1、Teaching Pronunciation l In the process of communication,pronunciation is of paramount importance,since successful communication cannot take place without correct pronunciation.(Celce-Murcia,Brinton&Goodwin,1996).The Role of Pronunciation1 The Goal of Teaching Pronunciation2 Aspects of Pronunciation
2、3Pronunciation Practice4 The Role of PronunciationStudents dont need to learn pronunciationFailure in pronunciation is a great obstacle in language learning.1.Students need to be able to read International Phonetic Alphabets.2.Students need to be able to write International Phonetic Alphabets.3.Stud
3、ents need to know phonetics in order to learn English.4.Poor pronunciation may cause problems for the learning of other skills.5.Adult learners need to focus on pronunciation,but young learners dont.6.Both consistency and accuracy in pronunciation are very important.7.Stress and intonation are not i
4、mportant for beginning learners.8.Students should learn Received Pronunciation(RP).9.Stress in pronunciation is sometimes as important as grammar.10.Bad intonation can lead to serious misunderstandings.Factors that decide whether pronunciation needs special attention:learners native language;exposur
5、e to English;age etc.Teaching pronunciationPhonetic rules should be avoided at the beginning stageStress and intonation should be taught from the very beginningDistinction between pronunciation and phonetics The Goal of Teaching PronunciationWork in groups and brainstorm any reasons why mostlearners
6、 of English as a foreign language cannotacquire native-like English pronunciation.When youare ready,join another group and compare your ideas.Some factors:Aspects of PronunciationsoundsintonationrhythmPhonetic symbolsstress Work in groups and brainstorm the common problems that Chinese students expe
7、rience with English pronunciation.Then discuss the possible causes for these problems and possible solutions.Imagine that you want to focus on a sound that your students are having difficulty with.Which of the following steps are necessary?In what order would you teach and practice the sound?On the
8、line tick the steps that you think are necessary.In the brackets,write the order numbers.Practising SoundsTask 4Helpful Hints for Focusing on a SoundlFocus only on those sounds which are causing difficulty to the students.The following steps may be helpful in teaching the difficult sounds:1)Say the
9、sound alone,but this may be avoided wherever possible.2)Say the sound in a word.3)Contrast it with other sounds if necessary.4)Write words on the board only when it becomes necessary to make your point clearer.5)Explain how to make the sound when necessary.6)Have students repeat the sound in chorus.
10、7)Have individual students repeat the sound.Perception practiceMinimal pairsWhich orderpitpetbet beartearearbeardbeerbear132 312 213Same or different?metmeetwellwellwellwillDS DOdd one outbitbitbitpit(No.4 is different.)lidledlidlid(No.2 is different.)bagbagbackbag(No.3 is different.)loadloudloadloa
11、d(No.2 is different.)Completion_ate _ate _ate _ate _ate _ate _ate _ate Task 5lChoose a problematic English sound and design a perception practice activity.When you are ready,go into groups of 5 and try out your activity in turns.Notice how effective your activity proves to be.Listen and repeat Fill
12、in the blanks.a.Children love to play games.b.Black and white make gray.c.After April comes May.d.Hurry up.Dont be late for school.e.We study in the same class.We are classmates.Make up sentences Use meaningful contextUse pictures This is old Jack.He has a black cat.Its name is Pat.It is very fat.Us
13、e tongue twisterslDo not teach the sounds of English individually.The sounds should be part of a meaningful word or phrase or sentence.Students generally pick up the sound system by listening to your model or voices on cassette,etc.lIf we spend a lot of time on pronunciation exercises,student intere
14、st may dwindle.So,teachers should move on to something else when pronunciation exercises no longer produce noticeable progress.Five to ten minutes of class time per meeting for as long as the need and willingness of the students last this is a golden rule.(Bowen,1985).l“Correct students sometimes,bu
15、t not all the time.If we are practicing one particular language point,then I insist that they say it correctly.But if we are doing a freer activity then I try not to correct too much.If I do correct,I try to do it in an encouraging way.”l“Try to correct errors as little as possible.I want my student
16、s to express themselves in English without worrying too much about making mistakes.Sometimes I notice points that everyone gets wrong,and deal with them later,but I never interrupt students to correct them.”Practising Stress IntonationStress refers to the amount of force with which a sound or syllab
17、le is uttered.1.Word stress2.Sentence stressnTask 6 advert/advertisement popular/popularityphotograph/photographer celebrate/celebrityorganise/organisation music/musicianevacuate/evacuation publish/publicitynTask 7Sentences with a different stress 1.I want two return tickets to London.2.I want two r
18、eturn tickets to London.3.I want two return tickets to London.Three ways to show stressnUse the voicenUse gesturesnUse the blackboard Work in groups and demonstrate how you can apply the methods introduced above to show the stress pattern of the following words,phrases and sentences.nIntonation is s
19、peech melody,the way our voice goes up and down as we speak.Intonation is very important in expressing meaning,and especially in showing our feelings,such as surprise,anger,disbelief,gratitude,etc.Intonation patterns are quite complex,and it is better for students to acquire them naturally rather th
20、an try to learn them consciously.That is,your modeling and their imitation in an unconscious way is important.Intonation Three basic types of intonationnThe falling intonationnThe rising intonationnThe level intonationnHes moved to Glasgow.nHe moved to Glasgow(about a year ago).nWhere do you live?nW
21、here do you live?Work in groups.Demonstrate how you can 1)help the students practise saying the following sentences;2)indicate the normal intonation in the following sentences;then change the intonation and see how the meaning can be changed.Task 9 Concluding RemarksnUse individual,pair,group and wh
22、ole class work to create a pleasant,relaxed,and dynamic classroom.nUse hands and arms to conduct choral pronunciation practice.nMove around the classroom when doing choral practice.nVary the criteria of“good”in pronunciation practice to give students confidence.nIt is helpful to do articulation prac
23、tice more than once.nBring interests and variety to the practice of pronunciation.nThe main criteria for good pronunciation are consistency,intelligibility,and communicative efficiency.nDo not rely on explanations.Make full use of demonstrations.nTry to use visual aids.nTeachers should be extremely
24、imaginative and creative.Pronunciation Questionnaire1.Do you think that it is important to speak with good pronunciation?Why or why not?2.Do you think it is important for you to teach pronunciation in your classes?Why or why not?3.In what situations would it be particularly useful or perhaps necessa
25、ry to speak with good pronunciation?Pronunciation Questionnaire4.Do you think that pronunciation will be interesting/important to your students?5.How do you plan on teaching pronunciation to your students?6.For you,which is more important,that your students have a good pronunciation or that they communicate effectively?Explain.
