Page 1 Teaching Pronunciation. Page 2 Aims of the unit What role does pronunciation play in...
-
Upload
holly-black -
Category
Documents
-
view
243 -
download
1
Transcript of Page 1 Teaching Pronunciation. Page 2 Aims of the unit What role does pronunciation play in...
Page 2
Aims of the unit
What role does pronunciation play in language
learning?
What is the goal of teaching pronunciation?
What aspects of pronunciation do we need to
teach?
How can teachers help the students to practice
pronunciation?
Page 3
What do you think about the following statements?
Adult learners need to focus on
pronunciation, but young learners don’t.
Being able to read and write International
Phonetic Alphabets (IPA) is essential for
English learning.
Page 4
What should we achieve?
语言知识二级目标——语音:
1、知道错误的发音会影响交际;2、知道字母名称的读音;3、了解简单的拼读规律;4、了解单词有重音;5、语音清楚,语调自然。
Page 5
The goal of teaching pronunciation:
Intelligibility
Communicative efficiency
Consistency
p. 93
Page 7
Pronunciation appreciation
Appreciate Tony Blaire’s debate, what can you tell about British people’s pronunciation?
Page 8
Pronunciation practice: A Strange Telephone Call
Mrs. Jones’ telephone number was 3464, and the number of the
cinema in her town was 3463, so people often made a mistake and
telephoned her when they wanted the cinema. One evening the
telephone bell rang and Mrs. Jones answered it. A tired man said, “At
what time does your last film begin?” “I am sorry,” said Mrs. Jones,
“but you have the wrong number. This is not the cinema.” “Oh, it
began twenty minutes ago?” Said the man. “I am sorry about that.
Goodbye!” Mrs. Jones was very surprised. She told her husband. He
laughed and said, “The man’s wife wanted to go to the cinema, but he
was feeling tired, so he telephoned the cinema. His wife heard him, but
she didn’t hear you. Now they will stay at home this evening, and the
husband will be happy!”
Page 10
Practising sounds
Procedure:
Suppose you are going to teach the sound [θ], how would you teach? What procedures are you going to follow?
p. 95
Page 11
Principle:
When work with drills, it is better not to work on
individual sounds for more than a few minutes a
time because they becoming boring and
demotivating
More playing, less drilling
Page 12
Perception practices
Using minimal pairs
Which order
Same or different
Odd one out
Completion
p. 95-96
Page 17
Completion
Your task: design this activity for your students
You read and they complete:
_ate, ate, ate, ate, ate, …
Page 18
Count the sounds
Rhymes grow-blow, snow, show, throw
pan-man, ran, plan, can
cry- fly, try, die, buy
beat-meat, meet, sweet
Assonance The leaf, the bean and the peach are all on the
beach.
Six snails sell sodas and snails.
Page 19
Story writing My best friend is an apple. Her name is Ann. She
lives in a black hat. She is a happy girl.
Page 20
Production practice
Listen and repeat
Fill in the blanks
Make up sentences
Use meaningful context
Use pictures
Use tongue twisters
p. 98
Page 21
A tongue twister
I wish to wish the wish you wish to wish, but if yo
u wish to wish the wish the witch wishes, I won’t
wish the wish you wish to wish.
Page 22
6.5 Practising stress and intonation
Practising stress:
Use gestures. (by clapping hands or using arm
movements.)
Use the voice. (by raising the voice)
Use the blackboard. (by underlining or colouring)