2. OBJECTIVES
To describe possible problems students/people can face if their
pronunciation is not intelligible enough
To identify aspects of pronunciation that need to be addressed
To explain some common techniques used when teaching
pronunciation
To describe the stages of framework for teaching pronunciation
4. SOME COMMON/POSSIBLE PROBLEMS
STUDENTS/PEOPLE FACE BECAUSE
OF WRONG PRONUNCIATION
Words: I’ll take the soap. (Talking to a waiter meaning soup)
Stress : The winner’s record/record
Do you mind if I Open the window?
How long have you been in London?
Intonation: Why don’t you come to my PARty?
WHY don’t you come to my party?
5. TEACHING PRONUNCIATION:
CONTENT
Individual Sounds
/θ/ think
Words
“Schedule”, “identify”
Stress
óbject vs objéct
I love soccer.
I love soccer.
I love soccer.
Intonation
This is your wallet, right?
Rhythm
I like this picture.
6. COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
Drilling/Choral repetition
Minimal pairs
Chants/Rimes/Poems/Tongue twisters
Kinesthetic activities
Graphic representation
Role plays
Peer monitoring
Technology enhanced
Phonetic chart
8. Minimal pairs
They day
Live leave
Book look
Use used
COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
9. Chants/rimes/tongue twisters
Cinderella,
Dressed in yellow,
Went upstairs to kiss a fellow. (Pretend to walk up stairs.)
Made a mistake and kissed a snake. (Pretend to kiss a snake.)
How many doctors did it take?
COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
10. Kinesthetic activites?
Which is your favorite dish____,______, or ______?
COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
11. Graphic representations
I talk to my mother when I have a problem.
COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
12. Role plays
A: Do you want some tea?
B: No, thanks.
A: What about some milk?
B: That sounds great.
COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
13. Peer-monitoring
Did you say sheep or ship?
COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
14. Technology enhanced
COMMON TECHNIQUES WHEN
TEACHING PRONUNCIATION
http://audacity.sourceforge.net/?lang=es
www.speakpipe.com
16. A FRAMEWORK FOR TEACHING
PRONUNCIATION
1. Description and Analysis
2. Listening Discrimination
3. Controlled Practice
4. Guided Practice
5. Communicative Practice
17. A FRAMEWORK FOR TEACHING
PRONUNCIATION
1. Description and Analysis
The teacher presents a feature showing when and how it
occurs. The teacher can present examples or rules.
Example: /t/ /d/ /id/
liked loved wanted
Rules for the past endings
18. A FRAMEWORK FOR TEACHING
PRONUNCIATION
2. Listening Discrimination
The teacher presents listening contextualized for activities
for discrimination exercises.
Example: you work/worked at the school.
They visit/visited their friends.
I live/lived in this city.
19. A FRAMEWORK FOR TEACHING
PRONUNCIATION
3. Controlled Practice
In controlled activites the learner’s’ attention should be
focused almost completely on form.
Example: live lived
work worked
study studied
20. A FRAMEWORK FOR TEACHING
PRONUNCIATION
4. Guided Practice
In guided practice, the learners’ attention is no longer entirely
on form. The learner now begins to focus on meaning, grammar, and
communicative intent as well as pronunciation.
Example: A: Did you work last night?
B: Yes, I did. I worked until 11:00 pm
A: What did you do?
B: I fixed my computer and prepared my report.
21. A FRAMEWORK FOR TEACHING
PRONUNCIATION
5. Communicative Practice
In this stage, activities balance between form and meaning.
Example: Make a list of the activities you did on your last vacation.
Talk to a partner and find out about similarities and differences.
Note: This kind of practice could be integrated to speaking activities.
22. EXPERIMENTING THE FRAMEWORK TO
TEACH PRONUNCIATION
1. Description and Analysis
2. Listening Discrimination
3. Controlled Practice
4. Guided Practice
5. Communicative Practice
