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1. “METHODSOFTEACHING ENGLSIH“
TOPIC:
TEACHING OF PORNUNCIATION
INSTRUCTOR:
MA’AMHUMERA AMIN

2. CONTANTS
 What is pronunciation?
 What is pronunciation teaching?
 Why to teach pronunciation?
 What to know to teach?
 Pronunciation issues
 Problems that can students encounter
 How to teach pronunciation?
 Techniques of teaching pronunciation?

3.  What is pronunciation?
Pronunciation is the way in which a word or a language is spoken. This may refer to generally
agreed-upon sequences of sounds used in speaking a given word or language in a
specific dialect ("correct pronunciation").
Or
Simply the way a particular individual speaks a word or language.
 What is pronunciation teaching?
Showing where they are made in the mouth, making students aware of where words should
be.
 Why to teach pronunciation?
Teach pronunciation to build on…
 Functional communicability: learner’s ability to function successfully within the specific
communicative situations.
 Self-confidence: Dependent on the ones mentioned above.
 Speech monitoring abilities: Good learners listen to the input and try to imitate it.
 Functional intelligibility: Spoken English in which an accent is not distracting to the
listener.
 Problems that students can encounter
1. It is overlooked in a lot of course books
2. Difficult to teach in multilingual classes
3. If it’s not tested, it’s not important
4. Some teachers think it is easy, but it actually needs a lot of work
5. It’s often left until later.
6. it is very overlooked by teachers,
 What to teach? Individual sounds (perhaps using the IPA – see below)
1. Sound linking
2. Connected speech (perhaps through songs)
3. Weak forms (schwa)
4. Voice – get them to imitate English speakers
5. Syllable stress - highlight length, pitch, loudness, & vowel clarity
6. Intonation

4. 7. Minimal pairs
8. Chunking
9. Pausing
10. Rhythm
11. Awareness of varieties of English
12. Awareness and recognition – production will come later
 Pronunciation issues:
 Teachers give more importance to study grammar and vocabulary.
 Teachers get students to study listening and reading
 Teachers see that pronunciation teaching will only make things worse
 Teachers ignore benefits of pronunciation teaching
 How to teachpronunciation?
 Integrate it into your lessons as much as possible
 Start with little steps, and build from there
 Model the shape of the mouth, and ask them to think about their tongues and lips!
 Record your students’ voice and use it to focus on pronunciation issues.
 Combine it with listening.
Use games
 Mouth exercises
 Use different colored pens, dots, connections, arrows…
 Exaggerate pronunciation
Listen to the radio and imitate the accent
 Exaggerate sounds – its fun, and SS can feel the difference between them
 Cuisenaire rods fabulous for teaching word/sentence stress, intonation etc.
 Techniques of teaching:
 Working with sound:
Contrasting two sounds which are very similar and often confused to concentrate on
specific aspects of pronunciation.
E.g. Students listening to pairs of words and practicing the different between /∫/ and /t∫/

5. Similar Words
Washing Watching Mash Match
Sherry Cherry Sheep Cheap
Cash Catch Shoes Choose
 Working with stress:
For stress in word, we can ask students to put words in correct columns depending upon
their patterns.
Example:
A B
information discovery
consultation recovery
aggravation acknowledgment
agoraphobic photographer
insulation catastrophe
 Working with Intonation:
Change in pitch is used to convey meaning, to reflect the thematic structure of what people
saying and to convey mood.
Example: Students listens to some examples to identify falling and rising tones.
NOTICE HOW THE VOICE FALLAT THE END NOTICE HOW THE VOICE RISESAT THE END
It’s mine I think so
I met him at the disco Is this the Paris train?
She’s from Rome Probably
IS it yours? Are they here yet?
 Sounds and spelling:
Students are asked to look for the rule of pronouncing letter c in two ways as /k/ and /s/.
Teacher might have to prompt them by suggesting to look at the letter which follow the.
A B
Centre Cap
Certain Come
Nice Cup
Bicycle Can
City Crack

6.  Connected speech and fluency:
Stage 1: comparing: ask students what the differences between /a/ /æm//gəƱɪŋ/ /tu:/ /sɪ:/
/hɪm/ /təmɒrəƱ/ and /aɪmgɒnəsɪjɪmtəmrɒəƱ/.
Stage 2: identifying: ask students to write out a full grammatical equivalent of connected
speech
e.g. /dʒəwɒnəkɒfi/ is equivalent to do you want a coffee?
Stage 3: production: get students to say the phrases and sentences in connected version.
 Tongue twisters:
Tongue twisters are useful for practicing specific target sounds, plus they’re fun make sure
the vocabulary is not too difficult.