英语教学法3.课件整理
九丈崖-光棍节打油诗
Unit 6 Teaching Pronunciation
1. The
role of pronunciation in language learning.
2.
The goal of teaching pronunciation.
aspects
of pronunciation we need to teach.
4. The ways
to help student to improve pronunciation.
6.1
The role of pronunciation
Why do learners make
pronunciation errors?
The importance of
pronunciation
What should be taught to the
beginners, pronunciation or phonetic?
When
should we teach phonetic?
1. Why do learners
make pronunciation errors?
A particular sound
may not exist in the mother tongue, so that the
learners are not used to forming
it and
therefore tends to substitute the nearest
equivalent he or she knows.
A sound does exist
in the mother tongue, but not as a separate
phoneme---the learner does not
perceive it as
a distinct sound that makes a difference to
meaning.(sheepship)
The learners have the
actual sounds right, but have not learnt the
stress patterns of the word or
group of words,
or they are using an intonation from their mother
tongue which is inappropriate to
the target
language.
What should be taught to the
beginners, pronunciation or phonetic?
Pronunciation is more important than phonetic.
Stress and intonation are as important as the
sounds themselves and should be taught from
the very beginning.
Whether pronunciation
needs special attention or focus in language
teaching depends on
many factors especially
learner factors.
Learners whose native
language has similar sounds to English are less
likely to have problems
with pronunciation.
Learners who have more exposure to English
need less focus on pronunciation.
Adult
learners need more focus on pronunciation because
they are more likely to substitute
English
sounds with sounds from their native language.
Beginning Chinese learners of English should
focus on pronunciation and their ability to
identify
and produce English sounds
themselves, because phonetic transcripts are more
abstract and less
meaningful.
3. When
should we teach phonetic?
Phonetic rules
regarding what sounds a letter or a cluster of
letters should be pronounced are
helpful for
students to develop the ability to cope with
English pronunciation and they should be
introduced at a suitable stage. Beginners of
English, specially young learners, should be
avoided
to teach phonetic.
Stress and
intonation are as important as the sounds
themselves and should be taught from
the very
beginning.
In the example below, different
intonations for “Sorry” indicate different
meanings. A neutral tone
would indicate a
normal apology. However, a sharp falling tone or a
rising tone would mean the
opposite.
A: Would you please turn
down the
radio a little bit?
B: Sorry. (No, I
don’t want to.)
Or
B: Sorry? ↗ (What
did
you say?)
6.2 The goal of
teaching pronunciation
What’s considered as a
good pronunciation?
Why most learners of
English as a foreign language cannot acquire
native-like English
pronunciation?
Critical period hypothesis
The realistic
goal of teaching Pronunciation.
1. What’s
considered as a good pronunciation?
A good
pronunciation means:
1) to pronounce
correctly all the speech sounds of the language
and all the combinations
in their proper order
not only isolated words, but also in sentences;
2) to pronounce sentences fluently at the
speed required by the situation with correct
stresses,
linking of sounds, rhythm, pauses
and intonation.
As a matter of fact, most
Chinese learners of English do not have enough
exposure to English to
acquire native-like
pronunciation.
2. Why most learners of English
as a foreign language cannot acquire native-
like English
pronunciation?
Critical
period hypothesis
The amount of exposure to
English
Individual ability.
Critical
Period Hypothesis
According
to Chomsky’s theory, if humans do not learn a
foreign language before a
certain age,
then due to changes such as maturation of the
brain and speech organs, it becomes
impossible
to learn the foreign language like a native
speaker.
2) The amount of exposure to English
It is another factor that determines if the
students can acquire native-like English
pronunciation. At
the present time, most
Chinese learners of English do not have enough
exposure to English to
acquire native-like
pronunciation.
6.3 Aspects of Pronunciation
Pronunciation
Sounds
Stressed
unstressed
syllables
Intonation
Stress
Task 2 Mark the stress for the following
words.
important complain medicine
interpretation
thirteen advertisement
import record
1. Single Stress i.e.
important , complain, medicine
2. Main stress
and secondary stress i.e. interpretation
3.
Double stress i.e. thir teen, Chi nese
4.
Varieties of English i.e. advertisement (Br. E)
advertisement(Am. E)
5. Stress shifts i.e.
import (n.), import (v.)
record (n.), record (v.)
6. Stress for
emphasis i.e. I’m a teacher because I like people.
7. Sentence stress: content words vs.
structural words
Intonation
1. Falling
intonation
(statements, special questions,
exclamation, commands)
2. Rising intonation
(general questions, requests, remarks of
concern and
apology, partings)
3.
Combined intonation
(tag questions, compound
sentences)
Read the following sentences:
You haven’t finished, have you?
Where
there is a will, there is a way.
She can
speak fairly well, but by no means perfect.
6.4 Practising sounds
Perception practice
Using minimal pairs
Which order?
Same
or different?
Odd man out
Completion
Production practice
Listen and
repeat
Fill in the blanks
Make up
sentences
Use meaningful context
Use
pictures
Use tongue twisters
Perception
practice
Perception practice is aimed at
developing the students’ ability to identify and
distinguish between
different sounds. Correct
perception of sounds is vital for listening
comprehension. Below are
some examples of
perception practice of English sounds.
Using
minimal pairs.
Minimal pairs are two
words which have only one different sound. The
teacher reads either
word of each pair and
asks the students to tell which word is read. Here
are some examples of
minimal pairs:
will
well
till tell
fill fell
lid led
ship sheep
bid bed
2. Which
order?
The teacher reads each group of
words in different order and the students mark the
words
with 1, 2, 3 .
The teacher can read
the words several times in different order.
Here is an example:
pit pet bet
bear tear ear
1 3 2
3 1 2
beard beer bear
2 1 3
3. Same or
different
The teacher reads pairs of words and
asks the students to tell if the pairs of words
are the same or
different.
The
words should not be written out.
Here is an
example(D for “different” and S for “same”):
met meet (D)
well well
(S)
well will (D)
4. Odd one out
The teacher reads a group
of words a time and the students identify the
different word or sound.
The words are not
written out.
Below are some examples:
bit bit bit pit (No.4 is different.)
lid led lid lid (No. 2 is
different.)
bag bag back bag (No. 3 is
different.)
5. Completion
The teacher
reads a series of words which have only one
different sound. The students complete
the
words they hear.
Here is an example:
_ate _ate _ate _ate _ate _ate _ate _ate
For
the words:
gate late mate fate date hate
rate and Kate
Production practice
Production practice is aimed at developing
students’ ability to produce sounds. Producing
distinct
and understandable sounds is very
important for effective communication.
Here
are some types of production practice activities:
Listen and repeat
Fill in
the blanks
Make up sentences
Use meaningful context
Use pictures
Use tongue twisters
Listen and
repeat
The students repeat what the teacher
says, the content with taps or the English songs.
This activity can practice individual sounds,
words, and sentences.
Fill in the blanks
The students fill in the blanks in sentences
with words which contain certain sound.
Here
is an example:
a. Children love to ____
games.
b. Black and white make ____.
c. After April comes ____.
d. Hurry up.
Don’t be ____for school.
e. We study in the
same class.
We are _________.
Make up sentences
The students are
given a group of words containing the same sound
or similar sounds.
They should make up
sentences as many from the given words as
possible.
The sentences do not have to be
realistically meaningful and logical.
Humourous sentences are preferred.
Use
meaningful context
The sounds to focus on are
embedded in a meaningful context and students
perform meaning
tasks.
Students can role
play the dialogue:
A: What’s wrong
with you, Ann?
B: I hate this horrible
job.
A: What job?
B:
Washing socks.
A: What do you want to
do?
B: I want a holiday.
Use
pictures
The students produce meaningful
language based on pictures.
This is
old Jack.
He has a black cat.
Its name is Pat.
It is very fat.
…
Use tongue twisters
Tongue twisters are
fun and motivating, and the relaxing atmosphere
halps students overcome
inhibition.
Give
students a few minutes to practice by themselves,
then ask them to perform in front of the
whole
class.
Examples of tongue twisters
She
sells sea shells on the seashore.
Five wives
drank five bottles of fine wine.
Peter Piper
picked a peck of pickled peppers. If Peter Piper
picked a peck of pickled peppers,
where is the
peck of pickled peppers that Peter Piper picked?
6.5 Practising stress and intonation
Practising stress
Practising
intonation
Practising stress
Word-level
stress: stress the proper syllable in multi-
syllabic words
Phrase-level stress
The most important thing in practising stress
is making the students be aware of where to stress
the word or phrase. Below are three ways to
show the stress pattern of words, phrases and
sentences.
Use gestures. The
teacher can indicate the stress by clapping hands
or using arm movements as if
conducting music.
Use the voice. The teacher can raise the voice
to indicate stress. This can be done with some
exaggeration sometimes.
Use the
blackboard. The teacher can highlight the stress
by underlining them or writing them with
colored chalks or in different size.
Practising intonation
Intonation can
greatly affect the invention of the speaker’s
message. Intonation is used by native
speakers
to express meanings in many subtle ways such as
surprise, complaint, sarcasm,
friendliness,
threats, etc. This is perhaps one of the last
areas of language that foreign language
learners can master and is very difficult to
teach.
Ways to indicate change of intonation:
Use rising or falling arrows, such as and
.
Mark change of intonation is to draw lines
as shown below.
Did you get some
tic kets for the con cert?