Module 2:TEACHING PRONUNCIATION potx

Sounds in connected speechCoffee, coffee Milk and sugar, milk and sugar Strawberries and cream, strawberries and creamChocolate cake and chocolate biscuits Fish and chips Fish and chips

General Principle

TEACHING PRONUNCIATION

The scope of pronunciation

• Individual sounds

• Sounds in connected speech

• Stress and rhythm

• Intonation

Individual sounds

Sounds in connected speech

Coffee, coffee

Milk and sugar, milk and sugar

Strawberries and cream, strawberries and creamChocolate cake and chocolate biscuits

Fish and chips

Fish and chips

Soup

S-O-O-O-U-P

Stress and Rhythm

COffee, COffee

MILK and SUGAR, MILK and SUGAR

STRAWberries and CREAM, STRAWberries and CREAM CHOcolate CAKE and CHOcolate BIScuits

FISH and CHIPS

FISH and CHIPS

SOUP

S-O-O-O-U-P

More Practice

One two three four

One and two and three and four

One and a two and a three and a four

One and then a two and then a three and then a four

More Practice

One two three four

One and two and three and four

One and a two and a three and a four

One and then a two and then a three and then a four

• What a beautiful shirt!

• Would you like a lift?

• Which shirt do you like, the red one or the blue one?

• What there is left we’ll put it in the pot.

Techniques and Activities

differences between sounds / discriminating sounds

TEACHING VOCABULARY

e.g play the piano, ride a bike, easy class, loud noise

 Opposites or male and female

e.g hot / cold, boy/girl

The vocabulary teaching and

learning process

5 main stages guided by teachers:

1.Understanding and learning the meaning of

 using actions, mime, expressions, gestures

 pointing, touching, tasting, feeling, smelling

 using technology

Stage 1 (continued)

1 Understanding and learning the meaning

of new words – verbal techniques

Stage 2

2 Attending to forms

 listening and repeating

 listening for specific phonological

information (individual sounds, number of syllables, stress patterns)

 observing the written forms (shape, letters,

spelling)

 noticing grammatical information

 copying and organizing

Stage 5

5 Developing strategies for vocabulary

learning

 Becoming aware of a variety of clues to help

guess and predict meaning

 Planning and organizing a vocabulary record

keeping system

 Do self-testing

 Reviewing

TEACHING GRAMMAR

• Formal teaching of grammar is not usually a

major objective in the young learners

classroom

• Using form-focus techniques in

meaningful and interesting contexts

What grammar to teach?

notice the pattern, and then generate new language

expose, develop deep understanding of the

relationship between and grammar meaning

c.leaf – leaves d.I’ve played tennis since I was eight./ I’ve been playing tennis since I was eight.

e.Pete is in the class.

What grammar to teach?

• Facts:

e.g foot – feet, leaf – leaves

learn by heart

• Patterns:

e.g My favorite color is blue.

notice the pattern, and then generate new language

• Choices:

e.g I’ve played tennis since I was eight.

I’ve been playing tennis since I was eight

expose, develop deep understanding of the relationship between and grammar meaning

(Lewis, 1986:9-12)

Sequencing grammar learning activities

1 Noticing new language input

(focusing attention to language form)

2 Structuring knowledge of language

(controlled practice)

3 Involving learners in language fluent

use and communication

Discovery grammar activities

Read and order the pictures in the correct order.

She put on her black stockings, her big black shoes, her long cloak and her tall black hat.

Discovery grammar activities

Answer the questions.

She put on her black stockings, her big black shoes, her long cloak and her tall black hat.

1 Which words are adjectives?

2 Which words are nouns?

3 Where do adjectives go in English?

4 Where do adjectives for color go in English?

5 Where do adjectives for size go in English?

Developing strategies for grammar learning

1 Self / peer-testing

2 Mark changes in form with colored pens

3 Look at the pattern and create their own

pattern book of English grammar

4 …

DEMONSTRATION

play volleyball take photos

play basketball

Stage 1: Teaching vocabulary

1 Expose pupils to the new vocabulary

2 Use pictures and miming to make meaning

clear

3 Conduct choral and individual repetition

4 Check memory – guessing through actions

5 Play a game to reinforce memory

1 2 3 4

Stage 2: Teaching pattern

1 Expose pupils to the new pattern by letting

them read and listen to conversations

2 Engage pupils by asking them to act out the

conversations

3 Focus on the pattern – repetition and

substitution drills; exercises (controlled

practice)

4 Provide language fluent use of pattern -

interview

Stage 3: More Practice – A song