Saying the sound clearly in isolation Asking Ss to repeat in chorus or individually Contrasting sounds if Ss confuse Describing how it is pronounced T (says clearly): bean, eat, cheap, sheep /i:/ Ss (repeat): bean, peel, cheap, sheep T (says clearly): bin, it, chip, ship /i/ Ss (repeat): bin, it, chip, ship T: bean/bin; eat/it, cheap/chip /i:/open your mouth very little to make the sound /i:/ - a long sound /i/ first practice the sound /i:/. Then open your mouth a little more / i / - a short sound . | Teaching Pronunciation Teaching Pronunciation INDIVIDUAL SOUNDS STRESS & INTONATION PRONUNCIATION GAMES Focusing on a difficult sound Saying the sound clearly in isolation Asking Ss to repeat in chorus or individually Contrasting sounds if Ss confuse Describing how it is pronounced Examples: /i:/ and /i/ T (says clearly): bean, eat, cheap, sheep /i:/ Ss (repeat): bean, peel, cheap, sheep T (says clearly): bin, it, chip, ship /i/ Ss (repeat): bin, it, chip, ship T: bean/bin; eat/it, cheap/chip /i:/open your mouth very little to make the sound /i:/ - a long sound /i/ first practice the sound /i:/. Then open your mouth a little more / i / - a short sound Practicing sounds Minimal pairs Missing words Making sentences Minimal Pairs 1 2 1 2 /i:/ /i/ /ǽ/ /a:/ /i/ /e/ /a:/ /Λ/ /e/ /ǽ/ /u/ /u:/ Missing words /e/ & /ei/: let/late, get/gate, pepper/paper, pen/pain The children were _ out from school. Open the door and_ ready to leave. I love spicy food. Please give me some more__ This student has a very bad__. Making sentences Laugh/life Walker Worker Ear/hear H Age Heart/height Test/taste Eye/high Sheep Cheap Ball/boil Ball/boat Vest/west Wash Watch Bed/bird Win/wing Peel/feel Sea She STRESS & INTONATION Ways of showing stress patterns: Using your voice (exaggerating difference b/w stressed & unstressed syllables Using gestures (clapping or tapping on a desk) Using the blackboard (writing dots, dashes, underlining stressed syllable or writing stressed syllables in heavier letters or in bold types) INTONATION 2 basic intonation patterns: Rising tone: used in Yes/No questions; expressing surprise, disbelief Falling tone: used in normal statements, commands, & for WH-questions 2 main techniques of showing intonation patterns: - By drawing arrows on the blackboard - By arm & hand movements Practicing stress & intonation The easiest way: repetition giving a good model of the sentences, saying it at normal speed, making a clear difference b/w stressed & unstressed | Teaching Pronunciation Teaching Pronunciation INDIVIDUAL SOUNDS STRESS & INTONATION PRONUNCIATION GAMES Focusing on a difficult sound Saying the sound clearly in isolation Asking Ss to repeat in chorus or individually Contrasting sounds if Ss confuse Describing how it is pronounced Examples: /i:/ and /i/ T (says clearly): bean, eat, cheap, sheep /i:/ Ss (repeat): bean, peel, cheap, sheep T (says clearly): bin, it, chip, ship /i/ Ss (repeat): bin, it, chip, ship T: bean/bin; eat/it, cheap/chip /i:/open your mouth very little to make the sound /i:/ - a long sound /i/ first practice the sound /i:/. Then open your mouth a little more / i / - a short sound Practicing sounds Minimal pairs Missing words Making sentences Minimal Pairs 1 2 1 2 /i:/ /i/ /ǽ/ /a:/ /i/ /e/ /a:/ /Λ/ /e/ /ǽ/ /u/ /u:/ Missing words /e/ & /ei/: let/late, get/gate, pepper/paper, pen/pain The children were _ out from school. Open the door and_ ready to leave. I love spicy food. Please give me some more__ .
