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Teaching pronunciation

Teaching pronunciation. Teaching Suprasegmentals. Word Stress. A stressed syllable is…. Word Stress. A stressed syllable is higher, longer & louder B A S I C T E C H N I C A L T H I R T E E N T H I R T Y. Techniques for Teaching Word Stress. Mark the syllables & stress

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Teaching pronunciation

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  1. Teaching pronunciation Teaching Suprasegmentals

  2. Word Stress • A stressed syllable is…

  3. Word Stress • A stressed syllable is higher, longer & louder B A S I C T E C H N I C A L T H I R T E E N T H I R T Y

  4. Techniques for Teaching Word Stress • Mark the syllables & stress TIP: look it up before the lesson learnersdictionary.com dictionary.reference.com

  5. Techniques for Teaching Word Stress • Mark the syllables & stress • Ask the class for other words with the same stress pattern THIRTEEN THIRTY

  6. Techniques for Teaching Word Stress • Mark the syllables & stress • Ask the class for other words with the same stress pattern • Clap or tap the stress THIRTEEN THIRTY

  7. Techniques for Teaching Word Stress • Mark the syllables & stress • Ask the class for other words with the same stress pattern • Clap or tap the stress • Drill the word THIRTEEN THIRTY

  8. Try It! • Choose a word to teach • Mark it for stress • Practice teaching the word for your partner

  9. Sentence Stress Basic Emphasis Pattern = • stress content words • don’t stress structure words

  10. Sentence Stress Basic Emphasis Pattern = • stress content words • don’t stress structure words The building will be cleaned this afternoon. I can meet you after class. She can’t meet us after class.

  11. Sentence Stress Contrastive Stress: contrasting words are emphasized. She has one brother (not two) She has one brother (not a sister) She has one brother (not a different person)

  12. Sentence Stress Contrastive Stress: contrasting words are emphasized. New Information Stress: As each new piece of information is introduced, it is emphasized. In today’s class, we talked about word stress. Now we are looking at sentence stress. Next we will looking at some sentence stress activities.

  13. Techniques for Teaching Sentence Stress • Mark the stressed words I can meet you after class. She can’t meet us after class.

  14. Techniques for Teaching Sentence Stress • Mark the stressed words • Drill the sentence & clap the stress I can meet you after class. She can’t meet us after class.

  15. Techniques for Teaching Sentence Stress • Mark the stressed words • Drill the sentence & clap the stress • Listening Discrimination

  16. Techniques for Teaching Sentence Stress • Mark the stressed words • Drill the sentence & clap the stress • Listening Discrimination • Practice: • Listen, mark & practice

  17. Techniques for Teaching Sentence Stress • Mark the stressed words • Drill the sentence & clap the stress • Listening Discrimination • Practice: • Listen, mark & practice • Practice with other types of stress (EXAMPLE: Roses activity)

  18. Intonation The way the pitch of your voice goes up and down as you talk. WH information questions (if being asked for the first time) • What’s your name? • Where do you live? • How many brothers and sisters do you have? Intonation is ____________________

  19. Intonation The way the pitch of your voice goes up and down as you talk. Yes/No questions • Is she your mother? • Can they speak Korean? • Have you climbed that mountain? Intonation is ____________________

  20. Intonation The way the pitch of your voice goes up and down as you talk. Clarification questions • What did you say? • Where are you going? (could you tell me again) Intonation is ____________________

  21. Techniques for Teaching Intonation • Write the intonation pattern on the board

  22. Techniques for Teaching Intonation • Write the intonation pattern on the board • ‘Draw’ the pattern in the air with your hands

  23. Techniques for Teaching Intonation • Write the intonation pattern on the board • ‘Draw’ the pattern in the air with your hands • Demonstrate the difference with and without intonation, e.g., if sounding friendly or polite

  24. Techniques for Teaching Intonation • Write the intonation pattern on the board • ‘Draw’ the pattern in the air with your hands • Demonstrate the difference with and without intonation, e.g., if sounding friendly or polite • Drill the sentences

  25. Techniques for Teaching Intonation • Write the intonation pattern on the board • ‘Draw’ the pattern in the air with your hands • Demonstrate the difference with and without intonation, e.g., if sounding friendly or polite • Drill the sentences • Practice

  26. Techniques for Teaching Intonation • Write the intonation pattern on the board • ‘Draw’ the pattern in the air with your hands • Demonstrate the difference with and without intonation, e.g., if sounding friendly or polite • Drill the sentences • Practice: • Interview activity (Ss mark and then ask Qs) • Clarification or more information? activity

  27. Interview Activity • Ss write 4 questions to interview their classmates with • Tell them 2 must be Yes/No and 2 must be WH • Ss mark their questions for intonation • Ss ask a different classmate each Q

  28. Clarification or More Information? You say: I’m going to be absent next week. I say: When? Do I… a. want you to repeat next week or b. want you to tell me which day?

  29. Clarification or More Information? • 5 volunteers come to front and each read a different statement. • Read your statement and then listen to my question (focus on my intonation) • Choose the correct answer: 1. To the US To San Francisco 2. Tomorrow At 9am 3. An NIE trainer Mr. Mony 4. So I’m not tired tomorrow. I have a big test. 5. The store. Lucky Supermarket.

  30. How did I do the first 3 steps yesterday with /iy/ and /ɪ/? • Language focus? • Listening Discrimination? • Controlled Practice? What are some examples of: • Guided Practice • Communicative Practice

  31. Teaching Pronunciation in Context Most of the time you will not do a whole pronunciation lesson, but teach a small amount of pronunciation during a vocabulary lesson, a speaking lesson or even a reading lesson. • Look at a unit you taught in EFC • How could you add pronunciation teaching to this lesson? • Explain to your partner

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