DẠY NGỮ ÂM TIẾNG ANH

Let’s watch the video clips
Let’s watch the video clips
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
…

Discussion
Is pronunciation important?

Is teaching pronunciation important?

Is it difficult to teach? If yes/no, why?

“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.”
…


Why is teaching pronunciation difficult?
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?

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?

Changes for more confidence in teaching pronunciation
Attitude
Awareness
Knowledge
Skills
Methods/ techniques
Changes for more confidence in teaching pronunciation
Knowing about
Knowing how
Knowing to
Task: Can you write down all the 44 sounds correctly?



KNOWING ABOUT
Classification of vowels
Vowels are classified in terms of:
the height to which the tongue is raised
the part of the tongue which is raised
the degree of lip-rounding
the length of vowels
Number of vowels
There are 20 vowels:
12 single vowels (or monothongs) and
8 double vowels (or diphthongs).



Mouth shapes
Tongue positions
/iː/
Steve keeps the cheese in the freezer.
/æ/
The fat cat sat on the man’s black hat.
/æ/
The girl heard the nurse work.
/ɜː/
/eɪ/
The rain in Spain falls mainly on the plain.
/eɪ/
/p – b/
/t – d/
/k – g/
/f – v/
/s – z/
/h/
/m/
/n/
/ ŋ /
/ l /
/ r /
/ w /
/ j /
/ θ - ð /
thank think thought
healthy birthday maths
earth length fourth
Martha Smith’s an author and an athlete.
these though they
other weather clothes
breathe with sunbathe
My father and mother live together with my other brother.
/ ʃ - ʒ/
should shirt sugar
fashion nation ocean
wish push English
Sharon shouldn’t wash her shoes in the shower.
/ tʃ - dʒ/
job general June danger agenda object
edge age village
Ginger spilt orange juice on George’s jacket.
chair cheese chicken kitchen future question
rich which March
Which child put chalk on the teacher’s chair?
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.
…
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).
Teaching Pronunciation
Bottom-up or Top-down?
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)
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)

When to teach pronunciation?
When to teach pronunciation?
When to teach pronunciation?
Teaching Pronunciation
What should be taught?
Teaching Pronunciation
A Communicative Framework
Teaching Pronunciation
A Communicative Framework
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.
Description & Analysis
Describe in words
Use drawings, pictures
Use videos
Use gestures/ Mime
Deductive approach vs. Inductive approach
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

Listening discrimination
Identification activities
Listen and circle the sounds
Listen and put the words into the correct column
Multiple choice/ Odd one out
Stand up/ Sit down
Minimal pair fruit salad
Object grab
Same or different?
Tell me when I’m odd
Pronunciation journey
Pronunciation maze
Cloze exercise


Word repetition
Minimal pairs repetition
Phoneme identification
Word identification
Word identification
Tell me when I’m odd
Tell me when I’m odd
Pronunciation journey
Pronunciation maze
Cloze exercise
Cloze exercise
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
…
Controlled Practice
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?
Info gap table
(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.
Pair/ Group dictation
Poems
Sounds brainstorming race
Sentence construction
Creating rhymes/ poems
Artificial conversation
Guided Practice
Communicative practice
Teaching Pronunciation
Some Techniques
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.
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.


KEY TERMS TO REMEMBER
Learnability
Teachability
Intelligibility
Separate
Integrate
Visual
Physical
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
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?
…