Page 1

Teaching PronunciatioTeaching Pronunciationn

Teaching PronunciatioTeaching Pronunciationn

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 6

Sounds Phonetic symbols

StressIntonation

Rhythm…

pronunciation

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 9

What activities are helpful in teaching

pronunciation?

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 13

Using minimal pairs.

e.g. “Which word is read?”

will, well

till, tell

fill, fell

Page 14

Which order?.

e.g.

bit bet pet

bear tear ear

beard beer bear

Page 15

Same or different?

e.g. You hear:

met, meet

well, well

well, will

Page 16

Odd man out.

e.g. You hear:

bit, bit, bit, pit

lid, led, lid, lid

bag, bag, back, bag

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)

Practising intonation : Use hand or arm movement. Use arrows (↘ for falling, ↗for rising) Draw lines under/above the words:

Did you get some | tic|kets for the |con|cert ↗?