Pronunciation in primary school english classes


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Pronunciation in primary school english classes

  1. 1. PRONUNCIATION IN PRIMARYSCHOOL ENGLISH CLASSES Judit Aláez Carlos Benito Iris Codina Sara Trillo
  2. 2. TABLE OF CONTENTS1. Why is pronunciation important?2. Video3. Bingo4. Activities to work with children 4.1The bell game 4.2 Minimal pairs 4.3 Tongue - twister 4.4 Jolly phonics 4.5 The telephone5. Conclusions
  3. 3. 1. WHY IS PRONUNCIATION IMPORTANT?● Pupils must understand spoken English, as well as be able to make themselves understood with it.● It is one of the most difficult aspects of the English language.● It is learnt by imitation, but be careful, this capacity decreases with age!● Pronunciation varies depending on location.
  4. 4. 2. VIDEO
  5. 5. 3. BINGO/eɪ/ : take/aɪ/: five/æ/ : cat
  6. 6. 4. ACTIVITIES TO WORK WITH CHILDREN THE BELL GAMEACTIVITY: Competitive bell game.AIM : Word form recognition together with pronunciation.OUTLINE:- Divide students into two teams.- Two opposing players come up to a desk at the front of the room. Place two bells on the desk, one for each player.- The teacher shows a card with a word. The first one to ring his/her bell must say the word.- If one of the two players reads the word incorrectly, the player on the opposite team gets a chance to read the word- One point for each well pronounced word.- If both players miss the word, choose someone else in the class to give the players a hand.- A new set of players come to the desk every round.
  7. 7. 4. ACTIVITIES TO WORK WITH CHILDREN MINIMAL PAIRSAIM : Improve pronunciation and recognition skills.ACTIVITY : The use of minimal pairs to help studentsdistinguish minor differences between English vowel or consonant sounds.OUTLINE :- Write a list of minimal pairs on the board.- Practice comprehension skills by using the provided lists of minimal pairs.- Read sentence examples using one word of the pair provided. Ask students to identify which word of each pair was used.- Each pair of students have to create their own list of minimal pairs.- The teacher will exchange these lists of minimal pairs between the students so they can repeat the activity again in pairs.
  9. 9. 4. ACTIVITIES TO WORK WITH CHILDREN TONGUE-TWISTERSACTIVITY : Tongue twisters are especially useful inpronunciation when focusing on a specific,related phonemes or sounds. Children have fun with it.AIM : Improve students knowledge of the specificphysical movements required for that particularphoneme set.OUTLINE :- Students can work in twos.- They have to read the tongue-twister for 10 minutes with rhythm and intonation,understanding the words.- The teacher goes around each pair to check the pronunciation.- Each pair should be able to say their tongue-twister as well as possible in front of theclass.
  10. 10. TONGUE-TWISTERS: EXAMPLESShe sells sea shells by the seashore.The shells she sells are surely seashells.So if she sells shells on the seashore,Im sure she sells seashore shells. A flea and a fly flew up in a flue. Said the flea, "Let us fly!" Said the fly, "Let us flee!" So they flew through a flaw in the flue. much wood would a woodchuck chuckif a woodchuck could chuck wood?He would chuck, he would, as much as he could,and chuck as much wood as a woodchuck wouldif a woodchuck could chuck wood.
  11. 11. 4. ACTIVITIES TO WORK WITH CHILDREN JOLLY PHONICS1.Learning the letter sounds2.Learning letter formation3.Blending4.Identifying the sounds in words (Segmenting)5.Tricky words
  12. 12. 4. ACTIVITIES TO WORK WITH CHILDRENTHE TELEPHONEACTIVITY : The telephone its an activity designednot only to improve the students pronunciation skills,but also, it helps pupils to improve in their comprehensionskills. Therefore its a useful, funny and complete activitythat we consider essential.AIM : Improve students pronunciation and comprehension.OUTLINE :- Students would work in groups of 4 to 6 people.- Initially students will seat forming a circle. Afterwards the teacher will say a phrase toone of them. That student will say that exact phrase to the partner next to him, and theothers will do the same until the it reaches the last student, then he/she will say thep`hrase out loud.- The teacher goes around each group to check the pronunciation.- The teacher can go around the class listening to each group or he/she can do theactivity one by one.
  13. 13. 5. CONCLUSIONS● Unlike grammar and vocabulary, pronunciation is not usually specifically taught in the classroom.● Native speakers are more likely to understand you, even if you make grammatical mistakes rather than if you make mistakes in pronunciation.● There are many activities and resources to work on pronunciation.● English pronunciation is not the same everywhere. Normally a Standard English pronunciation is taught. If not, it is good to contextualise videos or listenings in order to associate the pronunciation with the country to which it is associated.
  14. 14. THANK YOU /θæŋk juː/