edu english.pptx

Theme: Innovative Techniques in Teaching
Pronunciation
Prepared by: EFL teacher Toshpulatova M.I.
Ferghana-2021
Session -3
Professional skills of the English teacher,
technology and innovations

i9 presentation to Joe Smith
2
Aims of the Class
1. Should we teach pronunciation at all?
2. What is the goal of teaching pronunciation?
3. What aspects of pronunciation do we need to teach?
4. How can teachers help the students to practice
pronunciation?

3
Pronunciation is the way of producing the sounds that
are used to make meaning when speakers speak. It
involves consonants and vowels of a language (segments),
features of speech beyond the level of the individual
segments, like stress, timing, rhythm, intonation and
others.
What is pronunciation ?

4
Should we teach pronunciation?
Two points of views on teaching pronunciation:
Students do not need to learn pronunciation, because pronunciation
will take care of itself as the students develop overall language
ability.
Failure in pronunciation is a great hindrance in language learning.
Therefore the teacher should spend some time in teaching
pronunciation.

5
Should we teach pronunciation?
Whether pronunciation needs special attention of focus
depends on many factors, especially learner factors.
Learners whose native language has similar sounds to English
vs. those whose native language has very different sounds
from English;
Learners who have more exposure to English vs. those who
only learn English in the class;
Adult learners vs. young ones

What is pronunciation teaching?
Pronunciation teaching not only makes students aware
of different sounds and sound features can also improve their
speaking immeasurably. Showing where they are made in the
mouth, making students aware of where words should be
stressed.

7
Aspects of pronunciation
Native speakers (or competent users of the language)
know how to say a word – that is how to pronounce it.
This knowledge is made up of three areas:
sounds
stress
intonation.

Major reasons to teach pronunciation
1
2
4
3
functional intelligibility
functional communicabTHE
IMPORTANCE OF
PRONUNCIATION
/126
ility
increased self-confidence
speech monitoring abilities

Functional intelligibility: Spoken English in which an accent is
not distracting to the listener.
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.

10
According to Elliot (1995), pronunciation is one of the most
important features of an individual’s speech, but a lot of teachers do
not explicitly teach it. It is seldom taught by teachers in the foreign
language classrooms. In addition, it is one of the most difficult
challenges that language teachers and learners face. If teachers
understand the characteristics that impact their learners’ pronunciation,
they can effectively improve their instruction to increase the accuracy
of their learners’ pronunciation
Difficulties of Pronunciation

• A student's first language often interferes with English
pronunciation. Sometimes the students will be able to identify
specific problem sounds and sometimes they won't.
• Another challenge resulting from differences in the first language
is the inability to hear certain English sounds that the native
language does not contain.

For problems such as these, listening is crucial
because students can't produce a sound they can't
hear.
Descriptions of the sound and mouth position can
help students increase their awareness of subtle
sound differences.

Pronunciation features
Here are some ideas for focusing on specific pronunciation features.
 Voicing
Voiced sounds will make the throat vibrate.
For example, /g/ is a voiced sound while /k/ is not, even though the
mouth is in the same position for both sounds.
Have your students touch their throats while pronouncing voiced
and voiceless sounds.
They should feel vibration with the voiced sounds only.

Aspiration
Asp
 Aspiration refers to a puff of air when a sound is produced.
 Many languages have far fewer aspirated sounds than English, and
students may have trouble hearing the aspiration.
 The English /p/, /t/, /k/, and /ch/ are some of the more commonly
aspirated sounds.
To illustrate aspiration:
 have your students hold up a piece of facial tissue a few inches
away from their mouths and
 push it with a puff of air
 while pronouncing a word containing the target sound.

Mouth Position
 Draw simple diagrams of tongue and lip positions.
 Make sure all students can clearly see your mouth while
you model sounds.
 Have students use a mirror to see their mouth, lips, and
tongue while they imitate you.

16

Intonation
 Word or sentence intonation can be mimicked with a kazoo
(mouth organ), or alternatively by humming.
 This will take the students' attention off of the meaning of a
word or sentence and help them focus on the intonation.

18
Word Stress
Word stress is your magic key to understanding spoken English.
Native speakers of English use word stress naturally. Word stress is
so natural for them that they don't even know they use it.
Non-native speakers who speak English to native speakers without
using word stress, encounter two problems:
• They find it difficult to understand native speakers, especially
those speaking fast.
• The native speakers may find it difficult to understand them.

19
What is Word Stress?
In English, we do not say each syllable with the same force or
strength. In one word, we accentuate ONE syllable. We say one
syllable very loudly (big, strong, important) and all the other
syllables very quietly.
Let's take 3 words: photograph, photographer and photographic.
Do they sound the same when spoken?
No. Because we accentuate (stress) ONE syllable in each word.
And it is not always the same syllable. So the shape of each word
is different

Aspects of Word Stress
There are two very important rules about word stress:
One word, one stress. (One word cannot have two stresses. So if
you hear two stresses, you have heard two words, not one word.)
The stress is always on a vowel. This happens in ALL words with 2
or more syllables: TEACHer, JaPAN, CHINa, aBOVE,
converSAtion, INteresting, imPORtant, deMAND, etCETera
The syllables that are not stressed are weak or small or quiet. Native
speakers of English listen for the STRESSED syllables, not the
weak syllables. If you use word stress in your speech, you will
instantly and automatically improve your pronunciation and your
comprehension.

Why is Word Stress Important?
Word stress is not used in all languages. Some languages, Japanese
or French for example, pronounce each syllable with equal
emphasis.
Other languages, English for example, use word stress.
Word stress is not an optional extra that you can add to the English
language if you want. It is part of the language! English speakers
use word stress to communicate rapidly and accurately, even in
difficult conditions. If, for example, you do not hear a word clearly,
you can still understand the word because of the position of the
stress.

Where do We Put Word Stress?
There are some rules about which syllable to stress. But...the rules
are rather complicated! Probably the best way to learn is from
experience. Listen carefully to spoken English and try to develop a
feeling for the "music" of the language. hen you learn a new word,
you should also learn its stress pattern. If you keep a vocabulary
book, make a note to show which syllable is stressed. If you do not
know, you can look in a dictionary. All dictionaries give the
phonetic spelling of a word. This is where they show which
syllable is stressed, usually with an apostrophe (') just before or
just after the stressed syllable.

24
Intonation: An Example
A: Would you please turn down the radio a little
bit?
B: Sorry.↘ (with a sharp falling: No, I don’t want
to.)
Or: B: Sorry.↗(with a rising: What did you say?)

Linking
We pronounce phrases and even whole sentences as one smooth
sound instead of a series of separate words.
'Will Amy go away,' is rendered 'Willaymeegowaway.'
 To help learners link words, try starting at the end of a sentence and
have them repeat a phrase, adding more of the sentence as they can
master it.
 For example, 'gowaway,'
 then 'aymeegowaway,'
• and finally 'Willaymeegowaway' without any pauses between
words

Informal sentences
• What are you going to do tonight?
• [wǝdǝyǝgǝnǝdutǝnait]
• Do you want to go to a movie tonight?
• [jəwanəgotəəmuvitənait]

Vowel Length
.
You can demonstrate varying vowel lengths within a word by
stretching rubber bands on the longer vowels and letting them
contract on shorter ones.
 Then let the students try it.
For example,
 the word 'fifteen' would have the rubber band stretched for the
'ee' vowel, but the word 'fifty' would not have the band stretched
because both of its vowels are spoken quickly.

Syllables
 Have students count syllables in a word.
 Illustrate syllable stress by clapping softly and loudly.
For example,
 the word 'beautiful' would be loud-soft-soft.
 Practice with short lists of words with the same syllabic stress
pattern ('beautiful,' 'telephone,' 'Florida') and
 then see if your learners can list other words with that pattern.

29
Specific Sounds
 Minimal pairs, or words such as 'bit/bat' that differ by
only one sound, are useful for helping students distinguish
similar sounds.
Tongue twisters are useful for practicing specific target
sounds plus they're fun. Make sure the vocabulary isn't too
difficult.

30
Techniques
• Exercise should be simple, accessible, fun and
combine reception and production.
• Some students do feel embarassed to pull
ridiculuous faces when practising vowel sounds
• but this soon passes and students enjoy the
pronunciation work.
• Where possible, exercises should be communicative

31
How can the song be taught?
Students listen to the song with closing the book, then
teacher can write it on the board and make students listen to it with
following of its words on the board. After that, teacher lets students
to read single line individually. Teacher can let a clever student to
read it loudly, Then all the class can sing together with doing
actions.

32
How can the rhyme be taught?
1. Teacher let students to listen to the rhyme, then they can read the
text aloud together.
2.Teacher can write the rhyme on the board and color every two words
which end of at least one similar sound with the same color, and make
students read every two words with the same color together.
3.Then teacher let students listen to the rhyme once again.
4. After that, Students can read it individually.

33
How can the poem be taught?
The teacher can read the poem loudly and students listen
with closing the book. Then the students listen once again and
follow the list on the textbook. Teacher lets to a clever student to
read it loudly. Then the teacher make students to read it
individually..

34
Pronouncing the “th”
The “th” is one of the hardest consonant sounds to pronounce. It can be pronounced
in three different ways: as a “d” (/ð/) as in this, that, these, those, they or them; as
the voiceless /θ/ in three, thing, thought; or as a /t/ as in Thai or Thames. The
pronunciation of the /θ/ is especially difficult for some - students often say tree
instead of three.
How to fix it: Go over the difference between the three types of pronunciation.
Don’t forget to mention that the third one is the least common. As for the difficulty in
pronouncing the /θ/, show students how to place their tongues between their teeth
and force air out to make the right sound.

Th- sound
• Three-free
• Thin-fin
• Thread-Fred
• Death-deaf
• They-day
• Those-doze
• Words from your subject
area:

36
Pronouncing the Schwa
The schwa ([ə]) is a sound that is typical in unstressed syllables, for instance in
long words like mem(o)ry, choc(o)late or shorter ones like th(e) or t(o). The usual
mistake is for students to pronounce the word syllable by syllable: me-mo-ry.
How to fix it: Introduce the schwa to students and give them plenty of examples.
Remind them of the fact that English is a stressed, not a syllabic language, and that
unstressed syllables or words in English often have this sound.

37
Pronouncing the Short “i”
The short “i” or [i] as pronounced in words like live, sit, fit, hit usually poses a
problem as students may be inclined to pronounce them as leave, seat, feet, or heat.
How to fix it: Give them plenty of practice with these confusing word pairs:
live-leave; sit-seat; fit-feet, hit-heat, etc… First say each and ask them if they can
hear the difference. Next, repeat each set and have your students repeat. Be sure to
either write the words on the board so they can see the difference in spelling or
show them word cards. The more practice you give them, the better they’ll
pronounce these words.

38
Confusing the “w” and the “v”
This is a typical pronunciation problem in some European nations. Some students
have a hard time pronouncing the “w” sound. Water is pronounced as vater; west is
pronounced as vest, and so on.
How to fix it: If you have students who have a hard time pronouncing the “w” show
them how to round their mouths into an “o” and then unround them to produce the
right sound.

V-sound
• Vic-wick
• Wine-vine
• Why-vie
• Advice
• Arrive
• Five
• Words from your subject area:

40
Pronunciation Basketball
In this game, students each receive some slips of paper with words
on them. If they pronounce it correctly, they crumple the paper up
and get a chance to toss it into the “basket” for a point for their
team. If not, they keep it and get another chance when the game
comes back to them. This is one of my favourite pronunciations
games because it has some serious pronunciation practice but also a
nice element of luck to it.

41
Chinese Whispers
I’m sure every single TEFL teacher likes to have a few
activities or games that require absolutely nothing in the
way of preparation or materials in their back pocket, right?
Chinese Whispers is one such game and the other good
thing is that it’s perfect for practicing pronunciation in a
fun way.

42
Use tongue twisters
Finally, tongue twisters can be great fun to check out how well students can
pronounce words and sounds. Here are some simple examples:
A proper cup of coffee in a proper coffee cup.
I can think of six thin things and of six thick things too.
She sells seashells on the seashore.
A fat fly flew through the thick fog.
Not these things here, but those things there.

43
• Pronunciation is an integral part of communication that should be
incorporated into classroom activities.
• EFL teachers should pay attention to the learners’ needs and abilities and include
pronunciation into their oral skills and other English classes.
• EFL teachers should help their learners to produce the English words accurately
and increase their awareness towards the importance of pronunciation into their
classes.
• Teachers should use different techniques and strategies for teaching
pronunciation. With more techniques and strategies
Suggestions for teachers

44
Thank you FOR YOUR
ATTENTION

edu english.pptx

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Ähnlich wie edu english.pptx

Ähnlich wie edu english.pptx (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

edu english.pptx