How to Teach Pronunciation

Haga clic paraArdila Sandy Johana modificar el estilo de subttulo del Csar patrnCarrillo Andrs Romero

2/7/13

What are the features of pronunciation?

Segmental and suprasegmental features

2/7/13

Phonet ics

speech sounds physical reality articulation of sounds interpretation and systematization of sounds vowe ls consonan suprasegmental ts features

Phonolo gy
2/7/13

Why teach pronunciation?

2/7/13

What pronunciation model to teach?

Awareness of the variations and differences that exist.

Learners needs, aims and likes should be highly considered.

The more knowledge regard to different accents English the more informed ones teaching is likely to be. 2/7/13

Planning a class or devoting time in a lesson to present a number of varieties of English.

Perfection versus Intellibility

A question we need to answer is how good our students pronunciation ought to be. Should they sound like native speakers, so perfect that just by listening to them we would assume that they were British or American or Australian? Or should we be happy if they can at least make themselves understood?

2/7/13

Techniques and activities

2/7/13

Chainin g

1. Drilling

2/7/13

One pair drilling

Substitution drilling
2/7/13

2. Minimal pairs
1. Students can be given lists of words and

work with partner to decide which words have a particular sound.

2/7/13

2. Students might also listen to a succession of

words, and decide how many times a particular sound is heard:

2/7/13

3. Sounds can also be contrasted by appearing

in close proximity.

2/7/13

4. In a similar vein, but moving slightly away

from the idea of minimal pairs, teachers can also ask students to listen the odd one out among a list of words that they are given:

2/7/13

Word-choosing in sentences with

3. Pronunciation and spelling activities

homographs and homophones.

Having students work out patterns of pronunciation change. e.g. hat kit cut
2/7/13

hate kite cute

4. Taping students English

2/7/13

Giving meaning and pronunciation explanations about particular grammar structures before listening to the excerpt. (e.g. s ending in verbs inflected in present simple and the third person in singular).

5. Listening activities

2/7/13

6. Reading activities

Self-reading to look for the gist or type of text. Reading aloud to realise about stress patters, connected speech and the relation among spelling and pronunciation. Include the use of poems, extracts from plays, rhymes, song lyrics and tongue twisters.

2/7/13

Does this shop stock short socks with spots? Sure this shop stocks short socks with spots. This shop stocks boxed sport socks, short flocked black socks, chic slack silk socks, and slick taut flax socks. We've racks of sharp black-backed blocked Scots socks, and stacks of posh knit lush cropped-top socks. This shop's short-topped sock stock's tops.

Jack and Jill Jack and Jill went up the hill, To fetch a pail of water; Jack fell down and broke his crown, And Jill came tumbling after.
2/7/13

Types of lessons

2/7/13

Sample lessons

2/7/13

Integrated lesson

2/7/13

2/7/13

Remedial lesson
Organizing a party

2/7/13

Practice lesson
Problems at hearing and producing // and / /

Cat
-

Cut

Hat

Hu t

Drilling of above minimal pairs Teacher writes the two phonemes on the board, and drills the sounds Teacher holds up the pictures asking the students to give the sound for each one.
2/7/13

Vowels

2/7/13

Raising awareness of vowelphonemic sounds Using a

chart

2/7/13

Drilling, repetition and association

with ideas

2/7/13

Sample lessons
Phonemic bingo

2/7/13

Noughts and crosses

2/7/13

Stand up and be counted

2/7/13

Consonants

2/7/13

Sample Lessons
Phonemic Word Search (all

levels)

2/7/13

Advertising slogans: Particular

consonant sounds (all levels)

2/7/13

Ideas for activities

Sound chain Green / brick / blue / play / flower / friend. Tongue-twisters Try Gerrys German Cherry Gin Fill the grid

2/7/13

2/7/13

Stress

2/7/13

Intonation
Why is important to teach intonation?
Awareness aids communication

Wrong intonation causes misunderstanding.

v v

Convey mood.

2/7/13

Grammar and Intonation

Sample lessons

2/7/13

Question Tags (Elementary)

2/7/13

Asking Permission(Intermediate)

2/7/13

2/7/13

Expressing attitudes (intermediate +) Type: Practice and Remedial

2/7/13

2/7/13

Discourse and Sample intonation

lessons
Indirect questions (Preintermediate)

2/7/13

2/7/13

2/7/13

Tone units (advanced)

Type: Practice Materials: Tape recorder, video

camera and player, transcript of students presentation

2/7/13

Other aspects of connected speech

and weak forms

Sample lessonsAssimilation Getting to know:

2/7/13

Phrasal verbs: Linking (intermediate)

LESSON TYPE: Practice MATERIALS: A picture of a messy

bedroom

2/7/13

Elision and other features of connected speech

Lesson Type: Practice Materials: Sound or video recording of natural speech

2/7/13

2/7/13