Pronunciation Pick & Mix

Slides:



Advertisements
Similar presentations
How do you study for a test ?
Advertisements

Objectives: By the end of this session We’ll be able to: know the importance of listening skill Types of listening How to present listening Teaching.
ELİF KALINTAŞ AYŞEGÜL DÖNMEZ. CONTENTS What is pronunciation? What is pronunciation teaching? Why to teach pronunciation? What to know to teach? Pronunciation.
Prepared by Heba O. Ammar Wafaa A. El-Mashharawi Reem Saaed.
English Pronunciation Hilton1 Lecture 5 Lecture 5 (last, but not least) English "Prosody" or Phrasing (Putting It All Together)
Phonetics and Phonology.
By
ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. A process for teaching the receptive and productive sides of pronunciation.
Targeting Pronunciation textbook Miller, S. F. (2006). Targeting pronunciation: Communicating clearly in English. Boston: Houghton Mifflin Company.
Course-books and Their Use.
Aims of session Making reading fun Early reading Developing reading
Teacher Aims, Content, & Micro Skill CMD Laksmi Widyarini.
THE TBL FRAMEWORK: LAGUAGE FOCUS Willis, J. (1996) ByJulietaEdayFabiola.
Pronunciation Targets. Target 1 Word Stress English speech can be hard to understand if you stress, or emphasize the wrong syllable in a word. COMmunication.
Pronunciation done by Khawla Abdulla latifa Humaid pronunciation done by Khawla Abdulla latifa Humaid
+ 9.1 Zero and Negative Exponents. + Warm Up: Complete the tables by finding the value of each power.
S.3 English Speaking Camp 18th - 20th July, 2001.
Mistakes and their correction Презентация выполнена учителем английского языка МОУ СОШ № 21 города Ставрополя Борисенко Валентиной Борисовной.
DEVELOPING LISTENING SKILL Programa Inglés Abre Puertas Unidad de Curriculum y Evaluación Ministerio de Educación.
Elision is an important area in listening skills, as learners are often unable to hear elided words correctly, especially if they have little contact with.
Finding Out About Phonics Holy Trinity CE Primary, Sunningdale.
General Rule: Students’ ability to understand what they hear can improve very much if they are regularly exposed to audio materials: the more English.
TEACHING PRONUNCIATION Teaching Suprasegmentals. Word Stress A stressed syllable is…
EXERCISE 1 New England r-lessness (adapted by permission from Walt Wolfram) In New England and a number of other dialects of English, the r sound in words.
Outline  I. Introduction  II. Reading fluency components  III. Experimental study  1) Method and participants  2) Testing materials  IV. Interpretation.
Spelling Workshop for Reception and Key Stage 1 Monday 14 th September 2015.
The typical recent textbook listening task (Field, 1998) Pre-listening (for context and motivation) Extensive listening  questions to establish the situation;
Early Readers 1 Targets: Listen to and join in with stories, rhymes and poems Suggest how a story might end Show an interest in the pictures in books Early.
Name: ………………………………………. School: ……………………………………....
1 Reading within Year 1 How to support your child 1.
THEORY OF PHONETICS LECTURER S.P.KHOROSHILOVA. The Course covers all the main aspects of English phonetics: phonemic system (vowels and consonants) segmental.
TKT Tutoring Class Phonology.
Talking in English: Speaking Out Rina de Vries
Reading Workshop. The Power of Reading! Creating a love of reading in children is potentially one of the most powerful ways of improving academic standards.
Pronunciation for exams. Outcomes By the end of this session we will: bbe familiar with key problems related to pronunciation at exams ssuggest ways.
Reading and Phonic Workshop Hannah Hepworth-Smith.
Module 7 English for you and me. Unit 1 Have you ever been to an English corner?
Teaching Listening Why teach listening?
Spoken Communication Skills
Phun with Phonics!.
Guided Reading Southfields KS1.
Teaching Pronunciation in an EAP Context Gareth Jones
Teaching pronunciation
Greenhills Primary Literacy Workshop
A Parents Guide to Phonics in Reception
Supporting your child with literacy in Reception
Sounds and Rhythm :Focus on Vowels
Reading and Phonics.
LEARNER MISTAKES Гайнуллин Гусман Салихжанович,
Curriculum planning: Literature.
How can we become good learners?
S.3 English Speaking Camp 18th - 20th July, 2001
Testing testing: developing tests to support our teaching and learning
Why MPF?.
Module 1.
Teaching Listening & Speaking
English Conversation I – Correction Techniques
things without support. * Putting on their coat and doing up the zip
Teaching Listening Based on Active Learning.
Peer Dictation & Missing Sounds
LANGUAGE TEACHING MODELS
Spelling and beyond Literacy Toolkit HGIOS
This American Life: Embarrassing Moments
ACTIVATION: Positive Personal & Cultural Identity
Welcome!.
Setting Healthy Eating & Physical Activity Goals
National Curriculum Requirements of Language at Key Stage 2 only
How can we become good learners?
TEMPLATE ELEMENTS.
How to Pronounce Can vs. Can't youtube. com/watch
Presentation transcript:

Pronunciation Pick & Mix Amanda Avison

Aims Apply some tried and tested techniques to pronunciation Some ideas which you might be able to use with learners straight away Some tips and ideas to follow up

Some ideas to practice pronunciation in relation to Vocabulary Listening Homework and follow on activities

Look at the yellow pages and the page of vocabulary on your table Look at the yellow pages and the page of vocabulary on your table. Choose the activity which matches your table number How does the activity work? What are the students practising? When could you use it?

Richard Cauldwell’s approach to phonology for listening

“What a day!” Student: I hear water Sometimes students have problems recognising words they know A few ideas to help students predict and notice what happens to words when they are spoken Help students to unpick what they hear

Some ideas focussing on pronunciation to help develop listening skills prediction noticing follow on work/ homework

Prediction Before listening to focus the listener Work with sections from 5 to 10 seconds long Use it for anything at all you've been focussing on

Example for prediction Activity 8 On the green sheet

Suggestions Activity 8 Jess, (1) you were talking before about mistakes that your Hungarian (2) students (3) always made, and how some students from the same country all make the same mistakes (4) again and again and again. 1 Which of these words do you think will be stressed? 2 Do you think ‘students’ will be pronounced in the same way in both positions? 3 Do you think this word will be stressed or not? 4 How do you think this phrase will be pronounced?

Noticing: Choose anything that’s relevant to your students any features of connected speech eg schwas intonation patterns particular sounds stepping stones eg Um, erm, well Words and phrases with a certain stress pattern

Suggestion for noticing Activity 9 On the green sheet Choose any aspect of pronunciation that you would like your students to focus on Make a gap fill of the listening script Once the students have completed the comprehension task, use the audio again for dictation

Suggestion for noticing Activity 10 On the green sheet Do the following questions go up or down at the end? 1 Where are you going? 2 For a holiday? 3 Where exactly in Nicaragua are you going? From English File Pre-intermediate 3rd edition

Example for noticing Activity 10 Which words in each sentence have the biggest stress? Where exactly in Nicaragua are you going? That sounds amazing. Yes, I’m really looking forward to it.

Some tried and tested ideas for follow on activities or homework Activities 11 to 14 On the peach sheets

Activity 12 After working on contrastive stress Give the students a number The student writes a dialogue to include their sentence number with the correct meaning The students can use these dialogues during the next class

Activity 13 After work on how to produce the sounds Sounds that are difficult Aim: practise careful speech and focus on the production of phonemes Excellent for raising awareness Motivational

Activity 14 Focus on connected speech Students work together Builds confidence Motivational

Activation – semi-controlled practice Activity 15 Using a mill drill or mingle activity to practise pronunciation

Set 1 Discrimination between /iː/ and /ɪ/ Do you go to sleep or to slip at night? (sleep /i:/) Set 2 Discrimination between final consonant sounds (impact on preceding vowel) In the winter do you wear a coat or a code? (coat /t/)   Set 3 Practise using 2 different intonation patterns for the same words to indicate either ‘I was right’ or ‘I was wrong’ Are you a vegetarian? No > I thought you were Yes > I thought you were