðə skaɪ/

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Strategies to teach the /u:/ sound:

1.4.1. Pronunciation exercise: with the student's help, create a list of words that contain

the sound /uː/ and that are difficult for them to pronounce. This allows them to identify and

practice specific words that need attention.

1.4.2. Practice out loud: Provide specific feedback on the pronunciation of /uː/, focusing

on the quality and duration of the sound, as well as lip and tongue position.

1.4.3. Listen, imitate, practice: After the initial imitation, students should practice the /uː/

sound in different contexts, such as in isolated words, phrases, and conversations.

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 / d / - [d] [ð]

1.4.2 The sound “d” is represented in phonetic transcriptions by the symbol /d/. It is a voiced

alveolar plosive consonant, produced by briefly closing the mouth and releasing airflow

while the vocal cords vibrate. The /d/ is a voiced consonant, indicating that the vocal cords

vibrate during its articulation.

Point of The /d/ is articulated by bringing the front

articulation part of the tongue into contact with the
alveolar ridge just behind the upper teeth.
The tongue is raised to touch the alveolar
ridge, creating a blockage in the airflow.

Manner of It is a plosive consonant, meaning there is a complete closure of the

articulation
mouth briefly before releasing the airflow abruptly. When the closure
is released, the airflow escapes with an explosive sound.

The /d/ consonant is found in a wide variety of English words and is essential for correct

pronunciation and comprehension of the language.

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Examples of words that use the /d/ sound

Word Transcription

dog /dɔːɡ/

drive /draɪv/

dad /dæd/

ladder /ˈlædər/

window /ˈwɪndoʊ/

added /ˈædɪd/

Monday /ˈmʌndeɪ/

Sentences Transcription

The dog chased the cat. /ðə dɔːɡ ˈʧeɪst ðə kæt/

She likes to drive fast cars. /ʃi laɪks tuː draɪv fæst kɑrz/

My dad is cooking dinner tonight. /maɪ dæd ɪz ˈkʊkɪŋ ˈdɪnər təˈnaɪt/

Be careful climbing the ladder. /bi ˈkɛr.fəl ˈklaɪ.mɪŋ ðə ˈlædər/

She looked out of the window. /ʃi lʊkt aʊt ʌv ðə ˈwɪndoʊ/

She added sugar to her coffee. /ʃi ˈædɪd ˈʃʊɡər tuː hər ˈkɔfi/

I have a meeting on Monday. /aɪ hæv ə ˈmitɪŋ ɑn ˈmʌndeɪ/

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Strategies to teach the / d / sound:

1.4.4. Development of listening skills: through interactive activities, the student will be

asked to identify words that contain the sound of the letter /d/ in different positions

(beginning, middle, end). To familiarize the student with the consonant sound.

1.4.5. Repetition exercises: effective way to practice the pronunciation of the letter "d"

sound. The student must repeat words that contain the letter "d" in different contexts and

phrases. This helps them become familiar with the sound and improve their ability to produce

it correctly.

1.4.6. Become familiar with transcriptions (basic level): through simple examples of

words containing the letter "d" along with their phonetic transcription. This will help the

student associate the sound of the letter “d” with its written representation and give them a

tool to pronounce words correctly.

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2. Foundations of the information collected

Authors: Noam Chomsky and Morris Halle

Source: “The Sound Pattern of English”

This book is an influential work in the field of generative linguistics, written by two

prominent linguists, Noam Chomsky, and Morris Halle. "The Sound Pattern of English"

focuses on the study of the phonology of English, exploring the patterns and rules that

underlie the pronunciation of words in the English language. Chomsky and Halle present an

innovative approach to analyzing the phonological structure of English, introducing concepts

such as surface structure theory and deep structure theory. The book has been fundamental

in the development of modern linguistic theory, which is why it has been a guide for the

development of this work since it contains relevant information on phonology and linguistics.

Author: Gertrude F. Orion

Source: “Pronouncing American English”

This book is a guide to improving English pronunciation, written by Gertrude F.

Orion, an expert in phonetics and English language teaching. "Pronouncing American

English" provides students with the tools necessary to develop clear and accurate English

pronunciation. Orion addresses various topics, from basic phonetics to specific English

accents and intonation patterns. The book includes practical exercises to help students perfect

their pronunciation, which is why this book has been the basis and guide in this case study

being a reference tool for student teachers and other readers who wish to improve their ability

to communicate effectively in English-speaking environments.

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3. Rubric To Record The Results

Criterion Excellent (4) Good (3) Acceptable (2) Insufficient (1)

Overall Pronounces all Pronounces Pronounces Pronunciation

Pronunciation words clearly most words some words significantly
and fluently, clearly and clearly and hinders
distinguishing fluently, fluently but has comprehension
clearly between distinguishing difficulty due to a lack of
voiced and between voiced distinguishing differentiation
voiceless and voiceless between voiced between voiced
sounds. sounds with and voiceless and voiceless
minor errors. sounds on some sounds.
occasions.

Correct Use of Pronounces the Pronounces the Pronounces the Fails to

the pronounce the
/ / sound / / sounds / / sound in
/ / Sound correctly in all correctly in some words but / / sounds
words, most words, has difficulty correctly in
distinguishing it distinguishing it distinguishing it most words and
from other from other from other does not
similar sounds. similar sounds similar sounds adequately
with some on some differentiate
minor errors. occasions. between voiced
and voiceless
sounds.

Differentiation Clearly Distinguishes Sometimes has Fails to

Between distinguishes between voiced difficulty adequately
Voiced and between voiced and voiceless distinguishing differentiate
Voiceless and voiceless sounds in most between voiced between voiced
Sounds sounds in all words, although and voiceless and voiceless
words, may make some sounds, sounds,
demonstrating minor errors in affecting significantly
understanding differentiation. pronunciation hindering
of the difference accuracy. comprehension
between both of speech.
types of sounds.

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Intensity and Uses Uses Sometimes uses Intensity and
Intonation appropriate appropriate appropriate intonation
intensity and intensity and intensity and hinder
intonation that intonation most intonation, but comprehension
facilitates of the time, with some of speech due
comprehension, although there inconsistencies to a lack of
adjusting it may be some that affect adjustment to
according to the minor comprehension. context and
context and inconsistencies. meaning.
meaning of
speech.

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