Teaching Pronunciation - Do Thi Minh Ngoc

Nội dung text: Teaching Pronunciation - Do Thi Minh Ngoc

1. Let’s watch the video clips
2. Let’s watch the video clips
3. Step back and reflect: What have I just done? ❑ Show two video clips. What for? ❑ A warm-up activity ❑ A specific method of teaching pronunciation (drill – listen and repeat) ❑ A message to encourage teachers to improve their pronunciation ❑
4. Discussion ❑ Is pronunciation important? ❑ Is teaching pronunciation important? ❑ Is it difficult to teach? If yes/no, why?
5. Why is teaching pronunciation difficult? “I am not confident in teaching pronunciation because my pronunciation is not good.” “Sometimes I don’t know how to teach pronunciation effectively.” “We don’t have pronunciation activities in the textbook.” “We don’t have to teach pronunciation.”
6. Nu’s Case “I’m not confident in teaching pronunciation because my pronunciation is not good. I’m afraid that I will pronounce the words wrong, so to limit the possibility of wrong pronunciation, I rarely speak English but use Vietnamese instead. I also draw my students’ attention more to grammar patterns and word meanings rather than pronunciation. That’s why I often skip teaching pronunciation when it comes to new words.”  What is Nu’s problem?  Do you think she is doing wisely skipping teaching pronunciation?  How can she change her way?
7. Bong’s Case “I pay much attention to teaching pronunciation. When teaching new words, I pronounce them first and ask students to read after me. I make them read out each word again and again either chorally or individually until I feel they all get it right. No matter how hard I try, it seems that my students still make mistakes and they often show boredom in class.”  What are Bong’s strong points?  Is there any problem with her teaching?  What does she need to do to improve the situation?
8. Changes for more confidence in teaching pronunciation  Attitude  Awareness  Knowledge  Skills  Methods/ techniques
9. Changes for more confidence in teaching pronunciation Knowing about Knowing how Knowing to
10. KNOWING ABOUT Task: Can you write down all the 44 sounds correctly?
11. Classification of vowels Vowels are classified in terms of: 1. the height to which the tongue is raised 2. the part of the tongue which is raised 3. the degree of lip-rounding 4. the length of vowels
12. Number of vowels There are 20 vowels: 12 single vowels (or monothongs) and 8 double vowels (or diphthongs).
13. /iː/ /ɪ/ /eɪ/ /aɪ/ /ɔɪ/ /ɜː/ /ə/ /aʊ/ /əʊ/ /ɑː/ /ʌ/ /ɪə/ /eə/ /ʊə/ /uː/ /ʊ/ /ổ/ /e/ /ɔː/ /ɒ/
14. Mouth shapes
15. Tongue positions
16. Listen and repeat. key keys keeps pea peas piece scene seas seat Steve keeps the cheese in the freezer.
17. /ổ/ Listen and repeat. bank bag back can cash catch ham has hat The fat cat sat on the man’s black hat.
18. /ɜː/ Listen and repeat. were word worst burn bird birth her heard hurt The girl heard the nurse work.
19. /eɪ/ Listen and play played plate repeat. grey grade great aim age eight The rain in Spain falls mainly on the plain.
20. /p – b/
21. /t – d/
22. /k – g/
23. /f – v/
24. /s – z/
25. / θ - ð /
26. thank think thought healthy birthday maths earth length fourth Martha Smith’s an author and an athlete.
27. these though they other weather clothes breathe with sunbathe My father and mother live together with my other brother.
28. / ʃ - ʒ/
29. should shirt sugar fashion nation ocean wish push English Sharon shouldn’t wash her shoes in the shower.
30. / tʃ - dʒ/
31. job general June danger agenda object edge age village Ginger spilt orange juice on George’s jacket.
32. chair cheese chicken kitchen future question rich which March Which child put chalk on the teacher’s chair?
33. Step back and reflect: What have I just done? ❑ Have teachers discuss the pronunciation issues. ❑ Ask teachers to write down 44 sounds. ❑ Review difficult sounds. What for? ❑ Share teachers’ thought on pronunciation issues ❑ Check teachers’ knowledge of pronunciation ❑ Give chance to teachers practise and correct their own pronunciation mistakes in terms of sounds. ❑
34. DISCUSSION What’s Pronunciation? What are the goals of teaching pronunciation? ▪ enable our learners to understand and be understood. ▪ build their confidence in entering communicative situations ▪ enable them to monitor their speech based on input from the environment. (Celce-Murcia, 1991).
35. Teaching Pronunciation Bottom-up or Top-down? Bottom-up Top-down From segmentals (individual From suprasegmentals to sounds) to suprasegmentals segmentals (stress, reduced forms, rhythm, intonation, etc.) Segmental/ Suprasegmental debate: Pronunciation has emerged from the segmental/ suprasegmental debate to a more balanced view, which identifies features which contribute most to lack of intelligibility in communication. (Goodwin, 1991)
36. Principles in Teaching Pronunciation ❑ Foster intelligibility during spontaneous speech. ❑ Keep affective considerations firmly in mind. ❑ Avoid the teaching of individual sounds in isolation. ❑ Provide feedback on learner progress. ❑ Realize that ultimately it is the learner who is in control of changes in pronunciation. (Murphy, 2003)
37. When to teach pronunciation?
38. When to teach pronunciation?
39. When to teach pronunciation?
40. Teaching Pronunciation What should be taught? ❑ 44 phonemes (20 vowels and 24 consonants). ❑ Word Stress ❑ Reduced Form ❑ Sentence stress ❑ Rhythm ❑ Linking ❑ Intonation (Basic)
41. Teaching Pronunciation A Communicative Framework ❑ Description & Analysis: The teacher presents a feature showing when and how it occurs. ❑ Listening Discrimination: The focus is on the learners’ attention to a feature which they might not be recognizing yet. ❑ Controlled Practice: the learners’ attention should be focused almost completely on form. ❑ Guided Practice: The learner now begins to focus on meaning, grammar, and communicative intent as well as pronunciation.
42. Teaching Pronunciation A Communicative Framework ❑ Communicative Practice: In this stage, activities (i.e. role plays, debates, interviews, simulations, and drama scenes) strike a balance between form and meaning. As the activities become gradually more communicative, the learner’s attention should still be focused on one or two features at a time. Goodwin, J. (1991). Teaching pronunciation. In M. Celce-Murcia (Ed), Teaching English as a second or foreign language (pp. 117-137). New York: Cambridge University Press.
43. Description & Analysis ❑ Describe in words ❑ Use drawings, pictures ❑ Use videos ❑ Use gestures/ Mime Deductive approach vs. Inductive approach
44. Listening discrimination ❑ Silently mouthing This is good for awareness of mouth position for E sounds ❑ Repetition  Sound repetition  Word repetition  Minimal pair repetition ❑ Identification  Phoneme identification  Word identification
45. Identification activities (1) Listen and circle the sounds (2) Listen and put the words into the correct column (3) Multiple choice/ Odd one out (4) Stand up/ Sit down (5) Minimal pair fruit salad (6) Object grab (7) Same or different? (8) Tell me when I’m odd (9) Pronunciation journey (10) Pronunciation maze (11) Cloze exercise
46. Word repetition
47. Minimal pairs repetition
48. Phoneme identification
49. Word identification
50. Word identification
51. Tell me when I’m odd
52. Tell me when I’m odd
53. Pronunciation journey
54. Pronunciation maze
55. Cloze exercise
56. Cloze exercise
57. Controlled Practice ❑ Practice with a list of given words/ sentences ❑ Dialogues/ Passages/ Rhymes/ Poems/ Stories ❑ Tongue twisters ❑ Same or different? (pair-work version) ❑ Pronunciation journey (pair-work version) ❑ Info gap table ❑ Running dictation ❑ Pair/ group dictation ❑ Shadow reading ❑
58. Tongue twisters  She sells sea shells by the sea shore. But if she sells sea shells by the sea shore then where are the sea shells she sells?  I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won’t wish the wish you wish to wish.  Two witches watch two watches, but which watch would each witch watch?
59. Info gap table
60. Pair/ Group dictation (1) Rick and Misty live in a treehouse which is (2) covered with leaves. It is very weird to live (1) in a treehouse, but Rick and Misty think it’s (2) neat. In the winter when it rains their house (1) leaks, and they don’t have any heat. That’s (2) when Misty misses living in a real house and (1) she thinks about leaving. But she just grins (2) and wishes for more green leaves to live in.
61. Guided Practice ❑ Sounds brainstorming race ❑ Sentence construction ❑ Creating rhymes/ poems ❑ Artificial conversation
62. Communicative practice
63. Teaching Pronunciation Some Techniques ❑ Contextualized minimal pairs ❑ Cartoons and drawings ❑ Rhymes, Poetry, and Jokes ❑ Drama ❑ Kinesthetic Activities ❑ Others ??? Goodwin, J. (1991). Teaching pronunciation. In M. Celce-Murcia (Ed), Teaching English as a second or foreign language (pp. 117-137). New York: Cambridge University Press.
64. Step back and reflect: What have I just done? ❑ Have teachers continue their discussion on the pronunciation issues. ❑ Introduce the goals, principles, and techniques of teaching pronunciation ❑ Suggest teachers when to teach pronunciation. ❑ Introduce a communicative framework for teaching pronunciation.
65. KEY TERMS TO REMEMBER Learnability Teachability Intelligibility Separate Integrate Visual Physical
66. MICRO-TEACHING Task: You are required to choose one feature of pronunciation (i.e. a difficult sound, -ed sound, two- syllable word stress, linking, rhythm, yes-no question, etc.) Work in your group to prepare a lesson plan. Once you have finished, conduct the lesson based upon the plan. Think about: - a particular lesson in your textbook - when you want to teach students pronunciation (separate or integrate) - the techniques you want to use
67. FEEDBACK ON THE MICRO-TEACHING Trainers should consider the following questions before giving feedback: - What feature of pronunciation do they teach? - Do they teach pronunciation in a separate or integrative way? - What technique do they use? - What is/are the good point(s) in the lesson. - Is there anything you need to improve their activities?
68. THANK YOU FOR YOUR ATTENTION