Principles to adopt
M.Ed. Maria Luisa Mu
Plan pronunciation teaching
• Prepare activities that focus on specific
problems for Spanish speakers.
• Diagnose your students´ pronunciation
weaknesses and plan activities to focus on
• Identify parts of the syllabus in the
coursebook that lend themselves to work on
particular areas of pronunciation.
• React to opportunities for teaching
• Use new vocabulary for students to
copy and mark stressed and stressed
Using the chart
• Learning the pronunciation of new words, e.g.
‘It sounds like bird’
• Contrasting two sounds, e.g. ‘Is it short like
fish or long like tree?’
• Correction of mispronounced words, e.g.
‘You’re saying it like clock- make it longer like
Teach the vowel symbols
1. Review the sound pictures- elicit the words for the
symbols you want to teach by pointing at the
pictures in turn.
2. Focus on the symbol- point out that these are
phonetic symbols, which are integrated into the
3. Point to the picture and elicit the sound only.
4. Cover the chart and get SS to visualize the picture
and symbol when you say the word.
5. Check the symbols.
6. Continue to teach and revise over the next few
Teach the consonant symbols
• Focus SS’ attention on the symbols inside
each picture and ask: How many of the
symbols are not letters of the alphabet?
• Techniques for presenting
• Model (say or play the recording).
• Choral repetition.
• Individual repetition.
• Correcting an individual student´s
• Student says the sound, word or phrase.
• Teacher listens to a particular pronunciation
• If there are problems, teacher models the
sound, word or phrase.
• Student repeats after teacher.
• Develop a set of activities for recurring
• Word routes
• Same or Different
• Minimal pairs
• Word chains
• Definition quiz
Use and Recycle
• Use a variety of activities:
• Information transfer
• The odd one out