英语教学法教程PPTunit7

If we spend a lot of time on pronunciation exercises, student interest may dwindle. So, teachers should move on to something else when pronunciation exercises no longer produce noticeable progress. Five to ten minutes of class time per meeting for as long as the need and willingness of the students last — this is a golden rule. (Bowen, 1985).
7. Stress and intonation are not important for beginning learners.
8. Students should learn Received Pronunciation (RP).
9. Stress in pronunciation is sometimes as important as grammar.
3. Students need to know phonetics in order to learn English. Factors that decide whether
4. Poor pronuncipartioonnumncaiyatcioanusneeperdosbslpeemcsiafloarttthenetlieoanr:ning of other skills.
Production practice
Listen and repeat Fill in the blanks.
a. Children love to play games. b. Black and white make gray. c. After April comes May. d. Hurry up. Don't be late for school. e. We study in the same class. We are classmates.
Teaching pronunciation
Stress and intonation should be taught from the very beginning
Ⅱ The Goal of Teaching Pronunciation
Work in groups and brainstorm any reasons why most learners of English as a foreign language cannot acquire native-like English pronunciation. When you are ready, join another group and compare your ideas.
should be part of a meaningful word or phrase or sentence. Students generally pick up the sound system by listening to your model or voices on cassette, etc.
well well S
well
will
D
bit lid back load
pit lid bag load
(No. 4 is different.) (No. 2 is different.) (No. 3 is different.) (No. 2 is different.)
Completion
Perception practice
Minimal pairs
Which order
pit pet bet
bear tear ear
beard beer bear
132
312
2
13
Same or different?
met meet D
Odd one out
bit lid bag load
bit led bag loud
5. Adult learnerslenaerendetros’foncautisvoenlapnrgounaugnec;ieaxtipoons,ubruet young learners
don't.
to English; age etc.
6. Both consistency and accuracy in pronunciation are very important.
Overview
1
The Role of Pronunciation
2 The Goal of Teaching Pronunciation
3
Aspects of Pronunciation
4
Pronunciation Practice
Ⅰ The Role of Pronunciation
Students don’t need to learn pronunciation
“Correct students sometimes, but not all the time. If we are practicing one particular language point, then I insist that they say it correctly. But if we are doing a freer activity then I try not to correct too much. If I do correct, I try to do it in an encouraging way.”
Helpful Hints for Focusing on a Sound
Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds: 1) Say the sound alone, but this may be avoided wherever possible. 2) Say the sound in a word. 3) Contrast it with other sounds if necessary. 4) Write words on the board only when it becomes necessary to make your point clearer. 5) Explain how to make the sound when necessary. 6) Have students repeat the sound in chorus. 7) Have individual students repeat the sound.
10.Bad intonation can lead to serious misunderstandings.
Distinction between pronunciation and phonetics
Phonetic rules should be avoided at the beginning stage
Some factors:
Age: the Critical Period Hypothesis The amount of exposure to English The learner’s innate phonetic ability
Realistic goals of teaching pronunciation
“ Try to correct errors as little as possible. I want my students to express themselves in English without worrying too much about making mistakes. Sometimes I notice points that everyone gets wrong, and deal with them later, but I never interrupt students to correct them.”
Teaching Pronunciatiபைடு நூலகம்n
In the process of communication, pronunciation is of paramount importance, since successful communication cannot take place without correct pronunciation. (Celce-Murcia, Brinton & Goodwin, 1996).
Consistency Intelligibility Communicative efficiency
Ⅲ Aspects of Pronunciation
rhythm
sounds
intonation
Pronunciation
Phonetic symbols
stress
Work in groups and brainstorm the common problems that Chinese students experience with English pronunciation. Then discuss the possible causes for these problems and possible solutions.
Make up sentences Use meaningful context
Use pictures
This is old Jack. He has a black cat. Its name is Pat. It is very fat. ….
Use tongue twisters
Do not teach the sounds of English individually. The sounds
Ⅳ Practising Sounds
Task 4
Imagine that you want to focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.
Failure in pronunciation is a great obstacle in language learning.
1. Students need to be able to read International Phonetic Alphabets.
2. Students need to be able to write International Phonetic Alphabets.
__ate __ate __ate __ate __ate __ate __ate __ate
Task 5
Choose a problematic English sound and design a perception practice activity. When you are ready, go into groups of 5 and try out your activity in turns. Notice how effective your activity proves to be.