TEACHING PRONUNCIATION: Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation. Make sure you have these 3 parts in every pronunciation lesson, and you are sure to see success or, shall we say, hear it. 1. Imitation: Use a recording from television, radio or the internet for variety. 2. Explanation: Reviewing the parts of the mouth can help your students clearly understand how to make appropriate English sounds. Print off and give your students a diagram of the mouth. Review the obvious terms for lips, teeth and tongue. 3. Practice: After imitating the sound and learning the correct biology for producing it, now is the time to practice the use of that sound or sound pattern.
HERE ARE SOME IDEAS FOR FOCUSING ON SPECIFIC PRONUNCIATION FEATURES. Voicing: Voiced sounds will make the throat vibrate. Mouth Position: Have students use a mirror to see their mouth, lips, and tongue while they imitate you. Intonation: This will take the students' attention off of the meaning of a word or sentence. Linking: To help learners link words, try starting at the end of a sentence and have them repeat a phrase, adding more of the sentence as they can master it. For example, 'gowaway,' then 'aymeegowaway,' and finally 'Willaymeegowaway' without any pauses between words. Specific Sounds Minimal pairs, or words: such as 'bit/bat' that differ by only one sound, are useful for helping students distinguish similar sounds. They can be used to illustrate voicing ('curl/girl') or commonly confused sounds ('play/pray'). Remember that it's the sound and not the spelling you are focusing on. Tongue twisters: are useful for practicing specific target sounds, plus they're fun. Make sure the vocabulary isn't too difficult.
Pronunciation and perception can make to repetitive practice of rhythm and sound more natural and meaningful through the use of poetry and songs. Pronunciation teaching is experiencing a new resurgence. It has been improved incorporating more meaningful and communicative practice in connected speech rather than practice with isolated sounds. Teachers should avoid abstract material and apply rules on more authentic activities.
IDENTIFIED PROBLEMS Lets make a list of the most common pronunciation problems our students or ourselves have.
SOME COMMON/POSSIBLE PROBLEMS STUDENTS/PEOPLE FACE BECAUSE OF WRONG PRONUNCIATION Words: Ill take the soap. (Talking to a waiter meaning soup) Stress : The winners record/record Do you mind if I Open the window? How long have you been in London? Intonation: Why dont you come to my PARty? WHY dont you come to my party?
TEACHING PRONUNCIATION: CONTENT Individual Sounds / θ / think Words Schedule, identify Stress óbject vs objéct I love soccer. Intonation This is your wallet, right? Rhythm I like this picture.
COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION Drilling/Choral repetition Minimal pairs Chants/Rimes/Poems/Tongue twisters Kinesthetic activities Graphic representation Role plays Peer monitoring Technology enhanced Phonetic chart
Choral repetition: I worked at Lima. COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Minimal pairs They day Liveleave Booklook Useused COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Chants/rimes/tongue twisters Cinderella, Dressed in yellow, Went upstairs to kiss a fellow. (Pretend to walk up stairs.) Made a mistake and kissed a snake. (Pretend to kiss a snake.) How many doctors did it take? COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Kinesthetic activites? Which is your favorite dish____,______, or ______? COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Graphic representations I talk to my mother when I have a problem. COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Role plays A: Do you want some tea? B: No, thanks. A: What about some milk? B: That sounds great. COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Peer-monitoring Did you say sheep or ship? COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Technology enhanced COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
Phonemic chart COMMON TECHNIQUES WHEN TEACHING PRONUNCIATION
A FRAMEWORK FOR TEACHING PRONUNCIATION 1. Description and Analysis 2. Listening Discrimination 3. Controlled Practice 4. Guided Practice 5. Communicative Practice
A FRAMEWORK FOR TEACHING PRONUNCIATION 1. Description and Analysis The teacher presents a feature showing when and how it occurs. The teacher can present examples or rules. Example: /t//d//id/ likedlovedwanted Rules for the past endings
A FRAMEWORK FOR TEACHING PRONUNCIATION 2. Listening Discrimination The teacher presents listening contextualized for activities for discrimination exercises. Example: you work/worked at the school. They visit/visited their friends. I live/lived in this city.
A FRAMEWORK FOR TEACHING PRONUNCIATION 3. Controlled Practice In controlled activites the learners attention should be focused almost completely on form. Example: livelived workworked studystudied
A FRAMEWORK FOR TEACHING PRONUNCIATION 4. Guided Practice In guided practice, the learners attention is no longer entirely on form. The learner now begins to focus on meaning, grammar, and communicative intent as well as pronunciation. Example: A: Did you work last night? B: Yes, I did. I worked until 11:00 pm A: What did you do? B: I fixed my computer and prepared my report.
A FRAMEWORK FOR TEACHING PRONUNCIATION 5. Communicative Practice In this stage, activities balance between form and meaning. Example: Make a list of the activities you did on your last vacation. Talk to a partner and find out about similarities and differences. Note: This kind of practice could be integrated to speaking activities.