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teaching pronunciation activity

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Pronunciation strategies
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teaching pronunciation activity

  1. 1. WINTERTemplate 01 TEACHING PRONUNCIATION JINJOO MOON
  2. 2. 02 INTRODUCTION SEGMENTAL ACTIVITIES SUPRA- SEGMENTAL ACTIVITES CONTENTS 1 2 3
  3. 3. 03 A B C students make the same pronunciation error again and again. many students dislike phonetics and would prefer to study grammar or vocabulary. However pronunciation is essential for students in both their speaking and listening. Teach phonetics when we come across it in the text book or context. INTRODUCTION 1. WHY and How
  4. 4. 03 D INTRODUCTION 2. Direction of activities Passages or scripts for learners to practice and then read aloud, focusing on stress, timing, and intonation. This technique may or may not involve memorization of the text, and it usually occurs with genres that are intended to be spoken, such as speeches, poems, plays, and dialogues. • A technique used in the Direct Method in which students listen to a teacher- provided model and repeat or imitate it.' This technique has been enhanced by the use of audio recorders, language labs, and video recorders.
  5. 5. 04SEGMENTAL • any discrete unit that can be identified, either physically or auditorily. • specifically, phonetics and phonology term in linguistic • separated and individual, such as consonants and vowels, and occur in a distinct temporal order SEGMENTAL ?
  6. 6. 04SEGMENTAL 1. Rhyme • Two words rhyme if they have the same final vowel or vowel and consonant sounds. • For example – go rhymes with show – hat rhymes with cat
  7. 7. 04SEGMENTAL 1. Rhyme
  8. 8. 04SEGMENTAL 2. Minimal pair • Pairs of words or phrases in a particular language • For example – PIN with BIN – ROT with LOT – ZEAL with SEAL
  9. 9. 04SEGMENTAL 2. Minimal pair • Two piece…………….. • Son of beach………….. • Fork…………………….. • Sheet……………………
  10. 10. 04SEGMENTAL 3. Hidden game Intermediate level of middle school 10-20 students - A look and find puzzle for students working individually or in pairs - 10 minutes - Identify the common sound in a group of words - Practice diphthong sounds in the context A B C D L E V E L N U M B E R T Y P E O B J E C T I V E Segmental level A C B D
  11. 11. 04SEGMENTAL 3. Hidden game Pre-study on http://www.teachingenglish.org.uk/article/phonemic-chart Especially try to exercise vowel sounds /ei/ and consonant sound /z/ Ex) eight rain face plate / races lose crazy rise 1.Give each students a puzzle and explain that the name of the four members of the family in the picture are hidden in the columns of words beside them 2.To find the name, it is necessary to find the common sound that all words in each column contain, then put these sound below each column. Or they will have to note it by underlining it in the words. 3.If necessary, provide a ‘menu’ of possible name of characters such as: Susan Michael Charles Tony Jean Julian Shelia Sally Matthew Joan Teacher can make other versions of this puzzle using other names or words or note sound it contains. Students also could make their own versions for their classmates to solve preparation steps utilization
  12. 12. 04SEGMENTAL 3. Hidden game …source Joan Charles Sheila Matthew
  13. 13. 04SEGMENTAL 4. This activities help… • Pleasant to hear and clarify the metrical structure for the listener. • Listening improvement through pronunciation repetition and comparing pairs. • Students distinguish the diphthongs vowels and do not mispronounce.
  14. 14. 05 SUPRASEGMENTAL ? SUPRASEGMENTAL • Coexist with multiple segments and cannot be discretely ordered with them • Including intonation, linking, reduction, stress, rhythm, and fluency. • Requires students to put effort in listening to and communicating with native • Pay much more attention to how they utilize these features while speaking, and thereafter, try to keep practicing.
  15. 15. 05SUPRASEGMENTAL 1. Word stress • When we say words in English, we stress or emphasis, one syllable more than the others. We say the syllable a little louder or higher. • To find the main stressed syllable in words • Words of 2 syllables? • => Stress often on 1st syllable • Words of 3 syllables or more? • => Stress often on 3rd syllable from the end • In these three pairs of words, the noun has the stress on the first syllable and the verb has the stress on the second syllable
  16. 16. 05SUPRASEGMENTAL • Write a word on the board and have students in a line. Each member of the line represents one syllable. The stressed syllable must stand up! • Variation involve putting hands up, using colored cards, standing in a line and stepping forward or backwards, to the left or to the light etc. 2. Stand up, Sit down! • Goal : for learners to master word stress pattern • Materials : students and chairs lined up in a row • Entire class dynamic!
  17. 17. 05SUPRASEGMENTAL 3. Intonation • Intonation exists in every language • Incorrect intonation can result in misunderstandings, speakers losing interest or even taking offence • Awareness of intonation aids communication • “continuous changing of the pitch (tone) of the speaker’s voice to express meaning” _(Bradford) • It is linked to rhythm, because rhythm and stress decides where we get pitch-change It's a nice day, isn't it? ARE YOU: a) Inviting the person to agree with you that it’s a nice day? b) Asking a real question?
  18. 18. 05SUPRASEGMENTAL • Students listen to song and add rising and falling arrows. 4. The climb • Goal : to have students be able to identify rising and falling intonation patterns • Materials : song, handout and arrows • Small group dynamic! I DREAMED A DREAM There was a time when men were kind When their voices were soft And their words inviting There was a time when love was blind And the world was a song And the song was exciting There was a time and it all went wrong I dreamed a dream in days gone by When hope was high and life worth living I dreamed that love would never die I dreamed that god would be forgiving Then I was young and unafraid And dreams were made and used and wasted There was no ransom to be paid No song unsung no wine untasted http://www.youtube.com/watch?v=WzNVmZfNoa8
  19. 19. 05SUPRASEGMENTAL 5. Misheard song lyrics 1. Ask the students if they can recall any examples of when they have misunderstood the words of a song. Prompt them by sharing with them an example of your own. 2. Explain to the students that they will hear a famous song which has been badly misunderstood. Ask them to spot the mistakes. Then play the video or audio, once or twice. 3. Give out the worksheet. Ask students to work together and try to guess what the correct lyrics should have been. Tell them that the actual lyrics sound almost the same as the wrong lyrics. If they’re having difficulty, give clues, or play a version of the actual song.
  20. 20. WINTERTemplate 06 Thank you !

Editor's Notes

  • . The regular use of tail rhyme helps to mark off the ends of lines, thus clarifying the metrical structure for the listener. As with other poetic techniques, poets use it to suit their own purposes; for example William Shakespeare often used a rhyming couplet to mark off the end of a scene in a play.
  • . The regular use of tail rhyme helps to mark off the ends of lines, thus clarifying the metrical structure for the listener. As with other poetic techniques, poets use it to suit their own purposes; for example William Shakespeare often used a rhyming couplet to mark off the end of a scene in a play.
  • http://www.youtube.com/watch?v=m1TnzCiUSI0&list=RDm1TnzCiUSI0#t=0
  • In these three pairs of words, the noun has the stress on the first syllable and the verb has the stress on the second syllable
  • In these three pairs of words, the noun has the stress on the first syllable and the verb has the stress on the second syllable
  • This is a fun awareness-raising activity based on the song I’m dreaming of a white Christmas by Irving Berlin, sung by Bing Crosby. Most people have had the experience of hearing a song in their own or another language, and misunderstanding some of the lines of the lyric. There are two reasons for this. Firstly, we may hear wrongly, either because the singer pronounces strangely, or because the language has in-built ambiguities and homophones. Secondly, we may interpret wrongly. We think the singer is singing about X when in fact s/he is singing about something else completely. This causes us to think we heard one thing when in fact we heard another. This activity raises awareness of these kinds of misunderstanding.

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