A ppt about teaching pronunciation.

1. By: Orchid group
Members :
Meilina
Rinda Agustia
Sarah Suci Hartina
Uci Rahmawati
Lecturers:
Drs. Soni Mirizon, M.A.
Dra. Margaretha Dinar Sitinjak, M.A.
Teaching Pronunciation
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2. Content
Perfection versus intelligibility
Problems
Phonemic symbols
When to teach pronunciation
Examples of pronunciation teaching
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3. Perfection versus intelligibility
 The degree of ‘perfect’ pronunciation depends on students attitude to
speak and hear.
 *Pronunciation feature is more important when intelligibility is the goal of
pronunciation. *Stressing words or phrases and *intonation are vital.
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4. Problems
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• Problem with different sounds where
their language doesn’t have the sounds.
• e.g., /b/ and /v/ for Spanish speakers.
1. What students
can hear
• Problem with physical unfamiliarity of
sounds e.g., the sound of /Ɵ/ and /ð/
for Indonesian speakers.
2. What students
can say
• Problem to identify the different
patterns of rising and falling tones.
3. The intonation
problem

5. Phonemic symbols
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• Some reasons for using phonemic symbols:
1. Phonemic symbols help students to be aware of
different phonemes.
2. Dictionaries usually give the pronunciation of
headwords in phonemic symbols.
3. It is easier to explain what mistake has occurred
when teacher and students know the symbols.
4. The symbols of pronunciation can be used for tasks
and games.

6. When to teach pronunciation
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 Whole lesson : Teachers devote whole lesson
sequences to pronunciation.
 Discrete slots : Teachers insert short, separate bits
of pronunciation work into lesson
sequences.
 Integrated phases : Teachers get students to focus on
pronunciation issues as an integral part of
a lesson.
 Opportunistic : Teachers spends a short times to
focus on teaching pronunciation issue that has arisen

7. Examples of pronunciation
teaching
1. Working with sound
2. Working with stress
3. Working with Intonation
4. Sounds and spelling
5. Connected speech and fluency
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8. Working with sound
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 Idea: Contrasting two sounds which are very similar
and often confused to concentrate on specific aspects
of pronunciation.
 Example: Students listening to pairs of words and
practicing the different between /∫/ and /t∫/ship chip Washing Watching
Sherry Cherry Cash Catch
Shoes Choose Mash Match
Sheep Cheap Wish Witch, which

9. Working with stress
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 For stress in word, we can ask students to put words
in correct columns depending upon their patterns.
 Example:
information discovery
consultation recovery
aggravation acknowledgment
insulation catastrophe
agoraphobic photographer

10. Working with Intonation
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 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 fall Notice how the voice
rises
at the end: at the end:
It’s MINE. I THINK so.
She’s from ROME. PROBABLY.
Is it YOURS? Are they HERE yet?
I MET him at the DISCO. Is THIS the PARIS train?

11. Sounds and spelling
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 Example: 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 c.
A B
centre certain cap custom
nice fence cup can
city cycle crack coin
policy bicycle call cost
decide cinema come could

12. Connected speech and fluency
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 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.

13. Reference:
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 Harmer, J. (2007). The practice of English
language teaching. Essex, England: Longman.

14. Thank you
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