Unit 5 Teaching Pronunciation0.docx
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Unit 5 Teaching Pronunciation0.docx
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Unit5TeachingPronunciation0
Unit5TeachingPronunciation
ACourseinEnglishLanguageTeachingUnit5TeachingPronunciationUnit5
TheroleofpronunciationThegoalofteachingpronunciationAspectsofpronunciationPracticingsoundsFocusingonasoundPerceptionpracticeProductionpractice5.5PracticingstressandintonationPracticingstressUnit55.15.25.35.4
5.1TheroleofpronunciationIntheteachingofEnglishasaforeignlanguage,discussionsonpronunciationarenotsomucharoundhowtoteachpronunciationasaroundthevalueofteachingpronunciation.Whatdoyouthink?
Task1:
WejusthavehadsomestatementsabouttheroleofpronunciationinEnglishteaching.Now,discussingroupsoffourorfiveaboutit,andtrytogiveyourreasons.Unit5
Task11.Agree/DisagreeDisagree2.Studentsneedtobeabletoreadandwritephonetictranscriptsofwords,inordertolearnEnglish.StudentsneedtobeabletowritephonetictranscriptsforwordsStudentsneedtoknowphoneticsinordertolearnEnglishPoorpronunciationmaycauseproblemsforthelearningofotherskills.Unit5Disagree3.Disagree4.Agree
Task15Adultlearnersneedtofocusonpronunciation,butyounglearnersdon’t.Bothconsistencyandaccuracyinpronunciationareveryimportant.StressandintonationarenotimportantforbeginninglearnersStudentsshouldlearnReceivedPronunciationStressinpronunciationissometimesasimportantasgrammarBadintonationcanleadtoseriousmisunderstandingAgree6Agree7Disagree89DisagreeAgreeAgree10Unit5
NoteConsideringourEnglishlearningcontext,generallyspeaking,beginningChineselearnersofEnglishneedacertaindegreeoffocusonpronunciation.However,greatcareshouldbetakenoverthedistinctionbetweenpronunciationandphonetics.Theteachingofpronunciationshouldfocusonthestudents’abilitytoidentifyandproduceEnglishsoundsthemselves.Studentsshouldnotbeledtofocusonreadingandwritingphonetictranscriptsofwords,especiallyyoungstudents,becausephonetictranscriptsaremoreabstractandlessmeaningful.Unit5
PhoneticrulesregardingwhatsoundsaletterorclusteroflettersshouldbepronouncedarehelpfulforstudentstodeveloptheabilitytocopewithEnglishpronunciationandtheyshouldbeintroducedatasuitablestage.However,theyshouldbeavoidedatthebeginningstage,especiallyforyounglearners.5.2ThegoalofteachingpronunciationQuestion1:
Ingeneral,whycan’tlearnersofEnglishasaforeignlanguagecannotacquirenative-likepronunciation,exceptthosewhostartlearningEnglishataveryyoungage?
duetochangessuchasmaturationofthebrainduetotheamountofexposuretoEnglishduetobiologicalandphysiologicaldifferenceUnit5
Question:
Whatshouldbeourrealisticgoals?
However,admittingthedifficultyinacquiringnative-likepronunciationdoesnotmeanthatteachersshouldnotencouragestudentstoimprovetheirpronunciationasmuchaspossible.OurrealisticgoalsofteachingpronunciationshouldbeConsistency:
thepronunciationshouldbesmoothandnatural.Intelligibility:
thepronunciationshouldbeunderstandabletothelisteners.Communicativeefficiency:
thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.Unit5
Activity:
Whatdowemeanby“good”or“received”pronunciation?
WhatisauthenticEnglish?
Say“Sorry”and“Thankyou”.↘↗↘↗meandifferently.↘↗A.E/Br.E/Scottish:
Allright./Hot…pronouncedifferently.SowhenwestudyEnglish,wecantrytobeaccurate,oratleast,ourspeechshouldbeintelligiblesothatwesoundclearenoughtomakeourselvesunderstood.Andwedon’tthinkthatmostlearnersofEnglishasaforeignlanguagecanobtainnative-likeEnglishpronunciation.Forexample,aforeignercanspeakChineseverywell,butweknowthatheisaforeigner.Andwecaneasilyfindoutthathe/sheisnotanativespeaker.Soitiswiththelearningofthepronunciationofaforeignlanguage.So,thegoalofEnglishlearningisprobablytoacquirenearnativepronunciation.Unit5
NoteSomestudentstakegreatpainstobeaccurateinpronunciation.thisisoftendoneattheexpenseofconsistency.Andthespeechproducedinthiswayisnotonlyunnaturalbutalsouncomfortabletohear.Whentryingtoachieveconsistencyinpronunciation,studentsdonothavetoandshouldnotsacrificeintelligibility.Unintelligiblespeechisuselessandmaycauseunpleasantfeelingsforboththespeakerandtheaudience.However,consistencyandintelligibilityarenotnecessarilyenoughinrealcommunication.forexample,itiseasytosay“Sorry”smoothlyandclearly.Butiftheintonationinnotappropriate,itmayconveytheoppositemeaning.Unit5
5.3AspectsofpronunciationHowmanyaspectsispronunciationmadeupof?
Actually,pronunciationisanumbrellatermcoveringmanyaspectsbesidessounds,phoneticsymbolsandrules,suchasstress,intonation,andrhythm.Hereisatreepronunciation:
?
sounds/IPAsymbols(vowelsandconsonants)?
pronunciationofwords?
wordstress?
strongandweakforms?
linkageofsounds/glatumitju:
/?
rhythm?
Twinkle,twinkle,littlestar/Iwonderwhatyouare/Upabovetheworldsohigh/Likethediamondinthesky/?
pitchandintonation/IstudyChinesehistory./?
fillerwords/well,ouch,aha…/Unit5
Therelationshipoftheseaspects.Theseaspectsarenotisolatedfromeachother.Theyareinterrelated.Thewordstressinfluencehowthelettersarepronounced.Andthesentencestressagainwillmakeitnecessarytopronouncewordsdifferentlyfromwhentheyarereadindividually.Similarly,intonationandrhythmalsocausevariationinthesoundsofwords.Languagelearningneedsalotofpracticeandthisisespeciallytruewithpronunciation.Asfaraspronunciationisconcerned,studentsbenefitfrombothmechanicalpracticeandmeaningfulpractice.Andmeaningfulpracticeismoredesirable.Everythingcanbelearnedmoreeffectivelyifitismeaningful.Unit5
5.4/PracticingsoundsImaginethatyouareteaching/?
//e/,howwillyouteachthem?
Group-work:
Brainstormyourgoodideas.Maybeyoucantrythisway(sentences+gestures):
Acatmetarat;theratletthecatpatitshead.Itisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercises.1Task4Getstudentstorepeatthesoundinchorus.Writethe2Explainhowtomakethethesound.ordernumbers3Contrastitwithothersounds.4Writewordsontheblackboard.Getindividualstudentstorepeatthesound.Saythesoundinaword.Saythesoundalone.Saythesoundinameaningfulcontexts.Key:
2,4,6,x,3,5,1,7Unit55678
Therearemanydifferentwaystoteachasound.It’sbettertoteachfromPerceptionPractice(认知to认知)认知ProductionPractice(生成生成):
生成Saythesoundalone;Getthestudentstorepeatthesoundinchorus;Getindividualstudentstorepeatthesound;Explainhowtomakethesound;Saythesoundinaword;ContrastitwithothersoundsSaythesoundinmeaningfulcontexts.PerceptionPracticeisaimedatdevelopingthestudents’abilitytoidentifyanddistinguishbetweendifferentsounds:
Howmanyaspectsdoesithave?
①Usingminimalpairs②Whichorder?
③Sameordifferent?
④Oddmanout.⑤CompletionUnit5
1UsingminimalpairsReadthefollowingwords,askthestudentstotellwhichwordisread?
willwelltilltellfillfelllidledshipsheepbidbed2.Whichorder?
Readthefollowingwords,askthestudentstotelltheword’sorder.pitpetbetbeartearearbeardbeerbear1323122133.Sameordifferent?
Writedownthefollowingwordsandthenreadthem,askthestudentstotellwhethertheyarethesameornot?
metmeetwellwellwellwillUnit5
4.OddmanoutReadthefollowingwords,askthestudentstotellwhichwordisdifferent?
bitbitbitpitlidledlidlidbagbagbackbagloadloudloadload5.CompletionReadthefollowingwords,askstudentstocompletethewordstheyhear.Forexample:
gatelatematefatehateKateratedate-----ate----ate----ate----ate----ate----ate----ate-----ateUnit5
ProductionPracticeisaimedatdevelopingstudents’abilitytopronouncedistinctandunderstandablesounds:
Listenandrepeat;Fillintheblanks;Makeupsentences;Usemeaningfulcontext;Usepictures;Usetonguetwisters(Sixsheepskiedwithskillandspeed/Ablackbirdeatsblackbread);Readingapoem:
1.I’mthankfulforathousandthings/Forfaithfulearth,forbirthandbreath/Forthoughtandhealthandstrengthandmirth/Andmaybewhenitcomes,fordeath2.Goodnight/Sleeptight/Wakeupbright/Inthemorninglight/Todowhat’sright/WithallyourmightUnit5
5.5Practicingstressandintonation:
Threearetwolevelsofstress<1>Word—levelstress<2>Phrase---levelstress1)practicingstress:
Themostimportantthinginpracticingstressismakingthestudentsbeawareofwheretostressthewordorphrase.UsegesturesUsethevoiceUsetheblackboardUsethebookUsethedeskUnit5
2)practicingintonation:
Intonationcangreatlyaffecttheintentionofthespeaker’smessage.Intonationisusedbynativespeakerstoexpressmeaningsinmanysubtlewayssuchassurprise,complaint,sarcasm,friendliness,threats,etc.Mostteachersusehandorarmmovementtoindicatechangeofintonationasifconductingmusic.Whenitisnecessarytomarkintonation,weoftenuserisingorfallingarrows,suchas↘and↗.Anotherwaytomarkchangeofintonationistodrawlines.Didyougetsome↗tic↘kitsforthe↗con↘cert?
↘↘Activity5:
Workingroups.Demonstratehowyoucanhelpthestudentspracticesayingthefollowingsentences:
Ihaven’tseenherforyears.HaveyoueverbeentoLondon?
Youcansitdownifyoulike.Sheiswearingagreendress.Unit5
Practicingrhythm:
Usegestures/usethevoice/usetheblackboard/readpoems/imitatestandard
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