Teaching pronunciation

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Teaching pronunciation

  1. 1. TEACHINGPRONUNCIATIONBy: Ivan Aguilar
  2. 2. OBJECTIVES To describe possible problems students/people can face if theirpronunciation is not intelligible enough To identify aspects of pronunciation that need to be addressed To explain some common techniques used when teachingpronunciation To describe the stages of framework for teaching pronunciation
  3. 3. IDENTIFIED PROBLEMSLet’s make a list of the most common pronunciation problems ourstudents or ourselves have.
  4. 4. SOME COMMON/POSSIBLE PROBLEMSSTUDENTS/PEOPLE FACE BECAUSEOF WRONG PRONUNCIATION Words: I’ll take the soap. (Talking to a waiter meaning soup) Stress : The winner’s record/recordDo you mind if I Open the window?How long have you been in London? Intonation: Why don’t you come to my PARty?WHY don’t you come to my party?
  5. 5. TEACHING PRONUNCIATION:CONTENT Individual Sounds/θ/ think Words“Schedule”, “identify” Stressóbject vs objéctI love soccer.I love soccer.I love soccer. IntonationThis is your wallet, right? RhythmI like this picture.
  6. 6. COMMON TECHNIQUES WHENTEACHING PRONUNCIATION Drilling/Choral repetition Minimal pairs Chants/Rimes/Poems/Tongue twisters Kinesthetic activities Graphic representation Role plays Peer monitoring Technology enhanced Phonetic chart
  7. 7.  Choral repetition:I worked at Lima.COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  8. 8.  Minimal pairs They day Live leave Book look Use usedCOMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  9. 9.  Chants/rimes/tongue twisters Cinderella, Dressed in yellow, Went upstairs to kiss a fellow. (Pretend to walk up stairs.) Made a mistake and kissed a snake. (Pretend to kiss a snake.) How many doctors did it take?COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  10. 10.  Kinesthetic activites? Which is your favorite dish____,______, or ______?COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  11. 11.  Graphic representationsI talk to my mother when I have a problem.COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  12. 12.  Role plays A: Do you want some tea? B: No, thanks. A: What about some milk? B: That sounds great.COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  13. 13.  Peer-monitoring Did you say sheep or ship?COMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  14. 14.  Technology enhancedCOMMON TECHNIQUES WHENTEACHING PRONUNCIATIONhttp://audacity.sourceforge.net/?lang=eswww.speakpipe.com
  15. 15.  Phonemic chartCOMMON TECHNIQUES WHENTEACHING PRONUNCIATION
  16. 16. A FRAMEWORK FOR TEACHINGPRONUNCIATION1. Description and Analysis2. Listening Discrimination3. Controlled Practice4. Guided Practice5. Communicative Practice
  17. 17. A FRAMEWORK FOR TEACHINGPRONUNCIATION1. Description and AnalysisThe teacher presents a feature showing when and how itoccurs. The teacher can present examples or rules.Example: /t/ /d/ /id/liked loved wantedRules for the past endings
  18. 18. A FRAMEWORK FOR TEACHINGPRONUNCIATION2. Listening DiscriminationThe teacher presents listening contextualized for activitiesfor discrimination exercises.Example: you work/worked at the school.They visit/visited their friends.I live/lived in this city.
  19. 19. A FRAMEWORK FOR TEACHINGPRONUNCIATION3. Controlled PracticeIn controlled activites the learner’s’ attention should befocused almost completely on form.Example: live livedwork workedstudy studied
  20. 20. A FRAMEWORK FOR TEACHINGPRONUNCIATION4. Guided PracticeIn guided practice, the learners’ attention is no longer entirelyon form. The learner now begins to focus on meaning, grammar, andcommunicative intent as well as pronunciation.Example: A: Did you work last night?B: Yes, I did. I worked until 11:00 pmA: What did you do?B: I fixed my computer and prepared my report.
  21. 21. A FRAMEWORK FOR TEACHINGPRONUNCIATION5. Communicative PracticeIn this stage, activities balance between form and meaning.Example: Make a list of the activities you did on your last vacation.Talk to a partner and find out about similarities and differences.Note: This kind of practice could be integrated to speaking activities.
  22. 22. EXPERIMENTING THE FRAMEWORK TOTEACH PRONUNCIATION1. Description and Analysis2. Listening Discrimination3. Controlled Practice4. Guided Practice5. Communicative Practice

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