pronunciation activities

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01
TEACHING
PRONUNCIATION
JINJOO MOON

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INTRODUCTION SEGMENTAL
ACTIVITIES
SUPRA-
SEGMENTAL
ACTIVITES
CONTENTS
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A
B
C
students make the same pronunciation error again and
again.
many students dislike phonetics and would prefer to study
grammar or vocabulary. However pronunciation is essential
for students in both their speaking and listening.
Teach phonetics when we come across it in the text book or
context.
INTRODUCTION
1. WHY and How

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D
INTRODUCTION
2. Direction of activities
Passages or scripts for learners to practice
and then read aloud, focusing on stress,
timing, and intonation. This technique may or
may not involve memorization of the text, and
it usually occurs with genres that are
intended to be spoken, such as speeches,
poems, plays, and dialogues.
• A technique used in the Direct Method in
which students listen to a teacher-
provided model and repeat or imitate it.'
This technique has been enhanced by the
use of audio recorders, language labs,
and video recorders.

5. 04SEGMENTAL
• any discrete unit that can be identified, either physically
or auditorily.
• specifically, phonetics and phonology term in linguistic
• separated and individual, such as consonants and
vowels, and occur in a distinct temporal order
SEGMENTAL ?

6. 04SEGMENTAL
1. Rhyme
• Two words rhyme if they have the same
final vowel or vowel and consonant sounds.
• For example
– go rhymes with show
– hat rhymes with cat

7. 04SEGMENTAL
1. Rhyme

8. 04SEGMENTAL
2. Minimal pair
• Pairs of words or phrases in a particular
language
• For example
– PIN with BIN
– ROT with LOT
– ZEAL with SEAL

9. 04SEGMENTAL
2. Minimal pair
• Two piece……………..
• Son of beach…………..
• Fork……………………..
• Sheet……………………

10. 04SEGMENTAL
3. Hidden game
Intermediate level of middle
school
10-20 students
- A look and find puzzle for
students working individually
or in pairs
- 10 minutes
- Identify the common sound
in a group of words
- Practice diphthong sounds
in the context
A
B
C
D
L
E
V
E
L
N
U
M
B
E
R
T
Y
P
E
O
B
J
E
C
T
I
V
E
Segmental level
A
C
B
D

11. 04SEGMENTAL
3. Hidden game
Pre-study on http://www.teachingenglish.org.uk/article/phonemic-chart
Especially try to exercise vowel sounds /ei/ and consonant sound /z/
Ex) eight rain face plate / races lose crazy rise
1.Give each students a puzzle and explain that the name of the four members of the
family in the picture are hidden in the columns of words beside them
2.To find the name, it is necessary to find the common sound that all words in each
column contain, then put these sound below each column. Or they will have to note it by
underlining it in the words.
3.If necessary, provide a ‘menu’ of possible name of characters such as:
Susan Michael Charles Tony Jean Julian Shelia Sally Matthew Joan
Teacher can make other versions of this puzzle using other names or
words or note sound it contains.
Students also could make their own versions for their classmates to solve
preparation
steps
utilization

12. 04SEGMENTAL
3. Hidden game
…source
Joan
Charles
Sheila
Matthew

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4. This activities help…
• Pleasant to hear and clarify the metrical
structure for the listener.
• Listening improvement through
pronunciation repetition and comparing
pairs.
• Students distinguish the diphthongs vowels
and do not mispronounce.

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SUPRASEGMENTAL ?
SUPRASEGMENTAL
• Coexist with multiple segments and cannot be discretely
ordered with them
• Including intonation, linking, reduction, stress, rhythm,
and fluency.
• Requires students to put effort in listening to and
communicating with native
• Pay much more attention to how they utilize these
features while speaking, and thereafter, try to keep
practicing.

15. 05SUPRASEGMENTAL
1. Word stress
• When we say words in English,
we stress or emphasis, one syllable more
than the others. We say the syllable a little
louder or higher.
• To find the main stressed syllable in words
• Words of 2 syllables?
• => Stress often on 1st syllable
• Words of 3 syllables or more?
• => Stress often on 3rd syllable from the end
• In these three pairs of words, the noun has
the stress on the first syllable and the verb
has the stress on the second syllable

16. 05SUPRASEGMENTAL
• Write a word on the board
and have students in a
line. Each member of the
line represents one
syllable. The stressed
syllable must stand up!
• Variation involve putting hands
up, using colored cards,
standing in a line and stepping
forward or backwards, to the
left or to the light etc.
2. Stand up, Sit down!
• Goal : for learners to master word
stress pattern
• Materials : students and chairs
lined up in a row
• Entire class dynamic!

17. 05SUPRASEGMENTAL
3. Intonation
• Intonation exists in every language
• Incorrect intonation can result in
misunderstandings, speakers losing interest or
even taking offence
• Awareness of intonation aids communication
• “continuous changing
of the pitch (tone) of
the speaker’s voice to
express meaning”
_(Bradford)
• It is linked to rhythm,
because rhythm and
stress decides where
we get pitch-change
It's a nice day, isn't it?
ARE YOU:
a) Inviting the person to agree with you that it’s a nice
day?
b) Asking a real question?

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• Students listen to
song and add rising
and falling arrows.
4. The climb
• Goal : to have students be able to
identify rising and falling intonation
patterns
• Materials : song, handout and
arrows
• Small group dynamic!
I DREAMED A DREAM
There was a time when men were kind
When their voices were soft
And their words inviting
There was a time when love was blind
And the world was a song
And the song was exciting
There was a time and it all went wrong
I dreamed a dream in days gone by
When hope was high and life worth living
I dreamed that love would never die
I dreamed that god would be forgiving
Then I was young and unafraid
And dreams were made and used and
wasted
There was no ransom to be paid
No song unsung no wine untasted
http://www.youtube.com/watch?v=WzNVmZfNoa8

19. 05SUPRASEGMENTAL
5. Misheard song lyrics
1. Ask the students if they can recall any examples of
when they have misunderstood the words of a song.
Prompt them by sharing with them an example of
your own.
2. Explain to the students that they will hear a famous
song which has been badly misunderstood. Ask them
to spot the mistakes. Then play the video or audio,
once or twice.
3. Give out the worksheet. Ask students to work
together and try to guess what the correct lyrics
should have been. Tell them that the actual lyrics
sound almost the same as the wrong lyrics. If they’re
having difficulty, give clues, or play a version of the
actual song.

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Thank you !