Teaching Pronunciation through Speaking and Listening Activities, Slide di Inglese

Scarica Teaching Pronunciation through Speaking and Listening Activities e più Slide in PDF di Inglese solo su Docsity!

TEACHING

PRONUNCIATION

through speaking and listening activities in class

Teaching Pronunciation

We'll consider:

1. how pronunciation features can affect listening

comprehension and how to select activities that can focus

on these features.

2. how teachers can include pronunciation sequences in

speaking and listening activities.

Task 1 - Match the beginnings

and endings of the sentences

1. Pronunciation can be taught

explicitly

2. Implicit teaching of pronunciation

involves

3. Natural models of English can be

based on

4. Different stress and intonation

patterns can be

5. Recognising pronunciation features

6. There are a variety of short

pronunciation activities that will

A. or it can be taught implicitly.

B. used when people speak, so teachers

need to highlight how they affect

meaning.

C. can be very important in listening

comprehension.

D. ensuring learners hear plenty of

natural models.

E. suit different learners’ needs and

learning styles.

F. either native or non-native varieties of

English.

Features of native speaker

pronunciation

Watch this video to learn more about certain features of

native speaker pronunciation which can be difficult for

learners of English to comprehend.

Comments 1 and 2

'My friend laughs when I speak English

• she says I sound like a robot.’

English people don’t seem to

pronounce all the words clearly, some

are hardly said at all – they eat their

words.

Comments 3 and 4

'I was ordering some coffee and tea in

a café and the waiter was not polite to

me. My friend said that I had sounded

quite aggressive when I ordered. I

didn’t mean to’.

'I can never tell if John is serious or not.

He says things and means the opposite

sometimes. Apparently I should know

whether he is joking by the ‘tone of his

voice’.'

PRACTISING

PRONUNCIATION

THROUGH SKILLS

Natural speed dictation

This is a very straightforward, traditional and useful activity.

The teacher dictates a sentence or two for the learners to

write down. Remember, the teacher needs to speak with

natural speed and rhythm, but can repeat each sentence as

necessary.

Reduced dialogues (1)

The teacher plays, or writes, a short dialogue such as this one.

Kim: Have you come far?

Sandy: From London. How about you?

Kim: I’m from London too.

Sandy: Really?

Kim: Really. Whereabouts in London are you from?

Sandy: Crouch End. How about you?

Kim: Wimbledon.

The teacher then reduces the dialogue to the ‘bare essentials’ – as far

as possible leaving only content words – like this.

Reduced Dialogues (2)

Kim: Come far?

Sandy: London. You?

Kim: London.

Sandy: Really?

Kim: Really. Whereabouts?

Sandy: Crouch End. You?

Kim: Wimbledon.

The learners have to use the remaining words – with appropriate

intonation – to have the conversation. This encourages them to use

the tone of their voices to get their meaning across.

Recording learners

The teacher records a learner or group of learners (with their

permission) as they do a speaking activity. When they have

finished, the teacher replays the recording and focuses

particularly on pronunciation issues, praising learners as well as

guiding correction. The teacher can also involve learners in

deciding what aspects of their pronunciation they want to

practise and work on, by asking them to listen to recordings of

themselves.

OBSERVING A

TEACHER

Task 3 -Choose the correct endings

to complete the sentences

1. Natural speed dictation mainly helps

learners to

2. Marking audioscripts can help learners

recognise

3. Reduced dialogues mainly help

learners to

4. Recognising attitudes and

emotions mainly helps learners to

5. Recording learners can be used to help

learners with

6. How many words? mainly helps

learners to

A. recognise intonation / hear unstressed

syllables.

B. sentence stress / intonation / sentence

stress and intonation.

C. produce appropriate sentence stress /

produce appropriate intonation patterns.

D. recognise appropriate sentence stress /

recognise appropriate intonation

patterns.

E. Intonation / word stress / all aspects of

pronunciation

F. recognise intonation / hear unstressed

syllables.

Task 3 -Choose the correct endings

to complete the sentences

1. Finished or unfinished lists? mainly

helps learners to

2. Contrastive stress mainly helps

learners to

3. Conveying attitudes and

emotions can help learners produce

appropriate

A. recognise appropriate sentence

stress / recognise appropriate

intonation patterns.

B. produce appropriate sentence stress

/ produce appropriate intonation

patterns.

C. sentence stress / intonation /

sentence stress and intonation.