Produce the English phonemes in a way that iscomprehensible and acceptable to native and non-native speakers.   Formulate ...
Avoid misunderstandings (Wong, 1993).First aspect of the language you notice when you listen to someone(Bygate, 1987, Guti...
/prənʌnsieɪʃən/                   Phonemes    Consonant                                     Vowels        sVoiced    Voice...
/prənʌnsieɪʃən/                           Suprasegmental                              featuresIntonation                 S...
   Intonation    ◦   Tones- tonic syllables and tone units    ◦   Grammar and intonation    ◦   Attitude and intonation  ...
   Connected speech    ◦   Assimilation    ◦   Elision    ◦   Linking and intrusion    ◦   Juncture    ◦   Contractions
Input        Practice                   Noticing                          Feedback                                     Pro...
LEARNING PRONUNCIATION STRATEGIES         Deliberate actions and thoughts that are consciously  employed, often in logical...
   / ə gru:p əv frɒgs wər trævlɪŋ tru: ði gʊdz    , ən tu: ɒv ðem fel ɪntu ə di:p həʊl /   / wen ði ʌðər frɒgs səʊ haʊ d...
   More detailed and systematic listening, a    critical process that provides an opportunity    for learners to focus on...
   Learners review their own transcripts, looking    for nontarget features, and annotate (mark)    corrections directly ...
   Practice has been cited as an effective    strategy and one of the more frequently used    (Chamot & Kupper, 1989; Coh...
   Transcription may be completed by the    learner or the teacher, and learners may    transcribe their own speech or th...
ITEM   PERCENTAGEFIRST PARTIAL          20%SECOND PARTIAL         20%THIRD PARTIAL          30%PORTFOLIO              20%A...
Students• Be on time• Hand in assignments on time• Be prepared with your information• Participate in class• Do not use cel...
   identification of      • rehearsed scenes    content and function    words                  • minimal pairs   use of ...
cathedral   police   jeans   been
stUdent sUgar spOOn   Uniform
cArpet   glAss   sUnday   drAnk
CHarisma CHarity CHaracter CHemical
Get   Gear   Giant Gift
THough   THousand THis THen
THought   THeft   THeater THough
oCean uSually confuSion measure
enGineer SHoe   reviSion aGe
machiNe   aNswer   thiNk siNce
•   /rɪvɪ__ən/•   /edʒə‘__eɪʃən /•   /nɑ:lɪ__ /•   /ˈ ___ʌndər/•   /kʌl__ər/•   /ˈ__  rekfəst/•   /ækwəzɪ__ən /•   /‘__ɑ:k...
 /‘__ɔ:rtʃn̩ətli / /læ__gwɪdʒ/ /ædvərtaɪ__ɪŋ / /læ__tər / /kləʊ__z/ /kənklu:__ən/ /grænˈf :__ər /         ɑ /kæ__u...
   http://www.photransedit.com/Online/Text2P    honetics.aspx   http://yt-subs.appspot.com/   http://www.uiowa.edu/~aca...
   Kelly, Gerald. How to Teach Pronunciation.    Longman, 2000. 154 pp.   New Headway Pronunciation Intermediate   IPA(...
 http://pronunciationii.blogspot.com/ clauditacar@utp.edu.co
First lesson blog
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First lesson blog

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First lesson blog

  1. 1. Produce the English phonemes in a way that iscomprehensible and acceptable to native and non-native speakers. Formulate pedagogical criteria for the teaching of pronunciation in communicative contexts.Apply strategies for learning and teachingpronunciation
  2. 2. Avoid misunderstandings (Wong, 1993).First aspect of the language you notice when you listen to someone(Bygate, 1987, Gutiérrez, 2005).One of the most difficult aspects of English to acquire, that needsconstant assistance and monitoring from the teacher (Morley 1994;Fraser 2000).More than teaching a set of patterns in the classroom, it implies thedesign of tasks that enhance students’ awareness on the use of learningstrategies (Cárdenas, 2012).
  3. 3. /prənʌnsieɪʃən/ Phonemes Consonant Vowels sVoiced Voiceless Single Diphthongs
  4. 4. /prənʌnsieɪʃən/ Suprasegmental featuresIntonation Stress Connected speech Word stress Sentence stress Assimilation, elis ion, linking, intru sion, juncture, co ntractions
  5. 5.  Intonation ◦ Tones- tonic syllables and tone units ◦ Grammar and intonation ◦ Attitude and intonation ◦ Discourse and intonation Word and sentence stress ◦ Rules of word stress ◦ Levels of stress ◦ Sentences: stress timing and syllable timing ◦ Sentence stress and tonic syllables ◦ Sentence stress and weak forms
  6. 6.  Connected speech ◦ Assimilation ◦ Elision ◦ Linking and intrusion ◦ Juncture ◦ Contractions
  7. 7. Input Practice Noticing Feedback Production
  8. 8. LEARNING PRONUNCIATION STRATEGIES Deliberate actions and thoughts that are consciously employed, often in logical sequence, for learning and gaining greater control over the use of various aspects of pronunciation (Pawlak , 2010).
  9. 9.  / ə gru:p əv frɒgs wər trævlɪŋ tru: ði gʊdz , ən tu: ɒv ðem fel ɪntu ə di:p həʊl / / wen ði ʌðər frɒgs səʊ haʊ dɪp ðə həʊl wəz , ðeɪ təʊld ðə tu: frɒgs ðət ðeɪ wər əz gʊd əz ded , ðət ɪt wəz betər fər ðəm tu: steɪ deər./
  10. 10.  More detailed and systematic listening, a critical process that provides an opportunity for learners to focus on their L2 production at the segment, syllable, word, phrase level. (Ingels, 2011)
  11. 11.  Learners review their own transcripts, looking for nontarget features, and annotate (mark) corrections directly on the transcript in a contrasting color. During this transcript correction process, learners refer to a checklist to remind them of the pronunciation features they should monitor.
  12. 12.  Practice has been cited as an effective strategy and one of the more frequently used (Chamot & Kupper, 1989; Cohen et al., 1995; W. B. Dickerson, 1989; Sardegna, 2009).
  13. 13.  Transcription may be completed by the learner or the teacher, and learners may transcribe their own speech or that of NSs. (Clennell, 1999).
  14. 14. ITEM PERCENTAGEFIRST PARTIAL 20%SECOND PARTIAL 20%THIRD PARTIAL 30%PORTFOLIO 20%ACTIVITIES 10%
  15. 15. Students• Be on time• Hand in assignments on time• Be prepared with your information• Participate in class• Do not use cellphones in class• Do not eat in classTeacher• Be on time• Be prepared with lessons• Provide feedback on time• Provide advising sessions
  16. 16.  identification of • rehearsed scenes content and function words • minimal pairs use of limericks • dialogues role-plays • mirrors dictation reading aloud • tongue twisters phonemes • crossing out silent letters karaoke • drilling exercises grouping • listening exercises
  17. 17. cathedral police jeans been
  18. 18. stUdent sUgar spOOn Uniform
  19. 19. cArpet glAss sUnday drAnk
  20. 20. CHarisma CHarity CHaracter CHemical
  21. 21. Get Gear Giant Gift
  22. 22. THough THousand THis THen
  23. 23. THought THeft THeater THough
  24. 24. oCean uSually confuSion measure
  25. 25. enGineer SHoe reviSion aGe
  26. 26. machiNe aNswer thiNk siNce
  27. 27. • /rɪvɪ__ən/• /edʒə‘__eɪʃən /• /nɑ:lɪ__ /• /ˈ ___ʌndər/• /kʌl__ər/• /ˈ__ rekfəst/• /ækwəzɪ__ən /• /‘__ɑ:klət /• /eɪn__ənt/
  28. 28.  /‘__ɔ:rtʃn̩ətli / /læ__gwɪdʒ/ /ædvərtaɪ__ɪŋ / /læ__tər / /kləʊ__z/ /kənklu:__ən/ /grænˈf :__ər / ɑ /kæ__uəl/
  29. 29.  http://www.photransedit.com/Online/Text2P honetics.aspx http://yt-subs.appspot.com/ http://www.uiowa.edu/~acadtech/phonetics/ english/frameset.html http://www.eyespeakenglish.com/en/product s/demo_us/index.php
  30. 30.  Kelly, Gerald. How to Teach Pronunciation. Longman, 2000. 154 pp. New Headway Pronunciation Intermediate IPA(International Phonetic Alphabet) Monolingual English dictionary http://www1.voanews.com/english/news/ http://www.wordreference.com http://plataforma.utp.edu.co/course/view.php?id=36 6 http://dictionary.cambridge.org/ http://www.pronuncian.com/assess.aspx http://davidbrett.uniss.it/phonology/aspects_of_con nected_speech_inde.htm http://www.uiowa.edu/~acadtech/phonetics/
  31. 31.  http://pronunciationii.blogspot.com/ clauditacar@utp.edu.co

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