1
This session will not only give you
the answers to why, what and how
to teach, regarding pronunciation;
but also provide y...
Think about your
previous English learning experience :
What percentage of your lesson time was devoted to
pronunciation?...
Look at the cartoon and discuss why English
is considered to be a Lingua Franca
So, Why teaching pronunciation ?
English is the major lingua franca
globally.
More and more people need to
use English f...
What to teach:
Sounds
• vowels
• Consonants
• diphthongs
Stress and
intonation
• words
• sentences
Rhythm
and
linking
• sp...
When to teach?
When students…
1. confuse or distort specific sounds
that may interfere with
comprehension
2. Use pronuncia...
Younger children who are learning English seldom
need a great deal of help with pronunciation.
Learners older than 12 ar...
Pronunciation difficulties
Interference from the first language:
The sounds of the first language are imprinted
very earl...
How to teach pronunciation
 INTUITIVE-IMITATIVE: pronunciation is
acquired as a result of exposure and
interaction in an ...
1. LISTENING DISCRIMINATION:
listening for pronunciation, listening for meaning
12
Listen to the sentences and circle the correct
sentence that follows the dialogue:
a) How many sheep do you have?
b) Do yo...
2. DESCRIPTION AND ANALYSIS:
phonemic charts, minimal pairs, transcriptions
Basic Principle: Understanding of sounds
precedes understanding of the written word.
Bird A.E ˈbərd
Beard A.E ˈbird
Beer A...
16
Phonemic chart
18
Phonemic chart
19
1-Ship 4- 1-Sheep 4-
2-Sit 5- 2-Seat 5-
3-Knit 6- 3-Neat 6-
1- 1-
2- 2-
3- 3-
1- 1-
2- 2-
3- 3-
diphthongs
Vowel sounds
1-Ship 4- 1-Sheep 4-
2-Sit 5- 2-Seat 5-
3-Knit 6- 3-Neat 6-
1- cat 1- cut
2-lack 2-luck
3-drank 3-drunk
1-day 1-die
2-pain...
Consonants sounds
1- thigh 1-tie
2- theam 2-team
3- thread 3-tread
4-thorn 4-torn
1-lace 1-laze
2-ice 2-eyes
3-place 3-plays
4-bus 4- buzz
C...
3. CONTROLLED PRACTICE:
drills, repetition, shadow reading, reading
aloud, role plays.
Intonation: Noun or Verb
Knowing when and where to stress the words you
use is very important for understanding, and is
pa...
1-You need to insert a paragraph here on this newspaper
insert.
2- Can you object to this object?
3- I’d like to present y...
27
4- COMMUNICATIVE PRACTICE:
conversations-problem solving.
29
Practice these tongue - twisters in pairs
1-Betty bought a bit of butter
but the bit of butter Betty
bought was bitter so ...
2-
3-
TEACHING PRINCIPLES:
Setting realistic goals
Integrating pronunciation to listening and
speaking skills practice
Being stu...
ASSESSING PRONUNCIATION
4-Teacher’s feedback
1-Diagnostic:
Identifying learners’
pronunciation needs
2-On-going feedback:g...
Key points in pronunciation
teaching :
Perception and Production
 Practice ,practice, and practice
 Patience
 Relaxing...
REFLECTIONS:
Learning pronunciation requires an enormous
amount of practice, especially at early stages.
Pronunciation les...
Bibliography and webography
Celce-Murcia, Brinton, Goodwin (1996) TEACHING PRONUNCIATION. A
Reference for Teachers of Engl...
Teaching English
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Teaching English

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Teaching English

  1. 1. 1
  2. 2. This session will not only give you the answers to why, what and how to teach, regarding pronunciation; but also provide you with some tips, meaningful activities and exercises to foster the learning and teaching of English pronunciation. TODAY’S AIM
  3. 3. Think about your previous English learning experience : What percentage of your lesson time was devoted to pronunciation? How would you rate the quality of your teachers’ pronunciation of English (good, fair, poor)? Which techniques for teaching pronunciation did your teachers use? What type of feedback did you receive regarding your pronunciation? What else contributed to your English pronunciation learning? (at and outside school)?
  4. 4. Look at the cartoon and discuss why English is considered to be a Lingua Franca
  5. 5. So, Why teaching pronunciation ? English is the major lingua franca globally. More and more people need to use English for social, educational, and professional reasons in all kinds of contexts, locally and internationally. It is essential that people who use English to communicate have a high level of intelligibility. (Celce- Murcia et al, 1996)
  6. 6. What to teach: Sounds • vowels • Consonants • diphthongs Stress and intonation • words • sentences Rhythm and linking • speech • sentences segmentals suprasegmentals
  7. 7. When to teach? When students… 1. confuse or distort specific sounds that may interfere with comprehension 2. Use pronunciations that are stigmatized. E.g. tree for three 3. Distort the pronunciation of words by stressing the wrong syllable 4. Use inappropriate intonation
  8. 8. Younger children who are learning English seldom need a great deal of help with pronunciation. Learners older than 12 are more likely to have trouble with specific words, sounds, intonation patterns… require focused instruction. Facts concerning pronunciation. Do you agree, Why? Why not?
  9. 9. Pronunciation difficulties Interference from the first language: The sounds of the first language are imprinted very early in the child’s development; however, most children are born with the vocal equipment to produce the sounds of any language. Some pronunciation problems in English: •Vowel combination sounds •Homographs (read and read) •Homophones (red and read) •Specific consonant sounds: /th/ /sh/ •Word/sentence stress
  10. 10. How to teach pronunciation  INTUITIVE-IMITATIVE: pronunciation is acquired as a result of exposure and interaction in an environment where the target language is spoken.  ANALYTIC-LINGUISTIC : pronunciation is learned through instruction in order to raise awareness Correct input Meaningful pronunciation activities
  11. 11. 1. LISTENING DISCRIMINATION: listening for pronunciation, listening for meaning
  12. 12. 12
  13. 13. Listen to the sentences and circle the correct sentence that follows the dialogue: a) How many sheep do you have? b) Do you own a ship? a) Yes,she can’t sit next to you b) No, go ahead this seat is free a) Really? Do you know how to knit? b) My clothes are so neat 1 2 3
  14. 14. 2. DESCRIPTION AND ANALYSIS: phonemic charts, minimal pairs, transcriptions
  15. 15. Basic Principle: Understanding of sounds precedes understanding of the written word. Bird A.E ˈbərd Beard A.E ˈbird Beer A.E ˈbir Bear A.E ˈber
  16. 16. 16
  17. 17. Phonemic chart
  18. 18. 18 Phonemic chart
  19. 19. 19
  20. 20. 1-Ship 4- 1-Sheep 4- 2-Sit 5- 2-Seat 5- 3-Knit 6- 3-Neat 6- 1- 1- 2- 2- 3- 3- 1- 1- 2- 2- 3- 3- diphthongs Vowel sounds
  21. 21. 1-Ship 4- 1-Sheep 4- 2-Sit 5- 2-Seat 5- 3-Knit 6- 3-Neat 6- 1- cat 1- cut 2-lack 2-luck 3-drank 3-drunk 1-day 1-die 2-pain 2-pine 3-raise 3-rise diphthongs Vowel sounds M I N I M A L P A I R S A C T I V I T Y # 3
  22. 22. Consonants sounds
  23. 23. 1- thigh 1-tie 2- theam 2-team 3- thread 3-tread 4-thorn 4-torn 1-lace 1-laze 2-ice 2-eyes 3-place 3-plays 4-bus 4- buzz Consonants sounds 1-juice 1-use 2-jet 2-yet 3-jot 3-yatch
  24. 24. 3. CONTROLLED PRACTICE: drills, repetition, shadow reading, reading aloud, role plays.
  25. 25. Intonation: Noun or Verb Knowing when and where to stress the words you use is very important for understanding, and is part of a good accent. A clear example is that of the different stress in nouns and verbs. to in’sult, an ‘insult to ob’ject, an ‘object to per’mit, a ‘permit to pre’sent, a ‘present to pro’duce, a ‘produce to pro’ject, a ‘project to pro’test, a ‘protest To re’search, a ‘research The stress is represented by an Aphostrophe right before the stressed syllable
  26. 26. 1-You need to insert a paragraph here on this newspaper insert. 2- Can you object to this object? 3- I’d like to present you with this present. 4- The manufacturer couldn't recall if there'd been a recall. 5-The religious convert wanted to convert the world. 6-The political rebels wanted to rebel against the world. 7- Grandma wanted to record a new record for his latest artist. 8- If you perfect your intonation, your accent will be perfect. 9-Due to the drought, the fields didn't produce much produce this year. 10- Unfortunately, City Hall wouldn't permit them to get a permit. Read the following sentences aloud:
  27. 27. 27
  28. 28. 4- COMMUNICATIVE PRACTICE: conversations-problem solving.
  29. 29. 29
  30. 30. Practice these tongue - twisters in pairs 1-Betty bought a bit of butter but the bit of butter Betty bought was bitter so Betty bought a better bit of butter and the batter was better http://storynory.com/2008/07/29/ betty-butter/
  31. 31. 2- 3-
  32. 32. TEACHING PRINCIPLES: Setting realistic goals Integrating pronunciation to listening and speaking skills practice Being student-centered Helping learners become self-reliant
  33. 33. ASSESSING PRONUNCIATION 4-Teacher’s feedback 1-Diagnostic: Identifying learners’ pronunciation needs 2-On-going feedback:growing awareness on progress and focus on improvement 3-Self monitoring and peer feedback Celce-Murcia et al, 2001
  34. 34. Key points in pronunciation teaching : Perception and Production  Practice ,practice, and practice  Patience  Relaxing atmosphere, confidence building, awareness raising Focus on communication
  35. 35. REFLECTIONS: Learning pronunciation requires an enormous amount of practice, especially at early stages. Pronunciation lessons work best if they involve the students in actually speaking, rather than in just learning facts or rules of pronunciation. Pronunciation teaching works better if the focus is on larger chunks of speech, such as words, phrases and sentences.
  36. 36. Bibliography and webography Celce-Murcia, Brinton, Goodwin (1996) TEACHING PRONUNCIATION. A Reference for Teachers of English to Speakers of Other Languages. Cambridge:CUP Celce-Murcia, Marianne (2001) TEACHING ENGLISH AS A SECOND OR FOREIGN LANGUAGE. United Kingdom:Heinle-Heinle. http://www.btinternet.com/~ted.power/phono.html http://www.tedpower.co.uk/minimal.html

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