My slides for the "Pron-Tegration" presentation in Brighton on Oct 8th, 2016

1. Guiding Questions and Integrative
Ideas to Make “Pron-tegration”
Happen in the Classroom
MARINA N CANTARUTTI
ABOUT.ME/PRONUNCIATIONBITES

2. Neglect for Pronunciation in the ELT
classroom
No time.
Not requested by
the
Coordinator/book
I don’t know
how to do it!
Classroom,
management,
you know!
They will
make
themselves
understood
anyway!.
I don’t know
enough
Phonetics.
It is un-
teachable!
Had an awful time at
College, don’t want
my students to feel
the same way
Survey on
Teacher
Trainees and
In-Service
teachers
(2014)

3. Neglect for Pronunciation in the ELT
classroom
No time.
Not requested by
the
Coordinator/book
I don’t know
how to do it!
Classroom,
management,
you know!
They will
make
themselves
understood
anyway!.
I don’t know
enough
Phonetics.
It is un-
teachable!
Had an awful time at
College, don’t want
my students to feel
the same way
Integration
“Some” will
suffice (And
then you can
always study
the rest!)
Is it?
Integration
Integral part of
language.
“Moral duty”(?)
Yes.True. Sorry!
Choose your battles
and your timing!
Some ideas for
you today!I am sorry to hear
that. Now it’s your
chance to do
something different!
:D
Yes. Also
without
grammar and
discourse
markers.
Gestures

4. ELT “Uncomfortable” Questions
When we teach grammar and vocabulary, are we really
teaching for production? And if so, are we teaching for
spoken production as well?
Are we making the most of all the opportunities we have on
our everyday lessons to integrate pronunciation?

5. “Pron-Tegration” (Cantarutti, 2015): The What
With?
Pronunciation
Reading /
Literature
Listening
Grammar
Vocabulary Speaking

6. Support and warnings for “Pron-
Tegration”
 “pronunciation is possibly the greatest single
barrier to successful communication” (Jenkins,
2008:83)
 “pronunciation is physical….” (Underhill, 2014)
 “efficient communication involving any skill area, or
any combination of skills, depends on the speaker’s
ability to integrate knowledge of the English sound
system with knowledge of grammar and lexicon.”
(Celce-Murcia et al 1996: 221)

7. Pron-Tegration: The When
The jury’s still out…
Dedicated slots for
pronunciation
teaching?
Systematic,
staged plan?
Incidental teaching?
http://www.lifed.com/wp-content/uploads/2014/06/How-To-Get-Out-Of-Jury-Duty.jpg

8. Incidental and/or “Collocational”
instruction:
Blocks of lexical items or grammatical “chunks”
(Lewis, 2000)
As a result of common errors
During
correction of
oral tasks
For perception
After emerging and
unexpected intelligibility issues
For production
For recycling or
remedial work

9. Explicit instruction: Possible
structuring
Systematisation/
Appreciation
• Other Linguistic Content/Skills
Sensitization,
presentation and
controlled practice
• Pronunciation
Spontaneous practice
• Contextualised Pronunciation
and Speaking
Cfr: Levis & Levis (2016): Controlled, Bridging, Communicative
pronunciation activities

10. Guiding Questions
• How can I connect the contents and skills in my syllabus to pronunciation work?
• Composition & Selection: What are the phonetic/phonological components that
are an integral part of the vocabulary / grammar features I am about to teach?
• Enablement: What is the phonological (theoretical and procedural) knowledge
that enables successful development of Reading and speaking comprehension
skills?
• Patterns, Frequency, Repetition: How often do certain phonetic/phonological
features appear in my Unit/ Grammar Rule / Vocabulary set?
Integration
• How can I make sure that my students apply their newly-acquired pronunciation
content and skills to their speaking?
• Application: What pronunciation or intonation features will my students need in order
to use these grammatical /lexical features in speech…
• in a more controlled manner?
• In a more spontaneous way?
Activity
design

11. “Pron-Tegration”: The What With
Pronunciation
Reading /
Literature
Listening
Grammar
Vocabulary Speaking

12. P+G: Connections
Elementary topics
Existential THERE: weak forms + accentuation
patterns (intonation)
THIS/THESE
/ ɪ / vs /i:/ and /s/ vs /z/

13. P+G: Connections
Tenses
-(e)d endings Simple Past
-(e)s endings Present Simple/Genitive Case/ Plurals
/ŋ/ for Continuous tenses
Combinations: from /i:/ to /e/ bleed-bled, from /ɪ/ to /ʌ/: dig, dug
and /ɪ/ to /æ/ to / ʌ / drink-drank-drunk
Weak Forms for all forms of aspect: do, have, be

14. P+G: Connections
Advanced structures
Causative Structures: accentuation
Focusing structures: Pseudo-cleft structures
Viewpoint adjuncts: fall-rise intonation, accentuation of pronouns
Offers & Preferences: coalescent assimilation “would you…” / “do
you…”
Conditionals and Regrets: “should’ve”, “could’ve” contractions

15. P+G: “Teacherese” vs Real Life
Easy English
https://www.youtube.com/watch?v=SfewTO
eDdC0
British Council – Grammar Snacks.
http://learnenglishteens.britishcouncil.org/g
rammar-vocabulary/grammar-videos/there-
there-are-and-it
BBC http://www.bbc.com/news/magazine-
37012756

16. P+G: Possible sequenceSystematisation-
Sensitization
Grammar
presentation/
drilling
Teaching of
“soundshapes”:
there is /ðərɪz/
there are /ðərə/
Focus on items in
existence: There is
a CAT on the table
Practice
Written and oral
practice
(Textbook)
Checking of
written answers +
peer feedback on
pronunciation
IntegrativeOral
Practice
Picture description
or Role Play
You are at your
best friend’s
birthday party.
Mum calls you.
Describe what you
can see.

17. P+G: Speaking Tasks
Wh-Clefts
 Hewings, M (2013). Advanced Grammar in Use. CUP: Cambridge
Reply to these people by using a wh-clause. Remember to
add a “rollercoaster-y” intonation!I need a
holiday.What
about you?
What is it that
you said? I don’t
remember.
Your brother/sister is
accusing you of lying. Reply
to his/her accusations by
making the necessary
corrections. Use your wh-
clauses with “rollercoaster”
intonation:
You told me you’d lend it
to me!
You promised you would
come with me!
You said you were not
going to tell Mum!

18. P+G: Speaking Tasks:
Existential There - Inferences
Peter’s room is a mess. Complete the tasks below.
Remember to “hit” the right words!
Task 1: What can you see in Peter’s room?
Describe the mess by using
“there”-sentences.
Task 2:What do you think may/must have happened?
Mention at least 5 things you think
may have/must have happened.

19. P+G: Speaking Tasks
Causative Structures – Interpersonal
Themes
It has generally been said that millionaires get things
done for them. Think about a typical day in Donald
Trump’s life, focusing on the services he receives. Use
at least 5 causative structures and remember to “hit”
(i.e.: accent) the objects that are serviced on.
Listen to these claims by Donald Trump.
Disprove or correct them by using: Actually – In fact –
Truth be told – However – If I may say so, Mr Trump…

20. “Pron-Tegration”
Pronunciation
Reading /
Literature
Listening
Grammar
Vocabulary Speaking

21. P+V: Connections
Word
Formation
Frequent sounds in
lexical sets
Word
stress and
lexical
sets
Fixed Tonicity:
Intonational idioms
(Wells, 2006)
Spelling
to sound
relations

22. P+V: Connections
ɑ:
ʌ
æ
Accentuation of
compound words
Word Stress in
Polysyllabic/complex
words
http://www.clipartkid.com/images/243/unit-08-a-week-at-camp-fun-days-of-the-week-grammar-evcNr2-clipart.jpg
https://www.easypacelearning.com/design/images/town.jpg
http://telcuk.com/wp-content/uploads/2014/07/fce-exam-word-formation.jpg

23. P+V: Tasks
 Word Formation: Suffixes
Tom Lehrer “When you’re
Old and Grey”
An awful debility,
A lessened utility,
A loss of mobility
Is a strong possibility.
In all probability
I'll lose my virility
And you your fertility
And desirability,
And this liability
Of total sterility
Will lead to hostility
And a sense of futility,
So let's act with agility
While we still have facility,
For we'll soon reach senility
And lose the ability.
Madonna,
“Love
Profusion”
(Thank you,
Prof. Terluk for
this finding)
Adele “My
Same”

24. P+V: Possible Sequence
Word Formation rules
Suffixes: stress
attracting, fixing or
neutral?
Word Formation tasks
Stress pattern
identification
(clapping, drawing
balloons, “equalizing”)
Your report card
-OLOGY, -ISTICS, -
ASTICS, -GRAPHY
You did well in the –
OLOGY group but not in
the –ISTICS and –ASTICS
and -GRAPHY group.Tell
your parents what your
report card was like!
Presentatio
n +
Sensitizatio
n
Controlled
practice +
Sensitizatio
n
Oral
Production

25. P+V:Tasks
Job Interview
Job 1: Qualities needed for the post: -ION
Job 2: Qualities needed for the post: -OUS
Job 3: Qualities needed for the post: -IC
Your previous posts: -IAN
X-Factor feedback
You had your Xfactor audition, and you are
sure you have done well.The judges did not
think so, however. Enact your judges’
feedback by including –ITY words: e.g. You
lack creativity.

26. “Pron-Tegration”
Pronunciation
Reading /
Literature
Listening
Grammar
Vocabulary Speaking

27. P+R: Connections
Phonesthe
sia
Rhyme Chunking
Intonation
of
discourse
markers
Intonation
and speech
styles

28. P+R: Connections and Tasks

29. Pronunciation & Reading / Literature
The uncle’s name was ___________ and his new girlfriend was called
______________. She was a ____________ doctor and was soon
going to become a ______________. ____________ and
___________ are ___________’s niece and nephew, and their Mum
thinks that Jessica is ____________ material, because she wears
good shoes! The only thing she does not approve of is her name
beginning with _________.
“Let Jeff and Jessica take Jeremy and Jemima out
to….” ARRANGE – JEW –JAKE – JANE – JEEP – JOKE –
JAZZ – JIGSAW - JUKEBOX
dʒ

30. P+R: Connections and Tasks
Tony Mitton . Things you can find
in your pocket
Rhyme
Phonesthesia

31. Reading comp or
literary appreciation
tasks
Frequency criteria –
Rhyme - Phonesthesia
Rhyme: What’s this here?
A KEY!
see, be, sea, me…
A grey HAIR!
fair, heir, pair, despair,
hare…
Intonation: Recreate
this as a
Shakespearian
monologue / A soap
opera scene….
Comprehension
/ Appreciation Presentation
Oral
Production

32. “Pron-Tegration”
Pronunciation
Reading /
Literature
Listening
Grammar
Vocabulary Speaking

33. P+L: Connections
“Garden” Listening
(Scripted)CAE Listening Passage (Evans,
V. Upstream Advanced.)
, “Jungle” listening
Interview with Sarah Palin
Greenhouse Listening
Online Dictionary
(Englishguide.org)
Cauldwell, R (2013)
Phonology for Listenin

34. P+L: Tasks
Comprehension
Sensitization +
Presentation
Oral Production
Coalescent
assimilation:
Got you  gotcha
(Transfer to would you,
what do you, did
you…tube,tune…)
Other topics: /t/ flap for
GA, Linking….
A friend from abroad is
coming to visit. You
want to make sure you
can make him/her feel
welcome and
comfortable. What
quesitons, offers and
suggestions can you
make? Use “would
you…? And “what do
you…”?
Task on
textbook/tasksheet
+
Clips of audio chunks:
decoding activity

35. P+L: Tasks
Comprehension
Sensitization +
Presentation
Oral Production
Minus Focus
Expressions
(Deaccentuation)
Vague expressions:
…or so, or something, I
think, I believe…
You witnessed a
mugging. You are so
shocked that you feel
uncertain about the
details of the
experience. Answer
the pólice’s questions
by adding “vague”
expressions to your
answers: e.g. It was ten
o’clock, I think…
Task on
textbook/tasksheet
+
Clips of audio chunks:
which words appear to
be heard more clearly,
or are “hit” strongly?

36. “Pron-Tegration”: The What With?
Pronunciation
Reading /
Literature
Listening
Grammar
Vocabulary Speaking

37. “Pron-Tegration”: The What With?
Pronunciation
Reading /
Literature
Listening
Grammar
Vocabulary Speaking
Frequency &
Patterns
Anticipation
of needs and
errors
Keeping the oral
output in mind
over the written
form
Enablement:
Understanding how
phonology informs
reading and listening
processes

38. The jury’s still out…
Dedicated slots for
pronunciation
teaching?
Systematic,
staged plan?
Incidental teaching?
http://www.lifed.com/wp-content/uploads/2014/06/How-To-Get-Out-Of-Jury-Duty.jpg
CARPE DIEM!
Pron as a side dish, or as the main course!?
YOU decide!

39. memegenerator

40. References
 Bowen,T. and Marks, J.. The Pronunciation Book. Student-centred activities for pronunciation
work.Essex: Longman, 1992.
 Celce-Murcia, M., Brinton and D., Goodwin, J.. Teaching Pronunciation.A Reference forTeachers of
English to Speakers of Other Languages. Cambridge: Cambridge University Press, 1996.
 Fraser, H. Teaching Pronunciation:A Handbook forTeachers andTrainers.Three Frameworks for an
Integrated Approach. Sydney: Department of EducationTraining andYouthAffairs, 2001.
 Grant, Linda (Ed). Pronunciation Myths. University of Michigan Press:Michigan, 2014.
 Hancock, Mark. PronunciationGames. Cambridge: CUP, 1995.
 Hancock (2007). English Pronunciation inUse. CUP: Cambridge.
 Hedge,Tricia. Teaching and Learning in the LanguageClassroom. Oxford: OUP, 2000
 Jones,Tamara (Ed). Pronunciation in the ClassroomThe overlooked essential. TESOL, 2016
 Pawlak et al, Eds. Teaching and Researching the Pronunciation of English. Springer, 2015.
 Underhill, Adrian. Sound Foundations. Living Phonology.Oxford: Heinemann, 1994.

41. Thank you!
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