Teaching_Pronunciation.pptx

1. Christina A. / 1213013008 Ivena M. A. / 1213013010 Paulin K. G. / 1213013018

2. Some teachers make little attempt to teach pronunciation in any
overt way and only give attention to passing it.
The teachers are nervous of dealing
with sounds & intonation.
The teacher may claim that even
without a formal pronunciation
syllabus, and without specific
pronunciation teaching, many
students seem to acquire serviceable
pronunciation in the course of their
studies.
Pronunciation Issue
The reasons

3. Improve the students’ speaking.
The students learn to concentrate on
sounds.
Pronunciation
Benefits The students know where the
sounds are made.
Make the students aware of where
word should be stressed.
Pronunciation help allows student to get over
serious intelligibility problems.
Pronunciation Issue

4. Pronunciation Issue
Perfection vs. Intelligibility
The degree to which students acquire ‘perfect’ pronunciation seem
to be depend very much on their attitude to how they speak and
ho well they hear.
Some students want to be exposed to a ‘native speaker’ variety
and will struggle to achieve the pronunciation.
Other students do not especially want to sound like ‘inner circle’
speakers.
Under the pressure of such personal, political, and
phonological considerations it has become
customary for language teachers to consider
intelligibility as the prime goal of pronunciation
teaching.

5. Pronunciation Issue
Perfection vs. Intelligibility
The fact that we may want our students to work toward an
intelligible pronunciation rather than achieve an L1-speaker
perfection may not appeal to all.
Some students do indeed wish to sound exactly like a native
speaker. In such circumstances it would be absurd to try to deny
them such as an objective.

6. Pronunciation Issue
Problems
What Students Can Hear
Some students have great difficulty hearing pronunciation features
which we want them to produce.
2 ways of dealing with the
difficulty hearing
pronunciation features
Show the students how sounds are
made through demonstration,
diagram & explanation.
Draw the sounds to the students
attention every time the word
appear on a recording or in our own
conversation.

7. Pronunciation Issue
Problems
What Students Can Say
Learning a foreign language often presents us with the problem of
physical unfamiliarity.
To counter this problem, we need to be able to show and explain
exactly where sounds are produced.

8. Pronunciation Issue
Problems
The Intonation Problem
Some of us (and many of our students) find it extremely difficult to
hear ‘tunes’ or to identify the different patterns of rising and falling
tones.
We can give students opportunities to recognize such moods and
intention

9. Pronunciation Issue
Phonemic symbols: to use or not to use?
It is perfectly possible to work on the sounds of English without
using any phonemic symbols.
The teacher get the students to hear the difference by saying the
words enough times.
The teachers can describe how the sounds are made.
Since English is bedeviled for many students, it may make sense for
them to be aware of the different phonemes.
When both teacher and students know the symbols,
it is easier to explain what mistakes has occurred
and why it has happened.

10. Pronunciation Issue
When to teach pronunciation
Whole Lesson
Some teachers devote whole lesson sequences to pronunciation
and some school timetable pronunciation lesson at various stages
during the week.
It can make sense to work on connected speech, concentrating on
stress and intonation, over some 45 minutes, provided that we
follow normal planning principles.
Making pronunciation the main focus of a lesson
doesn’t mean that every minute of that lesson has
to spent on pronunciation work.

11. Pronunciation Issue
When to teach pronunciation
Discrete Slots
Some teachers insert short, separate bits of pronunciation work
into lesson sequences.
Such separate pronunciation slots can be extremely useful, and
provide a welcome change of pace and activity during a lesson.
Many students enjoy them, and they succeed because the teachers
do not spend too long on any one issue.

12. Pronunciation Issue
When to teach pronunciation
Integrated Phases
Many teachers get students to focus on pronunciation issues as an
integral part of a lesson.
When the teachers model words and phrases, the teacher also
draw the students’ attention to the way the words and phrases are
said.

13. Pronunciation Issue
When to teach pronunciation
Opportunistic Teaching
Just as teachers may stray from their original plan when lesson
realities make this inevitable, and teach vocabulary or grammar
opportunistically because it has 'come up', so there are good
reasons why we may want to stop what we are doing and spend a
minute on some pronunciation issue that has arisen in the course
of an activity.

14. Pronunciation Issue
Helping individual students
The teachers usually work with the whole class when organize
pronunciation teaching, but pronunciation is a personal matter.
Ask individual students which words they find easy to pronounce
and which words they find difficult and help them with that
difficult words.
Encourage students to bring difficult words to the lesson so that
we can help them.

15. Pronunciation
teaching

16. Working with sound
Have students identify sound
Identify the consonant which present in the spelling of words with this sound
Teacher can show or demonstrate the position of lips
Listening to pair of words
Say word or phrases with one sound
Contrasting sound through phonemic symbols

17. Phonemic chart by Adrian Underhill

18. Sound bingo

19. Tongue-twister
sally sells seashells on the
seashore
If Peter Piper picked a peck of
pickled peppers, where’s the
peck of pickled peppers that
Peter Pipper picked?

20. Working with stress
Stress is
important

21. Circle stress pattern

22. Dialogue excercise

23. Cuisenaire Rod

24. Working with Intonation
• Make the students know that different pitch can
convey different meaning, reflect the thematic
structure of what they are saying, and convey
mood.
• E.g.:
– Show the students the different meaning conveyed by
saying “yes” with different intonations.
– Ask the students to identify what we mean each time
by using words for emotions or matching our
intonation to pictures of emoticons.

25. Teaching Intonation (1)
• Step:
– Demonstrate different intonations.
– Ask the students to match different intonations with
different meaning. (see page 114)
• The main purpose of this exercise is not so much
to identify specific intonation patterns, but to
raise the student’s awareness of the power of
intonation and to encourage them to vary their
own speech
• It also trains them to listen more carefully to
understand what messages are being given to
them.

26. Teaching Intonation (2)
• Steps:
– Get the students listen to identify nuclear stress (main
stress) in phrases and to hear falling and rising
intonation.
– Ask the students to repeat the phrases with the right
intonation.
– Get the students listen to a recording and identify
whether the voice falls or rises. (see page 114)
– Get the students join the sentence halves together.
– Get the students work in pairs to make dialogs from
the exercise.

27. • This exercise make the students notice that a
character uses a rising tone for a subjects
which is already being talked about and a
falling tone to give new information.
• This exercise not only gets students to listen
carefully to intonation patterns, but also it
allows them to identify basic fall-rise patterns

28. Sounds and Spelling
• Although there are many regularities in
English spelling, the fact that there is no one-
to-one correspondence between letters and
phonemes causes many problems for learners.

29. Teaching Intonation (3)
• Steps:
– Get the students to make dialogs without words –
humming the ‘tune’ of what they want to say in such a
way that other students can understand them.
– Let the other students guess
• Teacher can use variety devices such as arrows
on the board or arm movements.
• Teachers can exaggerate (and get their students
to exaggerate) intonation pattern, which can be
very amusing and which also makes pattern very
clear

30. Teaching Intonation (4)
• Use a software program (CAN-8 Virtual
laboratory) to help students to see their
intonation and stress patterns.
• How does it works? See page 115
• This software program is very beneficial for
students who are visual learners, because they
can ‘see’ what they are saying.

31. Teaching Sounds and Spelling (1)
• Steps:
– (see eg. 7 pg. 116) Get the students listen to a
recording and see how many different
pronunciations they can find for the “ou” spelling
in words.
– Get the student record the different sounds in
their vocabulary book.
– Help the students by giving them typical spellings
for sounds every time they work on them.

32. Teaching Sounds and Spelling (2)
• Steps:
– Get the students read aloud two list of words
which start with the letter “c.”
– Get the students notice two ways of pronouncing
“c.”
– Ask the students to find the rules. Prompt them
by suggesting that they look at the letter which
follows the “c.”

33. Connected Speech and Fluency
• Good pronunciation doesn’t just mean saying
individual words or even individual sounds
correctly.
• The sound of words change when they come
into contact with each other.
• We need to draw students attention on it.

34. • We can adopt a three-stage procedure for
teaching students about features such as
elision and assimilation.
– Stage 1: comparing
– Stage 2: identifying
– Stage 3: production
• Fluency is also helped by having students say
phrases and sentences as quickly as possible.

35. Thank You!