This slide is to be used in make the teacher aware how they can use technology to teach English pronunciation.

1. Learning Software in
Teaching English
Pronunciation
Presented by:
Dr. Mohammad Rashid Ansari
International EFL Teacher cum Teacher Trainer
29, Maktab, Almazor District, Tashkent
The Republic of Uzbekistan

2. Contents
Part: 1
Introduction
Part: 2
Roll of LLS in
teaching
English
Pronunciation
Part: 3
Sample
Lesson Plan
Part: 4
Conclusion

3. Introduction
Rationale
Objectives
Significance
Software
Typology

4. Role of LLS
in Teaching
English
Pronunciation
Importance of
pronunciation
Learners
tendency
towards
technology
CALL
MALL

5. Pronunciation Software in CALL

6. Pronunciation Software in CALL

7. Pronunciation Software in CALL

8. Pronunciation Software in MALL

9. Pronunciation Software in MALL

10. Pronunciation Software in MALL

11. Sample Lesson Plan
Problems: Articulation of sounds /s/ and /ʃ/
Students Region:(Bengal, Bihar, UP East)
Software Usedin CALL: Phonemic Chart from BBC
Software Usedin MALL: Sounds
Materials:Tongue Twister on /s/ and /ʃ/ sounds
Skills:Integrated
Time Duration: 40 Minutes
Objective: At the end of the class, the student will be skilled enough to
distinguish between the two sounds /s/ and /ʃ/ and will be able to articulate a
list of given words with both sounds /s/ and /ʃ/.
Tashkent, Khorezm,
Andijan

12. Activity: 1 (Pre-teaching)
The students will be provided with a list of words with /s/ and /ʃ/ sounds and will be asked
to pronounce aloud in the class.
Activity: 2 (While-teaching-Explanation)
Both sounds will be played in CALL/MALL with sufficient number of examples and the
students will be asked to listen carefully. Then teacher will explain the place of articulation
for both sounds.
Activity: 3 (While-teaching- Practice)
Students will be asked to practice loudly with the help of mobile application whenever
necessary.
Activity: 4 (While Teaching-Practice)
A list of tongue twister will be displayed on projected screen and students will be asked to
repeat as many times as they require.

13. For examples:
1- I saw Susie sitting in a shoeshine shop.
2- She sells seashells on the seashore. The seashells she sells are seashells she is sure.
3- She sewed shirts seriously.
4- Should Sheila sell seashells or should she sell shoes?
5- Susan’s sock shop has surely stopped selling.
Activity 5: (Post-teaching)
Students will be recommended some websites and mobile apps to explore and practice as
an assignment.
Activity 6: (Post-teaching-summing up and recommendation)
Read a text of your choice and record on your phone recorder. Listen the recording
carefully and identify the words with sounds /s/ and /ʃ/

14. Stages Teacher’s
Activity
Rationale Expected
Learner’s
Response
Problems/
Anticipated
Remarks
Time
Pre-Teaching
While- Teaching
Practice
Practice
Post-Teaching
Lesson Plan Table Format:1

15. Lesson Plan Table Format:2
Stages Teacher’s
Activity
Rationale Expected
Learner’s
Response
Problems/
Anticipated
Remarks
Time
Warm-up
Explanation
Practice
Practice
Testing

16. Conclusion
Explore
Use
Recommend