1. Pronunciation Session Session One An Overview of Teaching English Pronunciation CP Number About 30 Time 90 minutes Activity Materials • An Oxford English Text Book • A Chart of English Phonemic Script • Cards for Vowel Sounds and Words • Two Sheets: --Exercises for Unpronunced Plosives And Intonation. Handouts • Outline of the session •Why Teach Pronunciation? Procedure:
2. Stage1 Introduce session(3 minutes) T: Write the main teaching aims on the board (before session) and explain them briefly to CPs..To raise awareness of the basic features of English pronunciation.To help trainees to identify the aims of activities used in teaching pronunciation
3. Stage 2 Warmer(10 minutes) Aim: To recycle vowels—to raise awareness of one aspect of PronunciationRecognition Activity 1 T: • Write the vowels / / / / / / on the board • Make a gesture for each sound to CP • Say the sound (isolated) CP: • Give response to T after the gesture (make a gesture) T: • Divide the CPs into five groups • CPs do the same activity
4. Recognition Activity 2 :T: Number the vowels / / / / / / 1, 2, 3 T: •Write some words chosen from an Oxford text book on the board: / / job knock sorry hot on / / short four warm born daughter / / no hole old grow hope • Jumble the above words • Say the word CP: Match the words with the right sound
5. Production Activity:T: Give each group a piece of paperCPs: Each group writes more words with the three sounds: / /, / /, / /T: To remind the CPs to pay attention to different ways of spelling the Same sound.
6. Plenary Reflection:Think about: What have we done? Have recycled the vowels.How have we done it? Recognition before production. Decontextualised practice followed by contextualised practice.Why should we do like this? To recall “old” knowledge of CPs’. To design activities to maximise involvement.
7. Stage 3 To Raise Awareness of Basic Features of Pronunciation(7 minutes) T: Divide the CPs into five groups Give discussion topic: -What does pronunciation involve?CP: After five-minute discussion, elicit the answers to the question: It involves “ sound” “ stress” “ rhythm” and “intonation”.
8. Stage 4 Focus on Stress(15minutes) Aims: To raise awareness of stress --- in words + sentenceRecognition Activity:T: Choose some words from the Oxford textbook and write them on the board: abroad travel famous country quickly America interesting similar anything T: Say the words and demonstrate the stress by clapping hands
9. CP: • Experience the stress after the teacher by clapping hands • Marking the stress in the right place T: • Give CPs cards with words of two syllables and three syllables ( Activity Material 1 Page 1—3) • Clap hands to show different stress pattern CP: •Select the right card and hold it up after T has clapped • Do the same activity in pairs
10. Production Activity T: Divide CPs into five groups. Give each group a piece of paperCP: Write out the words with the same stress patterns shown on the boardPlenary Reflection Think about:What have we done? Have learned the basic stress pattern for words of two and three syllables.
11. How have we done it? Demonstration ( Teacher) Instruction ( T) Recognition ( Course Participant) Experience (CP) Production ( CP). Why should we do like this? To present new items in context. To design activities to maximise involvement
12. Stage 5 Focus on Unpronunced Plosive(15 minutes) T: • Explain that the / / / / / / / / / / / / are called plosive sounds. To make them, we release air suddenly in an ‘explosion’. Often when two of these sounds occur together the first plosive is not pronounced. • Write some words and phrases on the board: blackboard handbag stop talking sit down
13. • Read the above words and phrases twice to CPs A: First time T reads every sound clearly B: Second time T reads to show loss of the first plosive consonant • Let the CPs decide which version is more natural (B) • Raising CPs’ awareness that teaching pronunciation does not mean to pronounce every sound clearly. • Let the CPs listen to the following phrases and see the difference between the phrases on the left and phrases on the right : ( Activity Material 2 Page 4 )
14. keep it top player sit on put down thank us take care had it bad boy black ape black cape bright eyes bright ties CP: Read after the teacher
