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Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
Eng phon  1st bim video lesson 2
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Eng phon 1st bim video lesson 2

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  • 1. ENGLISH PHONOLOGY: PRONUNCIATION VIDEO LESSON 2 TEACHING PRONUNCIATIONMgs. Nina Nesterenko
  • 2. 1. A learner who consistentlymispronounces a range ofphonemes an be extremely difficultto understand2. Growth of English : increased need for communication between speakers- the necessity to learn pronunciation, intonation, and other elements necessary to make communication a successful process.
  • 3. Due to globalization, nowadays we areexposed to different varieties of English.Increased international travel and thedevelopment of online learning.Teachers of English are not always native speakers.For successful mastering of pronunciation,students should have access to differentaccents and language variations.Received Pronunciation ( RP )
  • 4. It is controversial.Goal accent – free speech, but it is difficult to achieve.At the beginning level: we want learners to achieve clear, comprehensible pronunciation.At the advanced levels : pronunciation goals can focus on elements of intonation, voice quality, rhythm.The Relationship Between Speaking and ListeningComprehension
  • 5. Approaches in pronunciation teachingPronunciation has been given a secondary role inlanguage teaching ( grammar and vocabulary - greaterimportance? ) FROM REACTIVE TO PLANNED TEACHINGPronunciation practice- togetherwith teaching vocabulary andparticular language structure.
  • 6. The teacher can work1. Integrated lessons on the following aspects of pronunciation Vowel sounds Diphthongs Consonats Word stress Weak forms Sentence stress
  • 7. the teacher should use activities, which deal with 2. Remedial lessons pronunciation difficulties(A contrast between sound systems of the student’snative language and the target language can bemade).EX: minimal pair contrast or contrast soundshot – hat sock – sack mop – mapbin – win buy – why cat – gethat – get hot - got bip - vip/ b/ - /v / /v / – /w/ / h / - /g /
  • 8. • Listen and repeat• Listen and circle a certain sound• Underline a word with a certain sound• Work with a dictionary to find words with a certain sound• Use dialogues with words containing a certain sound• Write words containing the same sound• Use homophones : Ex: board- bored
  • 9. 3.“Practice lessons”. FOCUS TEACHER’S ROLE STUDENTS’ROLE • To present new To listen, to phonological recognize, toPresentation ACCURACY items; discriminate demonstrate sounds. and explain. To repeat To control, to ACCURACY check (individually, chorally; front + FLUENCY understanding, chain, back Practice to monitor, to chain), to correct. produce correct language. FLUENCY + To observe, to WHAT + HOW Production ACCURACY manage the (discussion, process. analysis, production).
  • 10. The objectives of PRACTICE enable learners to recognize, pronounce, and use new language item with some degree of automaticity.Presentation , or ACCURACY - allowsstudents to focus on elements of phonology,grammar, and discourse. Practice, or FLUENCY - is an initial goal in language teaching.
  • 11. Practice and Communication ACCURACY PRACTICE ( AP ) is intended to establish some correctness inthe production of new items immediately after theyare presented, or to correct errors later on. In AP , learners are aware that they are repeating the new items . Students know that they are expected to avoid errors.
  • 12. FLUENCY Practice is intendto get learners to use new itemin more natural communication In Fluency Practice teacher should get students` attention OFF the language and ONTO the communication of ideas
  • 13. Thank you!To be continued!....

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