Teaching Pronunciation
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Transcript of Teaching Pronunciation
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Teaching Pronunciation
Dr. Walid Amer
September 26th, 2011
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Teaching pronunciation
Introduce the sounds of English naturally by native speakers using websites of English sounds like:
http://www.teachingenglish.org.uk/
try/activities/phonemic-chart
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Activities for teaching pronunciation
Minimal pairs Bin pin Bay pay Bound pound associate the sound with the most
common graphic representation /i:/ as seek, see, feet, receive,
conceive, defeat, beat, eat, etc.
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Activities for teaching pronunciation
Indicate the manner and place of articulation though facial movement: lip rounding and tongue movement as in o u
use songs and rhymes with young learners on tapes by native speakers
round and round the rugged rock the ragged rascal ran
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Activities for teaching pronunciation
pay special attention to consonant clusters
draw attention to diphthongs which do not occur in SA as a guide to pronunciation.
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Activities for teaching pronunciation
introduce natural English in the class through films videos CDs or tapes.
introduce the identical sounds in both lgs.
focus on articulatory differences betweens sounds in SA and E.
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Activities for teaching pronunciation
use the following games: Pictures and sounds: there can be
pictures of a pot and port, sheep and ship,
Hat and hut, cart and kite, somebody thinking somebody sinking
do people wear on their heads huts?
Does anyone lives in a hat?
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Differentiation between two vowels
Objective: by the end of the lesson, learners are expected to be able to differentiate between
pot/port spot/sport shot/ short cot/caught
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Step one T says hot, got, pot SS notice the place of articulation
T says as SS repeat (words on the board) Got, pot, what, often
Open your mouth and make your lips round It’s a short sound T appoints individuals to read words Can you generate words from your own that
contain the same sounds
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Step two
T says or, floor, law, bought, SS notice the place of articulation T says as SS repeat (words on the board) water, more, caught, fought
Push your lips forward and make them round It’s a long sound T appoints individuals to read
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Step ThreePut the two vowels together
SS listen and repeat (whole class) Pot/port Cot/caught Spot/sport Shot/ short T appoints individuals to read
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Step fourEvaluation
Choose the word you hear:
1. (a. pot, b. port)
2. (a. short, b. shot)
3. (a. sport, b. spot)
4. (a. port, b. pot)
5. (a. cot, b. caught)
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Evaluation con.
Look at the words, then write the word you hear in your notebook
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Teaching the stress
Learn the stress of every single word when learning the word
Give generalizations when teaching stress Use the English pronouncing dictionary Teacher should keep a record of students
pronunciation mistakes and help students avoid them individually or in remedial sessions.
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Exercise 1
Listen and read: a- I love to row in my big blue boat, b- My big blue boat, my big blue boat; c- I love to row in my big blue boat, d- Out in the deep blue sea.
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exercise 2
Listen and draw dots. Listen and draw dots. 1-The big blue boat has two red
sails. 2- So come and row in my big blue
boat. 3- Out in the deep blue sea.
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exercise 3
Listen and repeat:-
a- I gave her the book. b- I gave her the book. c- I gave her the book. d- I gave her the book.
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Exercise 4
Listen and read. Then practice in pairs:- Doctor : So you're Ahmed. Boy : No, doctor. I'm Ali. Doctor : Sorry. Now, Ali, you're twelve
years old. Boy : No, I'm thirteen years old. Doctor : Oh dear. And you’ve got a bad
headache. Boy : No, I have got a bad earache.
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Exercise 5
Listen and repeat:- Amy : My cousin is fourteen years old. Rania: how old? Did you say she's
forty years old. Amy : No, not forty. Fourteen. Rania: My cousins are fifteen and
seventeen years old.
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Exercise 6
Listen and mark the stress: a- animal b- banana c-
disagree
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Exercise 7
Listen and repeat:
a- Saturday b- paragraph c- calendar d- magazine e-
principle f- tomato b- potatoes c- important d- pollution e- policeman
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