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The aim of this module is for you to understand how to integrate pronunciation practice in the classroom. The module looks at various aspects of pronunciation including stress, intonation and features of connected speech. You'll experience and evaluate activities, and plan how to integrate pronunciation activities with
This module explored the sound system of English and the way sounds function within it. The module also looked at how to describe the key aspects of pronunciation and relate these to the teaching of pronunciation.
pronunciation teaching for teachers (Teaching Pronunciation). The present project follows on from these projects (the report and two CD-ROMs), and seeks to provide detailed frameworks for teachers to use in working on pronunciation
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The purpose of this study is to review articles on strategies for teaching pronunciation from different sources, so public school teachers and ESOL instructors at higher education institution can make use of the strategies reviewed here.
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- Introduction
- Procedure
- Vowels
- Consonants
- Word stress
- Procedure
- Procedure
- N æ :
- 1.4 Consonant clusters: English and first-language differences
- Procedure
- Extension
- Procedure
- Extension
- 1.6 Sounding English
- 1.7 Pronouncing names in English
- Procedure
- 1.8 Pronouncing places, products and planets
- Procedure
Aims Organisation What is pronunciation? Key issues in pronunciation teaching and learning Activities
Give a copy of the handout to each student and ask them to look at the section on vowels. Present the examples in 1. Say the words and explain that vowel sounds are underlined. Students do the exercise in 2 and check the answers. Give students some time to think about the question in 3. They should talk about their answers to a partner or other stu...
Examples: job give good car Underline the vowel sounds in these words: fall learn way road Does your language have the same vowel sounds? Give example words: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
Examples: my top work this Underline the consonant sounds in these words: shoe rob good leave Does your language have the same consonant sounds? Give example words: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
Examples: traffic about terrible tomorrow Underline the stressed syllable in these words: banana teacher engineer alone chemistry Does your language have words with the same stress pattern? conversation Give example words: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
Give a copy of the handout to each student and give them some time to complete it. (This might be best done as a homework activity.) Point out that the person they think of in C doesn’t have to be a native English speaker. It could be, for example, someone who shares their first language, who they have heard speaking English. Students report back t...
Display the chart in Box 3. Point to /i:/ and say the word mea few times, elongating the vowel. Explain the chart by saying that when we say this vowel the tongue is ‘high’ in the mouth, nearly touching the roof of the mouth; that the tongue is pushed towards the ‘front’ of the mouth; and the lips are spread and less forward. Ask students to say th...
T : A A : C K Lips spread and less forward Lips rounded and slightly forward LOW
The possible consonant clusters at the beginnings of words varies from language to language. This exercise builds awareness of what is possible in English and how this may be different from what is possible in the student’s first language. Focus Level Time Comparing consonant clusters in English and students’ first language Elementary+
Write a list of consonant clusters (comprising two or three consonant sounds) on the board. You could write these either as letters or using phonetic symbols. These should be a random mixture of possible and impossible combinations for the beginning of English words. (See Appendix 3 for possible combinations.) For example: possible: pl-, fr-, tr-, ...
If you find clusters that are possible in English but not in a student’s first language, it may well be that these will cause them pronunciation difficulties. Use this activity as a diagnostic exercise to identify clusters that may need attention.
In the class, play the first utterance a couple of times and ask students as a group and then individually to repeat, trying to say it in exactly the same way. Then ask ‘What words did you say?’ and write these on the board. Ask students to say how the pronunciation on the recording differs from the pronunciation of the words said slowly and carefu...
Repeat the activity using short sections of recordings you use for other purposes (e.g. in teaching listening or as model dialogues), to develop awareness of changes in pronunciation in connected speech.
The aim of this activity is to get students thinking about how other non-native speakers pronounce English and what pronunciations students value highly. If appropriate, you could make this more explicit at the end of the activity by asking why they have chosen particular students as having ‘better’ English pronunciation. What is it about these stu...
This activity is intended to raise awareness of pronunciation differences between English and students’ first language by focusing on the students’ first names. Focus Level Time Pronouncing first names in English Elementary+
Your students may: have names with an equivalent used in English-speaking countries (i.e. with the same or nearly the same spelling, but different pronunciation); examples of names used in both English-speaking and other countries include David, Laura, Peter, Robert, Elizabeth and Martin have names with no equivalent in English-speaking countries h...
The aim of this activity is to compare names (of cities, products, geographical features, etc.) that are often pronounced similarly (and are often written in the same or a similar way) in a number of languages. By comparing the usual (British) English pronunciation with the pronunciation in the students’ language(s), more general differences in pro...
Students work in pairs or groups. In a multilingual class, try to have different first-language students working together. Point to the list on the board/OHT. Ask students to write down how each of the words are written in their first language and to note any differences. Tell students to focus on those words that are written similarly or in the sa...
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For anyone interested in teaching the pronunciation of English to speak-ers of other languages, we live in a fascinating era. There was a time not too long ago when pronunciation teaching was poorly understood and had fallen out of favor within many circles of English language teaching (ELT).
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This booklet presents an approach to pronunciation that highlights the interrelatedness of various aspects of English speech. The approach addresses the individual elements of pronunciation but always within the framework of a larger system that uses all these individual elements to make speakers’ ideas clear and understandable to their ...
