Teaching Pronunciation

 On the screen: listen to the speaker and watch her teeth, tongue and lips when she pronouns the two sounds  Long /i:/ is often transcribed from typical letters such as: ea, ee  meat,

 On the screen: listen to the speaker and watch her teeth, tongue and lips when she pronouns the two sounds

 Long /i:/ is often transcribed from typical letters

such as: ea, ee

 meat, veal, heat, meal, beak

 feet, feel, peek, sheep, beef

 Short /ɪ/ is often transcribed from typical letters such as: i, o, u

 Attention to the screen and teacher’s instruction

 Fish:

 golden bream

 silver fish

 eel

 Meat:

 beef

 veal

 chicken breast fillet

 wine (dry/ sweet/

sparkling house wine)

 fizzy drink

 green mustard

 bean

 chili

 olive

 onion

 garlic

 chip

 Fruit:

 lychee

 persimmon

 berry (strawberry/

 At a restaurant

 At the market

 In the kitchen/fridge

 Favourite food

 Everyday meals

 Making a shopping list

 Food recipes

 Read out loud the list of words provided

 Try to distinguish long /i:/ and short /ɪ/

 Repeat after the teacher / (computer) model

 Identify the plural form of the provided words in the list and read them out loud

 Work in pairs or groups of three in 10 minutes Think about all possible themes/ topics of

communication based on the word list Make a

 Show Ss how to pronounce the sound(s)

 Ss listen to the model (or teacher) to distinguish

pairs of long and short sounds (contextualized

exercises are recommended)

 T provides texts containing practiced sounds, and instructs Ss to practice

 Pronunciation is integrated with other foci (i.e.,

meaning, grammar, & communicative intent)

 Speaking activities are conducted to put the sounds into use (e.g., role-play, Q&A)

Designed & Presented by: Vu Thi Hoang Mai, MA

 Description and analysis

 Listening discrimination

 Controlled practice

 Guided practice

Communicative practice