Being able to pronounce clearly is a vital part of oral communication, and teachers play a pivotal role in helping learners establish good habits in both pronunciation and listening discrimination from the beginning. Investing in pronunciation instruction early can give beginners the ability and confidence to speak English clearly and launch them on their language learning journey.
Teaching english as a foreign language language skillsSanta Requejo
This document summarizes and compares different approaches to teaching English as a foreign language. It outlines 10 aspects of various methodological approaches including their goals, the role of the teacher and students, the teaching and learning process, nature of student-teacher interaction, treatment of errors, and emphasis on specific language skills. Approaches discussed include grammar-translation, direct method, audio-lingual method, silent way, suggestopedia, community language learning, total physical response, natural approach, and communicative language teaching.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
This document describes various games to help students practice different aspects of pronunciation, including games focused on the International Phonetic Alphabet (IPA), word endings, word stress, blending, rhythm, reductions, and intonation. The games include card games like Go Fish and Connect Four using IPA symbols, as well as other activities using songs, roleplays, and physical movement to highlight pronunciation patterns. The goals are to help students learn phonetic symbols, distinguish different sounds, identify stress and intonation patterns, and improve their production of connected speech features.
This document provides pronunciation practice and guidance for common pronunciation errors made by Vietnamese English language learners. It identifies 15 common error types involving vowels and consonant sounds. For each error type, it provides examples of minimal pairs to distinguish the sounds, and sentences for practice. The purpose is to help learners improve their pronunciation accuracy of sounds that are unfamiliar in Vietnamese.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
This document discusses principles and techniques for teaching listening and speaking skills through communicative activities. It provides an overview of what makes listening and speaking difficult for language learners. Some key principles for teaching listening include exposing students to different processing styles, task types, and authentic materials. For teaching speaking, the document recommends using a range of techniques, intrinsic motivation, authentic contexts, feedback, and teaching speaking in conjunction with listening. A variety of tasks and materials are presented for both skills, including information gaps, role plays, surveys, and games.
This document outlines a lesson plan for teaching the simple past tense in English. It includes an induction set where students provide the past tense form of actions being performed in the present. It then provides examples of regular and irregular past tense verbs. Finally, it includes a practice section where students identify the past tense form of verbs in sentences describing past events.
Teaching english as a foreign language language skillsSanta Requejo
This document summarizes and compares different approaches to teaching English as a foreign language. It outlines 10 aspects of various methodological approaches including their goals, the role of the teacher and students, the teaching and learning process, nature of student-teacher interaction, treatment of errors, and emphasis on specific language skills. Approaches discussed include grammar-translation, direct method, audio-lingual method, silent way, suggestopedia, community language learning, total physical response, natural approach, and communicative language teaching.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
This document describes various games to help students practice different aspects of pronunciation, including games focused on the International Phonetic Alphabet (IPA), word endings, word stress, blending, rhythm, reductions, and intonation. The games include card games like Go Fish and Connect Four using IPA symbols, as well as other activities using songs, roleplays, and physical movement to highlight pronunciation patterns. The goals are to help students learn phonetic symbols, distinguish different sounds, identify stress and intonation patterns, and improve their production of connected speech features.
This document provides pronunciation practice and guidance for common pronunciation errors made by Vietnamese English language learners. It identifies 15 common error types involving vowels and consonant sounds. For each error type, it provides examples of minimal pairs to distinguish the sounds, and sentences for practice. The purpose is to help learners improve their pronunciation accuracy of sounds that are unfamiliar in Vietnamese.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
This document discusses principles and techniques for teaching listening and speaking skills through communicative activities. It provides an overview of what makes listening and speaking difficult for language learners. Some key principles for teaching listening include exposing students to different processing styles, task types, and authentic materials. For teaching speaking, the document recommends using a range of techniques, intrinsic motivation, authentic contexts, feedback, and teaching speaking in conjunction with listening. A variety of tasks and materials are presented for both skills, including information gaps, role plays, surveys, and games.
This document outlines a lesson plan for teaching the simple past tense in English. It includes an induction set where students provide the past tense form of actions being performed in the present. It then provides examples of regular and irregular past tense verbs. Finally, it includes a practice section where students identify the past tense form of verbs in sentences describing past events.
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
The document discusses various activities to teach and promote speaking skills in English. It provides examples of discussions, role plays, interviews, and reporting that students can do. It also includes detailed instructions and scenarios for specific activities like conducting interviews, taking on the role of a love adviser to respond to mock letters, engaging in telephone role plays in different situations, and more. The goal is to give students meaningful opportunities to practice speaking in different contexts.
This document outlines pre-reading, while-reading, and post-reading activities for two passages. The pre-reading activities focus on engaging students and assessing prior knowledge. The while-reading activities include tasks like reading for detail, speaking, and revising language. Post-reading activities involve responding to a video, either through a link or local recording, and writing reflections on addictions.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
This document provides guidance on teaching pronunciation to students. It begins with an introduction that explains common pronunciation errors students make and the importance of teaching pronunciation. It then outlines segmental and suprasegmental activities teachers can use. Segmental activities focus on individual sounds and include rhyming, minimal pairs, and hidden games. Suprasegmental activities teach features such as word stress, intonation, and misheard song lyrics through activities like stand up/sit down, adding arrows to songs, and guessing correct lyrics. The overall summary is that the document offers pronunciation teaching techniques including segmental and suprasegmental activities for teachers to use in the classroom.
This document provides guidance on asking for repetition and clarification when communicating in English. It discusses situations where repetition may be needed, such as in loud environments or when personal details are being shared. Examples are given of phrases to use for asking for repetition like "pardon?" and "could you repeat that?" as well as for checking understanding like "did you say X?". Practice conversations are outlined where one person provides information and the other asks for clarification or repetition. Specific scenarios include a housekeeper and guest, waiter and customer, chef and kitchen porter, and friends discussing plans. The document encourages practicing these techniques with a partner.
This document provides an overview of easy ways to teach pronunciation to students. It discusses teaching the basic units of pronunciation like phonemes, stress, rhythm and intonation. It recommends using the International Phonetic Alphabet to teach pronunciation and provides examples of common vowel and consonant problems for Spanish speakers. A variety of activities are suggested, such as minimal pair drills, tongue twisters, dictation exercises and using authentic materials like rhymes, limericks and jazz chants. The document also covers word stress, rhythm, connected speech and intonation patterns.
This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
This lesson plan outlines a series of English lessons for 10th grade students focusing on introducing oneself and others. The plan includes 3 meetings with learning goals, materials, methods and processes for each. Meeting 1 focuses on expressions for self-introduction. Meeting 2 covers introducing others and using personal pronouns. Meeting 3 is a test to evaluate students' understanding of materials from previous meetings covering greetings, introductions, present tense verbs and pronouns. Character education aspects of honesty and proactivity are integrated into each activity.
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
Language Learning Through Tasks & ActivitiesBishara Adam
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
This document outlines a lesson plan on teaching simple present tense to students. It includes objectives to form sentences and apply proper usage of present tense verbs. The lesson will use multimedia, role playing activities, and group work to help students practice using simple present tense verbs in conversations and written dialogs. Assessment will involve students doing role plays using simple present tense in different social situations.
The document provides an overview of ACC4300-2 Learning unit on Language Teaching Methodologies from Australia City College (ACC). It describes ACC's comprehensive three-part unit that teaches trainee teachers to contrast different teaching methodologies and evaluate their effectiveness. It also gives examples of methodologies like the Audio-lingual Method and roles of teachers and learners. The unit aims to help teachers discover their teaching style and research prominent styles of Language Teaching Methodology.
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
The document discusses effective techniques for developing sound awareness in children. It describes how sound awareness is the most difficult level of phonological awareness and is most predictive of reading success. It recommends engaging children in ongoing literacy activities that provide opportunities to match, blend, segment and manipulate sounds within words. Several specific techniques are outlined, including teacher read-alouds, shared reading, sound matching games, blending and segmenting exercises, and substitution activities. The conclusion emphasizes that developing phonological awareness helps children use phonics knowledge to read and write.
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, sentence stress, intonation, and word linking which all influence spoken English. Improving pronunciation can boost confidence and facilitate communication. A student's first language often interferes with English pronunciation, and they may have trouble producing or hearing certain sounds. The document then provides specific exercises and techniques to practice voicing, aspiration, mouth positioning, intonation, linking, syllable stress, vowel length, minimal pairs, and discriminating between long and short vowels. Communicative exercises are encouraged to practice pronunciation skills.
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
The document discusses various activities to teach and promote speaking skills in English. It provides examples of discussions, role plays, interviews, and reporting that students can do. It also includes detailed instructions and scenarios for specific activities like conducting interviews, taking on the role of a love adviser to respond to mock letters, engaging in telephone role plays in different situations, and more. The goal is to give students meaningful opportunities to practice speaking in different contexts.
This document outlines pre-reading, while-reading, and post-reading activities for two passages. The pre-reading activities focus on engaging students and assessing prior knowledge. The while-reading activities include tasks like reading for detail, speaking, and revising language. Post-reading activities involve responding to a video, either through a link or local recording, and writing reflections on addictions.
This lesson plan is for a listening lesson on shopping. The instructor will introduce listening skill tips and have students do 3 activities to practice their listening comprehension. Activity 1 focuses on vocabulary, pre-listening, and answering comprehension questions about a conversation on shopping. Activity 2 involves another listening conversation and vocabulary practice. Activity 3 has students listen to and role play conversations about shopping for different items. The lesson will conclude with an assignment and evaluation of the students' listening skills.
This document provides guidance on teaching pronunciation to students. It begins with an introduction that explains common pronunciation errors students make and the importance of teaching pronunciation. It then outlines segmental and suprasegmental activities teachers can use. Segmental activities focus on individual sounds and include rhyming, minimal pairs, and hidden games. Suprasegmental activities teach features such as word stress, intonation, and misheard song lyrics through activities like stand up/sit down, adding arrows to songs, and guessing correct lyrics. The overall summary is that the document offers pronunciation teaching techniques including segmental and suprasegmental activities for teachers to use in the classroom.
This document provides guidance on asking for repetition and clarification when communicating in English. It discusses situations where repetition may be needed, such as in loud environments or when personal details are being shared. Examples are given of phrases to use for asking for repetition like "pardon?" and "could you repeat that?" as well as for checking understanding like "did you say X?". Practice conversations are outlined where one person provides information and the other asks for clarification or repetition. Specific scenarios include a housekeeper and guest, waiter and customer, chef and kitchen porter, and friends discussing plans. The document encourages practicing these techniques with a partner.
This document provides an overview of easy ways to teach pronunciation to students. It discusses teaching the basic units of pronunciation like phonemes, stress, rhythm and intonation. It recommends using the International Phonetic Alphabet to teach pronunciation and provides examples of common vowel and consonant problems for Spanish speakers. A variety of activities are suggested, such as minimal pair drills, tongue twisters, dictation exercises and using authentic materials like rhymes, limericks and jazz chants. The document also covers word stress, rhythm, connected speech and intonation patterns.
This document discusses different types and methods for assessing speaking ability. It describes 5 types of speaking from imitative to extensive. For assessment, it proposes tasks that elicit imitative, intensive, responsive, interactive, and extensive speaking. Tasks include repetition, picture cues, questions, role plays, interviews, instructions, and translations. The document provides examples and discusses how to design valid, reliable speaking assessments through clear procedures, appropriate elicitation, and consistent scoring.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
The document outlines a framework for teaching pronunciation. It begins by describing common pronunciation problems students may have with words, stress, and intonation. It then discusses techniques for teaching pronunciation, including drilling, minimal pairs, chants, role plays, and using technology. Finally, it presents a 5-stage framework for teaching pronunciation: 1) describing the phonetic feature, 2) listening discrimination exercises, 3) controlled practice, 4) guided practice combining form and meaning, and 5) communicative practice integrating pronunciation into speaking.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
This lesson plan outlines a series of English lessons for 10th grade students focusing on introducing oneself and others. The plan includes 3 meetings with learning goals, materials, methods and processes for each. Meeting 1 focuses on expressions for self-introduction. Meeting 2 covers introducing others and using personal pronouns. Meeting 3 is a test to evaluate students' understanding of materials from previous meetings covering greetings, introductions, present tense verbs and pronouns. Character education aspects of honesty and proactivity are integrated into each activity.
HD Brown's Principles for Teaching Listening SkillsDaniel Beck
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
Language Learning Through Tasks & ActivitiesBishara Adam
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
This document outlines a lesson plan on teaching simple present tense to students. It includes objectives to form sentences and apply proper usage of present tense verbs. The lesson will use multimedia, role playing activities, and group work to help students practice using simple present tense verbs in conversations and written dialogs. Assessment will involve students doing role plays using simple present tense in different social situations.
The document provides an overview of ACC4300-2 Learning unit on Language Teaching Methodologies from Australia City College (ACC). It describes ACC's comprehensive three-part unit that teaches trainee teachers to contrast different teaching methodologies and evaluate their effectiveness. It also gives examples of methodologies like the Audio-lingual Method and roles of teachers and learners. The unit aims to help teachers discover their teaching style and research prominent styles of Language Teaching Methodology.
This lesson plan aims to teach students about the first conditional in English. The main objective is for students to recognize and use the grammar structures, vocabulary, and clauses related to conditional sentences in the context of "Election Day". Key activities include filling in gaps and writing a proposal using first conditional sentences to make promises, offers, and warnings for an election. The lesson involves a presentation of the grammar point, controlled practice with examples, and a group production activity where students write election proposals and present them to the class.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
The document discusses effective techniques for developing sound awareness in children. It describes how sound awareness is the most difficult level of phonological awareness and is most predictive of reading success. It recommends engaging children in ongoing literacy activities that provide opportunities to match, blend, segment and manipulate sounds within words. Several specific techniques are outlined, including teacher read-alouds, shared reading, sound matching games, blending and segmenting exercises, and substitution activities. The conclusion emphasizes that developing phonological awareness helps children use phonics knowledge to read and write.
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, sentence stress, intonation, and word linking which all influence spoken English. Improving pronunciation can boost confidence and facilitate communication. A student's first language often interferes with English pronunciation, and they may have trouble producing or hearing certain sounds. The document then provides specific exercises and techniques to practice voicing, aspiration, mouth positioning, intonation, linking, syllable stress, vowel length, minimal pairs, and discriminating between long and short vowels. Communicative exercises are encouraged to practice pronunciation skills.
This document provides guidance on teaching pronunciation to English language learners. It discusses focusing on word stress, intonation, linking words, and specific sounds. Some techniques mentioned include having students touch their throats to feel voiced sounds, using a tissue to demonstrate aspiration, drawing diagrams of mouth positions, and using minimal pairs to distinguish similar sounds. Exercises described are counting syllables while clapping, identifying long and short vowels by writing numbers, and practicing word strings as a "telephone number." The overall message is that pronunciation teaching should be simple, fun, communicative, and combine listening and speaking practice.
This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are described, such as students trying to understand every word. The document then gives some top tips for teaching listening, such as preparing students with vocabulary and questions before listening, playing recordings multiple times, and doing post-listening activities like group discussions. A successful listening activity incorporates reducing distractions, ensuring quality sound, and giving students tasks to do between classes. The document concludes with sources for additional information on teaching listening.
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are then outlined, such as students trying to understand every word or getting distracted. The document offers top tips for pre-listening, while listening, and post-listening activities. These include giving students questions to guide their comprehension and playing recordings multiple times. A successful listening activity is also described that reduces distractions and engages students with predictions. The document concludes by listing sources of different listening materials and exercises.
This document provides guidance on teaching listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some of the difficulties both teachers and students face with listening are then outlined, such as students trying to understand every word or getting distracted. The document offers top tips for pre-listening, while listening, and post-listening activities. These include providing questions in advance, playing recordings multiple times, and doing group discussions after. A successful listening activity is described as one that minimizes distractions and engages students with predictions or tasks between classes. The document concludes by listing sources of different listening materials and exercises that can be used.
Fun Activities to Improve English PronunciationSylvia Rivera
This document provides tips and techniques for teaching pronunciation to English language learners. It discusses important pronunciation concepts like voicing, aspiration, mouth position, intonation, linking, vowel length, syllables, tongue twisters, jazz chants, minimal pairs, and activities like shadow reading, syllables snap, and run and write to practice sounds, stress, rhythm, and intonation. The overall message is that pronunciation involves more than individual sounds and these varied techniques can help students improve their spoken English.
This document discusses teaching speaking skills to young English language learners. It defines speaking as a process of building and sharing information verbally and non-verbally in different contexts. Young learners can talk about what they are doing, tell stories of past events, and argue different opinions. The document outlines 13 activities to practice speaking skills, such as discussions, role-plays, interviews, and describing pictures. The goal of teaching speaking is communicative efficiency - teaching students to produce sounds correctly, use stress and intonation, organize thoughts logically, and speak fluently in social settings.
This document discusses various issues and approaches related to teaching pronunciation to English language learners. It addresses topics such as:
- The benefits of explicitly teaching pronunciation, such as helping students concentrate on sounds and know where sounds are made.
- Considering intelligibility over perfection as the goal of pronunciation teaching.
- Common problems students face, such as difficulties hearing pronunciation features and producing unfamiliar sounds.
- Different approaches to integrating pronunciation teaching, such as devoting full lessons to it or inserting short pronunciation exercises into regular lessons.
- Techniques for working on individual student pronunciation needs in addition to whole-class instruction.
- Methods for teaching sounds, stress, intonation, spelling-sound relationships
Fresh, Fresher, Freshest: Building Vocabulary Through Rhythm and RhymeJason Levine
The document discusses using songs to teach vocabulary to language learners. It argues that songs increase motivation and allow students to learn vocabulary through repetition in a relaxed manner. It introduces "ColloTunes," songs created by Fluency MC to teach English vocabulary, grammar structures, and collocations through a fun and engaging process involving listening, reading lyrics, and completing exercises. The document outlines the basic steps to use ColloTunes in the classroom and their benefits for developing language skills.
Songs can be a useful tool in language learning. They improve concentration, memory, motivation and make learning fun. Songs contain simple language, repetition, and a slower rate of speech which aids comprehension and memorization of new vocabulary and grammar. There are many types of songs that can be used, from nursery rhymes to pop music, and techniques like focusing on specific words, stopping to guess words, and acting out songs help engage students. Using music regularly, even just once a week, can benefit students and help them enjoy learning.
The document provides guidance for teaching listening and speaking skills. It discusses developing listening ability through exposing learners to different text types to improve sound recognition, pronunciation and understanding. For speaking, learners are taught to ask questions, give responses and express themselves confidently using appropriate language. Sample lesson plans are provided focusing on vocabulary, comprehension, functions and grammar using the story "Nickey the Caterpillar" over six lessons. Suggested guidelines for other lessons include activities before, during and after listening to discriminate sounds like suffixes.
This document discusses the benefits of using songs in the English language classroom. It argues that songs can improve concentration, memory, motivation, and make learning fun. Songs expose students to natural English language in an enjoyable way. The document provides several examples of activities teachers can use with songs, such as having students circle words, discuss themes, perform lip syncing, and draw or collage representations of songs. It emphasizes that songs are a useful tool that teachers should aim to incorporate regularly into lessons.
This document provides an overview of an English teachers' meeting that discusses various teaching tips and strategies. It addresses how to teach grammar in context, introduce new language using a general model of lead-in, elicitation and explanation, and how to effectively provide correction to students. It also discusses the importance of understanding students' learning styles and personalities, as well as strategies for enhancing student motivation and dealing with common behavioral issues like shyness, talkativeness, and whining. The document concludes with basic rules for classroom success and emphasizes listening to students.
This document provides tips and techniques for learning English effectively from the Jinning Education Center. It recommends writing a daily journal, reading books, rewriting class notes, watching TV and listening to the radio, keeping a vocabulary notebook, speaking English with friends, and thinking positively. It emphasizes that learning should be an active process involving different parts of the brain through various activities like guessing meanings from context and checking definitions.
This document discusses phonics instruction and considerations for teaching phonics to children. It recommends starting phonics between ages 3-4 when children start attempting to read words and learn individual letter sounds. Phonics instruction is important for learning to read, spell words, and understand print concepts. There are two main approaches to teaching reading - emphasizing word memorization or teaching phonics. Teaching phonics provides a reading foundation by teaching letters and their corresponding sounds to decode words. Some best practices for phonics instruction include using clear text, repetition, controlled vocabulary, associating letters with sounds, telling stories with actions, and having students practice letters.
Similar to Teaching English Pronunciation to Adult Beginners (20)
What Language Teachers Must Know to Teach PronunciationMarsha J. Chan
How can language teachers prepare themselves to teach English pronunciation? Three pronunciation experts--Marsha J. Chan, Donna M. Brinton, and Judy B. Gilbert--describe what teachers must know to teach students to pronounce English more clearly. We believe that any well-trained teacher can teach pronunciation. In a live presentation, which you may view online, we provide a training framework drawn on current theory and practice, engage participants in interacting with numerous points, and offer resources for further information. We describe and give examples of essential conceptual issues, basic oral language features, and fundamental instructional concerns. We offer practical suggestions for classroom teachers of English learners.
Pronunciation Hot Topics: A Global PerspectiveMarsha J. Chan
What do pronunciation specialists consider to be topics worthy of discussion amongst themselves? This study investigates the issues that international pronunciation specialists elected to discuss during a one-year period. The authors, both members of an invitational electronic mailing list (e-list) for pronunciation specialists, analyzed the e-list discussion strands and threads over the one-year period from August 2014 to August 2015 to determine the four topics that elicited greatest degree of interest, interaction, and in-depth discussion. The hot topics of this year, summarized here, are: 1) techniques for helping Vietnamese speakers learn English pronunciation; 2) stress shifting in British and American English; 3) the respective merits of differing vowel charts; and 4) the value of contrastive analysis for research and teaching.
ABOUT THE AUTHORS
Marsha J. Chan is an educational consultant, owner of a small business, Sunburst Media for Language Learners, and Professor Emerita of English as a Second Language at Mission College, Santa Clara, California. She has presented over 200 professional seminars and workshops at regional, national, and international conferences and at educational institutions in the USA and abroad. She is the recipient of numerous excellence awards. She is co-founder of CATESOL's Teaching of Pronunciation Interest Group (TOP-IG) and former officer of TESOL's Speech Pronunciation and Listening Interest Section (SPLIS). Author of several English language textbooks, she has created thousands of learning objects in print, audio, and video formats. As Pronunciation Doctor, she provides 2000 free instructional videos at http://www.youtube.com/PronunciationDoctor.
Donna M. Brinton is an educational consultant based in Beverly Hills, California. She has taught on the TESOL/Applied Linguistics faculties of the University of Southern California, Soka University of America, and the University of California, Los Angeles, where she also served as the coordinator of the university’s English as a Second Language program. She has written and co-edited numerous professional texts and is one of the authors of Teaching Pronunciation: A Course Book and Reference Guide (Cambridge University Press, 2010). Donna frequently presents on the topic of practical phonetics at national and international conferences. Her interest lies in the practical application of phonetics to the second/foreign language classroom and in helping prepare teachers to teach pronunciation.
No tech to high-tech pronunciation methodsMarsha J. Chan
This document summarizes a presentation on no-tech to high-tech strategies for teaching pronunciation. It describes several no-tech strategies using voice, facial expressions, gestures, and modeling. Low-tech strategies include using mirrors, stress stretches, lollipop practice, dictionaries, audio recordings, and movie clips. High-tech options incorporate recording voice and video using apps and web tools for production and assessment. The presenters provided their contact information and a link to the original slide presentation.
Encouraging adult English learners to help children become bilingualMarsha J. Chan
Adult English learners can play a crucial role in helping young children maintain their home language and become bilingual. The presenters demonstrate several activities using and valuing home and school languages, fostering growth in dual language learners. Attendees examine a bilingual book project and discuss adaptations for their own students.
This document summarizes and promotes several English language learning software programs from Sunburst Media including Connected Speech, Spelling Fusion, Issues in English 2, The Alphabet, Live Action English, and More Live Action English. The programs teach pronunciation, spelling, vocabulary, listening, reading, writing and grammar through interactive exercises and activities based on video and audio content. They are designed for students ages 10 to adult and provide tracking of user progress and reporting features for teachers. For more information or a free demo, the document instructs contacting Sunburst Media by email, website or telephone.
Pronunciation and Listening in a Computer Lab and OnlineMarsha J. Chan
Many multimedia resources can help English learners improve their pronunciation and listening skills. The presenter introduces a selection of websites, along with tips on how they can be used with beginning to advanced learners.
Using Video to Flip ESL Speaking, Listening, and Pronunciation Marsha J. Chan
This document discusses using video clips to enhance English language learning for speaking, listening, and pronunciation. It describes how videos can be used both in and outside of class, providing models for learners. It introduces the concept of "flip teaching", which moves lectures outside of class and allows more hands-on learning in class. Examples are given of homemade instructional videos created for language learning, including videos on making s'mores and telling a story in the past tense. Benefits discussed include allowing more review time and collaborative learning opportunities for students.
Learning & Teaching the Music of Spoken EnglishMarsha J. Chan
Spoken language is like music. Participants learn how to incorporate melody, rhythm and movement into listening-speaking lessons. Activities demonstrated include scaffolding elements of speech, capturing the hidden prosodic elements of stress, intonation, and rhythm, and enabling learners to attain the music of English. Engage your visual, auditory, and kinesthetic modalities! The slides tell a part of the story. The physical activities during the workshop help you learn by doing. marsha@sunburstmedia.com www.youtube.com/pronunciationdoctor
Creating and Choosing the Best Materials for Speaking and Pronunciation, with...Marsha J. Chan
With Steve Jones as moderator, Marsha Chan, Judy Gilbert, and Tamara Jones presented a framework for deciding how to incorporate speaking and pronunciation topics into English language teaching and learning materials. The proposed framework is intended to help materials writers and teachers in designing or choosing effective materials. Which aspects of pronunciation are important for comprehensibility? Which can be taught and learned, and through which strategies? Here is Marsha Chan's contribution to the colloquium.
Marsha Chan demonstrates Audacity, a free, cross-platform, downloadable audio editor-recorder that she uses for language learning. She creates and broadcasts narratives, model dialogs, instructions, songs, and other types of podcasts. She uses recordings to provide students personalized audio feedback and correction on their speaking. She embeds sound files into web pages and multimedia. In this presentation, she shows how to get started.
Methods, Materials, and Motivation in an Online Accent Modification ClassMarsha J. Chan
Narrated version: http://youtu.be/rm0mk4CkWRA
Live interactive version: http://youtu.be/BzNVTe0D5XQ
Marsha Chan delivered this presentation at the Online Teaching Conference June 2012
Description: The presenter demonstrates a medley of media and motivating methods to enable learners to modify their accents and improve their oral production in a distance education environment. Learning materials include print, DVDs, online software and YouTube presentations. She encourages interaction by using text-based discussion forums in AngelLearning, Voxopop voice-based e-learning, and CCC Confer Web conferencing technology, featuring application and desktop sharing, Web tours, Web cams, and archiving sessions for later online access. While the examples may focus on language learning, the principles of delivery and communication are applicable to other online classes that encourage interaction and oral skills development.
Content-Based Instruction: English for Child Care at Mission CollegeMarsha J. Chan
CBI at the Community College Level: Is it Feasible?
Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In her contribution to the six-person panel, Marsha Chan describes on the English for Child Care program at Mission College. She joins panelists in discussing successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns.
English for Child Care: Language Skills for Parents and ProvidersMarsha J. Chan
English for Child Care is a comprehensive text designed to meet the language requirements of adults who care for children. The book consists of three sections: Getting Started, Health and Safety, and Ages and Stages. The book provides practice for high-beginning to low-intermediate language learners in the integrated skills of reading, writing, listening, speaking, pronunciation, vocabulary, and grammar. The program can be used as the core resource in a language development class for child providers, as well as individual training program for English-learning nannies, babysitters, au pairs, parents and grandparents.
Enhancing the "E" in English: Increasing Fluency Phrase by PhraseMarsha J. Chan
See how to English language learners can progress from uttering sounds to pronouncing words to speaking rhythmically phrase by phrase. Examine materials (DVD, audio CD, book), methods, and activities that engage visual, auditory, and kinesthetic modalities to promote transformative pronunciation and oral communication outcomes.
Expanding the "E" with interactive multimedia English language softwareMarsha J. Chan
This document summarizes and promotes interactive English language learning software from Sunburst Media and ProteaTextware. It describes several software programs that teach English skills like spelling, pronunciation, listening, reading, writing and vocabulary through multimedia activities. The software is designed based on educational principles like building on existing knowledge and accommodating different learning styles. It provides tracking of student progress and customizable settings for teachers and administrators. Contact information is provided for sales and technical support.
English for All Americans: Software for Language LearningMarsha J. Chan
Demos available at www.sunburstmedia.com.
From alphabet skills to listening, speaking and understanding fast natural speech, a number of resources will be demonstrated. They are all designed for adults, using authentic materials, and are highly interactive with contextual feedback. Available both as standalone and networkable CDROMs, and as online eLearning, they are outstanding content-rich resources.
Listening and Speaking Games for Kids of All AgesMarsha J. Chan
Free handout for teachers at www.sunburstmedia.com.
Liven up your class with interactive physical movement games, pronunciation cards, and board games. Teach and review points of listening, pronunciation, grammar, vocabulary, and communicative language. Objectives, procedures, materials, rewards, practical tips, caveats and resources will be presented. Audience participation encouraged. Come ready to move, play, learn, and win prizes!
You have a great book idea; you’ve written and piloted; you send proposals to big publishers. When they say “No,” you say, “How else?” Three teachers of English as second language describe how their collaboration brought their book to life. Roles, agreements, workflow, deadlines, writing, editing, art, publishing are shared with fellow writers.
Using CCC Confer to Enhance Online LearningMarsha J. Chan
The document discusses using CCC Confer, a web conferencing platform funded by the California Community Colleges Chancellor's Office, to enhance online learning. CCC Confer allows groups to see, hear, chat, present, and share information collaboratively over the internet. It can be used for staff training, grant collaboration, committee discussions, and more. The document outlines CCC Confer's features and provides training resources and technical support contact information. It suggests that instructors can use CCC Confer's interactive features to demonstrate, animate, and emphasize key points to enhance online English as a second language instruction.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Assessment and Planning in Educational technology.pptx
Teaching English Pronunciation to Adult Beginners
1. TEACHING PRONUNCIATION
TO ADULT BEGINNERS
Marsha Chan
Pronunciation Doctor on Youtube
Coordinator, CATESOL Teaching of Pronunciation Interest Group (TOP-IG)
Mission College, Emerita
Sunburst Media www.sunburstmedia.com
2. FRAMING THE ISSUE
OF TEACHING PRONUNCIATION TO ADULT BEGINNERS
• When learning another language for communication, most people want to be
able to speak so that others can understand them.
• Learning how to pronounce the target language is very important from the start.
• Adult beginning learners need to learn
• to sensitize their ears to the sounds and sound patterns of a new language
• new words to represent things, actions, and concepts they wish to express
• how to connect words together in a proper sequence
• articulate sounds and use rhythms and pitch patterns that don't exist in their own language
• respond orally to questions and engage in conversations in English
• Teachers may wonder how to teach pronunciation to beginners.
3. MAKING THE CASE
TO TEACH PRONUNCIATION TO ADULT BEGINNERS
• Intelligibility over accent
• Good pronunciation helps
intelligibility
• Perception prior to
pronunciation
• Balancing segmental and
suprasegmental instruction
• Pronunciation is a physical act
Functional load – whether sounds differentiate a large number of words, e.g.,
/iy/ - /ɪ/ feet - fit and /n/ - /l/ night - light
Access over a dozen video clips on Pronunciation Doctor's Youtube Channel,
Pronunciation Workout Playlist. http://bit.ly/PronWorkouts
Suprasegmental features carry the overall meaning load
He eats a baNAna for BREAKfast. (bənænə, brɛkfəst)
She goes to CAnada for a VIsit. (kænədə, vɪzɪt)
The focus word receives the greatest stress and highest pitch
He eats a baNAna for BREAKfast. (not a peach)
He eats a baNAna for BREAKfast. (not for lunch)
4. SAMPLE TASKS
FOR TEACHING PRONUNCIATION TO BEGINNERS
• Syllables and stress
• Rhythm and sentence stress
• TPR with a pronunciation twist
• Songs
5. SYLLABLES AND STRESS:
VOCABULARY & EXPLANATION
• Choose vocabulary relevant to your students and curriculum.
• Explain that when a word has two or more syllables, one syllable is stressed.
A stressed syllable is longer and stronger than an unstressed syllable.
mu-sic has two syllables.
mu-sic is stressed on the first syllable.
(Adapted from Chan, 2006, pages 4-5)
[2-1]• •
• •
6. SYLLABLES AND STRESS:
IDENTIFICATION
• Use one or more of the ways on the following slides to call students' attention to
syllables and stress.
• Focus first on listening discrimination. Students, listen, but don’t speak!
• Start with clear instructions, e.g., Listen carefully for (specify the pronunciation
point). I will say each word two times.
• Specify the expected behavior. (See samples in next slides.)
• Demonstrate with a few examples of familiar words.
7. SYLLABLES AND STRESS:
SYLLABLES
How many syllables do you hear? Show me with your fingers.
(Options: Count and clap the number. Count and tap a finger on the table or the palm
of the other hand. Write the number on paper.)
stu•dent
to•day
in•struc•tor
school
en•gi•neer
Syllables
2
2
3
1
3
8. SYLLABLES AND STRESS:
STRESSED SYLLABLES (FINGERS)
Which syllable is stressed? Show me with your fingers.
stu•dent
to•day
in•struc•tor
school
en•gi•neer
Syllables
2
2
3
1
3
Stressed syllable
1
2
2
1
3
___
___
____
_____
____
9. SYLLABLES AND STRESS:
STRESSED SYLLABLES (PAPER)
On paper, mark the syllables and stress. (Choose one of these alternatives.)
A. Draw a dot over each syllable. Make the dot for the stressed syllable bigger.
begin ever school president develop
B. Write the syllable-stress code: Write the number of syllables before the dash and
the stressed syllable after the dash.
Begin ever school president develop
• l l • l l • • • l •
[2-2] [2-1] [1-1] [3-1] [3-2]
10. SYLLABLES AND STRESS:
PRONUNCIATION PRACTICE
• After listening and gaining awareness, have students practice
the words with auditory, visual and kinesthetic cues to
accompany pronunciation.
• While speaking, clap and feel the rhythm, stretch a rubber
band on the stressed syllable, as demonstrated online
http://youtu.be/6g-bpUJ8f1s, or
• Do the Stress Stretch: stand up on the stressed syllable (Chan 1994,
2009, 2013) as demonstrated here http://youtu.be/PWJv-l6OvAY.
11. RHYTHM AND SENTENCE STRESS:
INTRODUCTIONS
How are you?
A: Hello, Donna. How ARE you?
B: Hi, Marsha. I'm FINE, thanks. How are
YOU?
A: I'M fine, TOO. Let's SIT together.
What do you do?
A: What do you DO?
B: I'm a TEACHer. I teach ENGlish at the
HIGH school. What do YOU do?
A: I'm an engiNEER. I write SOFTware
for VIDeo games.
Stress. Stress are in the first question. Stress you in the second question. (I told you about me; now tell me about you.)
Stress fine in the first response. Stress I'm and too in the second response. (You told me about you; now I'm telling you about me.)
Intonation. Use rising intonation when you address a person directly; it sounds polite. Otherwise, it may sound rude, angry or
abrupt. Use rise-falling intonation on other statements and on WH-questions, including questions beginning with How.
12. RHYTHM AND SENTENCE STRESS:
INTRODUCTION MIXER
For communicative practice, make cards for a role-play.
• On each card, write a name, an
occupation, and other information that is
comprehensible to your beginning
students.
• Distribute the cards, one per student.
• Students, assuming the identity of the card
they hold, walk around the room, find a
partner, and make introductions like the
model dialogs.
Jack
Painter
Tracy
Electrician
Hi! I’m Jack.
I’m a painter. I
paint houses.
What do YOU do?
Hi, Jack. I’m Tracy.
What do you DO?
I’m an electrician.
I install electrical
wires.
13. RHYTHM AND SENTENCE STRESS:
INTRODUCTION MIXER
For communicative practice, make cards for a role-play.
• On each card, write a name, an
occupation, and other information that is
comprehensible to your beginning
students.
• Distribute the cards, one per student.
• Students, assuming the identity of the card
they hold, walk around the room, find a
partner, and make introductions like the
model dialogs.
• When they are finished with one partner,
they exchange cards and take on a new
identity.
• Students continue to mix, listening and
speaking with different classmates.
• Teacher circulates among the students,
guiding their conversations, pronunciation,
stress, and intonation.
14. RHYTHM AND SENTENCE STRESS:
OLD AND NEW
Previously mentioned information (old) is spoken in a low tone, with less
stress than the new information. Focus on the new information, with a
high tone on the stressed syllable. Examples for beginners:
• I have a BOOK. It's an ENGlish book.
• You have a HAT. It's a YELlow hat.
• My son has a DOG. It's a BIG dog.
• My mother has a HANDbag. It's a
LEATHer handbag.
• Please try this CAKE. It's CARrot cake.
• Please use a PEN, a BALLpoint pen.
• Please open the WINdow, the
BATHroom window.
• Please clean the FLOOR, the KITCHen
floor.
15. TPR WITH A PRONUNCIATION TWIST
Prepare appropriate props (real, artificial or pictures). Choose objects and
actions with minimal pairs that your students will benefit from distinguishing.
• Give oral commands using the vocabulary.
• Demonstrate each action (real or role-
play) after saying the command. Let
students listen and observe.
• Call on students individually or in small
groups to perform the actions according
to your commands while the class
observes.
• After modeling the pronunciation in
context many times, have students
repeat the commands chorally many
times to get the feel for the
pronunciation and prosody of each
sentence.
• Call on different individuals to give
and follow commands.
16.
17. TPR WITH A PRONUNCIATION TWIST:
PEEL-PILL, CAP-CUP, BALL-BOWL
Place on a table: a bowl, a ball, a plate, a napkin, the peel of an orange or
banana, a pill, a medicine bottle, a cap, a cup.
1. Students identify the objects when you use commands such as these:
Point to/Touch/Move/Pick up/Put down the _____. (table, bowl, cup, medicine, etc.)
2. Say and perform a variety of actions. Build on the students' prior knowledge. Introduce
new vocabulary at a reasonable pace.
3. Students respond to teacher's commands with actions.
4. Students practice commands chorally (while role-playing actions).
6. Students produce commands; classmates respond physically.
18. TPR WITH A PRONUNCIATION TWIST:
PEEL-PILL, CAP-CUP, BALL-BOWL
Pick up the orange peel.
Put the peel on the plate.
Open the bottle.
Take out the pill.
Put the pill in the cup.
Cover the ball with the napkin.
Move the peel to the napkin.
Put the orange in the bowl.
Put the cap over the peel.
Drop the pill in the bottle.
Move the cup next to the plate.
Smell the peel.
19. SONGS
• Using songs in English is a delightful way to engage learners in repetition of new
sounds, as well as vocabulary and grammar structures.
• To choose a song appropriate for your learners, consider their age, interests, and
proficiency level.
• You may choose a song for its theme, the musical simplicity, the words and
structures in the lyrics, the repeated sounds, and your access to a recorded model
(e.g., an audio file or a video clip) or the ability to sing it yourself.
• Following are two classics for which models are easy to find.
20. SONG: I'VE BEEN WORKING ON THE RAILROAD
I've been working on the railroad
All the live-long day.
I've been working on the railroad
Just to pass the time away.
Can't you hear the whistle blowing,
Rise up so early in the morn;
Can't you hear the captain shouting,
"Dinah, blow your horn!"
Dinah, won't you blow,
Dinah, won't you blow,
Dinah, won't you blow your horn?
Dinah, won't you blow,
Dinah, won't you blow,
Dinah, won't you blow your horn?
Someone's in the kitchen with Dinah
Someone's in the kitchen I know
Someone's in the kitchen with Dinah
Strummin' on the old banjo!
Singin' fee, fie, fiddly-i-o
Fee, fie, fiddly-i-o-o-o-o
Fee, fie, fiddly-i-o
Strummin' on the old banjo.
21. SONG: I'VE BEEN WORKING ON THE RAILROAD
I'VE been WORKing on the RAIL-ROAD
ALL the LIVE-LONG DAY.
I'VE been WORKing on the RAIL-ROAD
JUST to PASS the TIME aWAY.
CAN'T you HEAR the WHIStle BLOWing,
RISE up so EARly in the MORN;
CAN'T you HEAR the CAPtain
SHOUTing,
"DInah, BLOW your HORN!"
DInah, WON'T you BLOW,
DInah, WON'T you BLOW,
DInah, WON'T you BLOW your horn?
DInah, WON'T you BLOW,
DInah, WON'T you BLOW,
DInah, WON'T you BLOW your horn?
SOMEone's in the KITCHen with DInah
SOMEone's in the KITCHen I KNOW
SOMEone's in the KITCHen with DInah
STRUMmin' on the OLD BANJO!
SINGin' FEE, FIE, FIDdly-I-O
FEE, FIE, FIDdly-I-O -O-O-O
FEE, FIE, FIDdly-I-O
STRUMmin' on the OLD BANJO
22. SONG: CLEMENTINE
• Chorus
Oh my darling, oh my darling,
Oh my darling, Clementine!
You are lost and gone forever
Dreadful sorry, Clementine
• In a cavern, in a canyon,
Excavating for a mine
Dwelt a miner, forty-niner,
And his daughter, Clementine. [Chorus]
• Light she was and like a fairy,
And her shoes were number nine
Herring boxes, without topses,
Sandals were for Clementine. [Chorus]
• Drove she ducklings to the water
Ev'ry morning just at nine,
Hit her foot against a splinter,
Fell into the foaming brine. [Chorus]
• Ruby lips above the water,
Blowing bubbles, soft and fine,
But, alas, I was no swimmer,
So I lost my Clementine. [Chorus]
• How I missed her! How I missed her,
How I missed my Clementine,
But I kissed her little sister,
I forgot my Clementine. [Chorus]
23. REFERENCES
Chan, M. (1994). Pronunciation warm up. In K. M. Bailey & L. Savage (Eds.), New ways in teaching speaking, (pp. 202-
204). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Chan, M. (1994). Stress stretch. In K. M. Bailey & L. Savage (Eds.), New ways in teaching speaking, (pp. 252-253).
Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Chan, M. J. (2006) College Oral Communication 1 – English for Academic Success. Series editors: Byrd, P., Reid, J. M.
and Schuemann, C. Boston: Heinle, Cengage Learning.
Chan, M. (2009) Phrase by phrase: Pronunciation and listening in American English. Sunnyvale: Sunburst Media.
Chan, M. (2013) Phrase by Phrase Ch5 SIC1 Lengthening content words with a rubber band. Retrieved from
http://youtu.be/6g-bpUJ8f1s.
Chan, M. J. (2015). Teaching tip: Pronunciation workout! In J. M. Levis & K. LeVelle (Eds.), Proceedings of the 6th annual
pronunciation in second language learning and teaching conference. Ames, IA: Iowa State University.
Chan, M. (2010-2015) Pronunciation workout videos. Retrieved from http://bit.ly/PronWorkouts
Chan M. (2018) “Tasks for teaching pronunciation to beginners” in The TESOL Encyclopedia of English Language
Teaching, First Edition. Edited by John I. Liontas (Project Editor: Margo DelliCarpini; Volume Editor: MaryAnn Christison
and Christel Broady), Hoboken, USA: John Wiley & Sons, Inc.
24. FURTHER READING
• Brown, J. D. Ed. (2012). New ways in teaching connected speech. Alexandria,
Virginia: TESOL International Association.
• Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B. (2010). Teaching
pronunciation: A course book and reference guide (2nd edition). New York, NY:
Cambridge University Press.
• Grant, L. (Ed.) (2014) Pronunciation myths: Applying Second language research to
classroom teaching. Ann Arbor, MI: The University of Michigan Press.
25. MARSHA CHAN’S CONTACT INFORMATION
Email: marsha@sunburstmedia.com, pronunciationdoctor@gmail.com
Pronunciation Doctor on Youtube: www.youtube.com/PronunciationDoctor
Marsha’s Professional Development Blog: www.marshaprofdev.blogspot.com
Marsha’s LinkedIn: www.linkedin.com/in/PronunciationDoctor
Sunburst Media for Language Learners: www.sunburstmedia.com
Marsha’s Presentations: www.sunburstmedia.com/present/present.html
Marsha at Mission College: www.missioncollege.edu/-profiles/chan_marsha.html
Marsha’s SlideShare: www.slideshare.net/purplecast
Telephone (USA): 1 (408) 245-8514