EVALUATION ADAPTATION

Lesson 1: TEACHING PRONUNCIATION: THEORETICAL BACKGROUND
What is pronunciation?
Why teaching pronunciation?
The way a word/language is spoken The manner in which someone utters a word
Segmentals vs. suprasegmentals: individual sounds vs. stress & intonation
Intelligibility: The recognition of a word or another sentence-level element of an utterance
Goals:
to enable learners to understand and be understood,
to build their confidence in entering communicative situations,
to enable them to monitor their speech based on input from the environment (Goodwin, 2001).
Approach:
a balance between segmentals and suprasegmentals, enhancement of intelligibility,
applicability in real communicative situations
What to include?
Consonants Vowels Stress Strong forms & Weak forms Rhythm Linking Intonation
English Consonants
/

English Vowels
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English Diphthongs

/

English Triphthongs
/
Stress
Word stress Sentence stress Primary stress: /‘ / Secondary stress: / , / Placement of stress:
whether the word is morphologically simple or complex/ the grammatical category to which the word belongs
the number of syllables in the word the phonological structure of the word
Two-syllable Words
Nouns (1st syllable stressed
Verbs & Adjectives, Prepositions, adverbs ( 2nd syllable stressed
Except verbs ending with /əʊ/: (e.g., borrow, furrow) or a short vowel (e.g., punish, furnish)
Three-syllable Nouns & Adjectives
Last syllable: short vowel or /əʊ/ ( unstressed
2nd syllable: long vowel/ diphthong / ending with 2+ consonants ( stressed
2nd and last syllables: short vowel + 1 consonant ( 1st syllable stressed
Last syllable: long vowel/ diphthong / ending with 2+ consonants ( 1st syllable stressed
Complex Words
Stress in derived words/ Primary stress on the affix/ Primary stress on the stem
Primary stress on a different syllable of the stem/ Stress in compound words
1st word/part is adjectival ( primary stress on the 2nd/ 1st word/part is a noun ( stress on the 1st

Lesson 2: CF FOR TEACHING PRON
Example: /i:/ vs /ɪ/ On the screen: listen to the speaker and watch her teeth, tongue and lips when she pronouns the two sounds
Long /i:/ is often transcribed from typical letters such as: ea, ee
meat, veal, heat, meal, beak feet, feel, peek, sheep, beef
Short /ɪ/ is often transcribed from typical letters such as: i, o, u: ship, pitch, tick, hit, women, busy
Practice 1: Attention to the screen and teacher’s instruction
Practice 2: Fish: golden bream, silver fish, eel/ Meat: beef, veal, chicken breast fillet
Drinks ; wine (dry/ sweet/ sparkling house wine), fizzy drink, spirit, juice
Possible Conversational topics:
At a restaurant/ At the market/ In the kitchen/fridge/ Favourite food
Everyday meals/ Making a shopping list/ Food recipes
Practice 2 (c0nt.)
Read out loud the list of words provided/ Try to distinguish long /i:/ and short /ɪ/
Repeat after the teacher / (computer) model
Identify the plural form of the provided words in the list and read them out loud
Work in pairs or groups of three in 10 minutes. Think about all possible themes/ topics of communication based on the word list. Make a conversation with your peer(s), using at least 1 word of the 5 categories in the list.
Summary: Show Ss how to pronounce the sound(s)
Ss listen to the model (or teacher) to distinguish pairs of long and short sounds (contextualized exercises are recommended)
T provides texts containing practiced sounds, and instructs Ss to practice
Pronunciation is integrated with other foci (i.e., meaning, grammar, & communicative intent).
Speaking activities are conducted to put the sounds into use (e.g., role-play, Q&A)

COMMUNICATIVE FRAMEWORK FOR TEACHING PRONUNCIATION
Celce-murcia, Brinton & Goodwin (1996) 1. Description and analysis 2. Listening discrimination
3. Controlled practice 4. Guided practice 5. Communicative practice

Lesson 3: SOME TECHNIQUES FOR TEACHING PRONUNCIATION
Beginners: Grammar chants/ Slap the board/ Read and rhyme/ Silent letters/ Flashcards
( What do you think are the pros and cons of these activities? How would you organize such activities in your teaching?
Intermediate Level: Contextualized minimal pairs/ Cartoons & drawings/ Rhymes, poetry, & jokes / Drama/ Kinesthetic activities/ Reading aloud/ Backchaining / Comparing the mother tongue & target language/ Tongue twisters/ Songs
( When do you think you would like to use each technique mentioned above?
Example: “Sister Suzy’s sitting in the shoeshine store/ All day long she sits and shines
All day long she shines and sits/ Sister Suzy’s sitting in the shoeshine store”
Media & Technology in Teaching Pronunciation