English Teaching Pronunciation
Index Pronunciation Activities
3 - 4 Pages
Tips of Pronunciation
Pronunciation Bingo Instruction Each students receive a bingo card containing words instead of members. A bingo card designed to practice the minimal pairs contrast /i/ vs /I/. The games begins as listening exercise with teacher reading aloud of words containing target minimal pairs words. When it will call 12th words. Students need to arrive same time to call Bingo. Some students have mistaken to listen the sounds. So it need to check what correct answer is.
1. beat 2.heel 3.seek 4.skied 5.pitch 6.reach 7.leaving 8.feel 9.seat 10.sick 11.sleep. 12. chip B
Writing Limericks Instruction Work in pairs of small groups to write own limericks. Students will receive words cards to make their own limerick. First they need to find their minimal pairs words partner. After the students make their own limerick using their words. rang
Choose correct answer. Target sounds: Practice /f/ and /p/ sounds Instuction Make pairs for students. Students will receive prepared paper. Paper has examples of practice /f/ and /p/ sounds. Separate sheet of practice sounds. It will give each group. One people will receive already taken correct answer for A. Another people will receive already taken correct answer for B. Each group need to read sentences. They need to check correct words for their sheets A. Jane said time was gone fast. A. Jane said time was gone (fast, past). B. Jan (face, pace)’s is slow. B. Jan pace’s is slow. A. June has fear to read books. A. June has (fear, pier) to read books. B. John was visited (flee, plea) market. B. John was visited flee market. A. Jake flop over to the other party. A. Jake (flop, plop) over to the other party. B. (fax, packs) came from Australia. B. Fax came from Australia. A. He caught a pox last Saturday. A. He caught a (pox, fox) last Saturday. B. She received some (fries, prize) for hers B. She received some prizes for hers game. game. A. My fashion is so bad for teach students. A. My (fashion, passion) is so bad for teach B. I don’t like (fad, pad) students. B. I don’t like fad.
Tips to Teach Pronunciation
Vowel Length One of the biggest diﬃculties in clear pronunciation is vowel length. Short vowels aren’t short enough and long vowels aren’t long enough. Do contrasting exercises where long vowels are extra long (e.g. ‘seeeeeat’) and short vowels are very abrupt (e.g. ‘sit’). This is especially great if you are doing short/long minimal pair exercises. It’s important to exaggerate in the beginning so that students can hear the diﬀerence more clearly. Do competitions where students see who can hold the sound the longest. Over time, make the vowels shorter and shorter until they are the appropriate length. Long vowels (& dipthongs) The vowels in: beat, boat, boot, bait, bite Short vowels: bet, bot, but , bat, bit Mouth Positions Studies have shown that explicit instruction in how to position the mouth while speaking greatly helps learners tackling diﬃcult sounds. First, demonstrate with videos and exaggerate making the sounds yourself. Then pass out
mirrors and have students observe their own mouth positions while forming the sounds. Here are some of the most important mouth positions for tricky English sounds: Open mouth: bot, bought (note: for some English dialects, there is no distinction between these vowels) Round mouth: boat, boot, Neutral position: but, bit, bet Corners of mouth pointed down (makes a frown): beat / bat Tongue between teeth: threat; let
Practice Listening You need to hear it before you can say it. Encourage student to get as much listening experience outside of the classroom as possible. Assign listening reports in order to check in and see what kinds of English students are listening to outside of class. Listening doesn’t have to be boring; tell students to listen to popular music, TV shows, movies, anything in English will work!
Teaching pronunciation has undergone many changes by language and language studying theory. Teaching pronunciation’s way not only has changed by pedagogy’s change in studying English, but also ways of teaching guidance has changed by pedagogy’s point of view. Two general approaches to teaching English pronunciation have existed.
(analytic-linguistic approach) is the way that students understand the word’s sound and rhythm utilizing explicit tools and information such as phonetic alphabet, articulatory description and charts of apparatus.
From now, in teaching pronunciation, pronunciation education has developed in two ways of intuitive-imitative approach and analytic-linguistic approach. The first one (intuitive-imitative approach) is the way that listen some word’s sound and rhythm and imitate without oﬀering any information. And in opposition to the first one, the second one
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