英语教学法 Unit 5 Teaching Pronunciation.ppt

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1、A Course in English Language Teaching,Unit 5 Teaching Pronunciation,5.1 The role of pronunciation 5.2 The goal of teaching pronunciation 5.3 Aspects of pronunciation 5.4 Practicing sounds Focusing on a sound Perception practice Production practice 5.5 Practicing stress and intonation Practicing stre

2、ss,Unit 5 Teaching Pronunciation,5.1 The role of pronunciation,In the teaching of English as a foreign language,discussions on pronunciation are not so much around how to teach pronunciation as around the value of teaching pronunciation.What do you think?Task 1:We just have had some statements about

3、 the role of pronunciation in English teaching.Now,discuss in groups of four or five about it,and try to give your reasons.,Task 1,Disagree,Disagree,Disagree,Agree,Task 1,Agree,Agree,Disagree,Disagree,Agree,Agree,Note,Considering our English learning context,generally speaking,beginning Chinese lear

4、ners of English need a certain degree of focus on pronunciation.However,great care should be taken over the distinction between pronunciation and phonetics.The teaching of pronunciation should focus on the students ability to identify and produce English sounds themselves.Students should not be led

5、to focus on reading and writing phonetic transcripts of words,especially young students,because phonetic transcripts are more abstract and less meaningful.,Phonetic rules regarding what sounds a letter or cluster of letters should be pronounced are helpful for students to develop the ability to cope

6、 with English pronunciation and they should be introduced at a suitable stage.However,they should be avoided at the beginning stage,especially for young learners.5.2 The goal of teaching pronunciation,Question 1:In general,why cant learners of English as a foreign language cannot acquire native-like

7、 pronunciation,except those who start learning English at a very young age?due to changes such as maturation of the braindue to the amount of exposure to English due to biological and physiological difference,Question:What should be our realistic goals?,However,admitting the difficulty in acquiring

8、native-like pronunciation does not mean that teachers should not encourage students to improve their pronunciation as much as possible.Our realistic goals of teaching pronunciation should be Consistency:the pronunciation should be smooth and natural.Intelligibility:the pronunciation should be unders

9、tandable to the listeners.Communicative efficiency:the pronunciation should help to convey the meaning that is intended by the speaker.,Activity:What do we mean by“good”or“received”pronunciation?What is authentic English?,Say“Sorry”and“Thank you”.mean differently.A.E/Br.E/Scottish:All right./Hot pro

10、nounce differently.So when we study English,we can try to be accurate,or at least,our speech should be intelligible so that we sound clear enough to make ourselves understood.And we dont think that most learners of English as a foreign language can obtain native-like English pronunciation.For exampl

11、e,a foreigner can speak Chinese very well,but we know that he is a foreigner.And we can easily find out that he/she is not a native speaker.So it is with the learning of the pronunciation of a foreign language.So,the goal of English learning is probably to acquire near-native pronunciation.,Some stu

12、dents take great pains to be accurate in pronunciation.this is often done at the expense of consistency.And the speech produced in this way is not only unnatural but also uncomfortable to hear.,When trying to achieve consistency in pronunciation,students do not have to and should not sacrifice intel

13、ligibility.Unintelligible speech is useless and may cause unpleasant feelings for both the speaker and the audience.However,consistency and intelligibility are not necessarily enough in real communication.for example,it is easy to say“Sorry”smoothly and clearly.But if the intonation in not appropria

14、te,it may convey the opposite meaning.,Note,5.3 Aspects of pronunciation,How many aspects is pronunciation made up of?Actually,pronunciation is an umbrella term covering manyaspects besides sounds,phonetic symbols and rules,suchas stress,intonation,and rhythm.Here is a tree pronunciation:sounds/IPA

15、symbols(vowels and consonants)pronunciation of wordsword stressstrong and weak formslinkage of sounds/gla tu mitju:/rhythmTwinkle,twinkle,little star/I wonder what you are/Up above the world so high/Like the diamond in the sky/pitch and intonation/I study Chinese history./filler words/well,ouch,aha/

16、,The relationship of these aspects.,The word stress influence how the letters are pronounced.And the sentence stress again will make it necessary to pronounce words differently from when they are read individually.Similarly,intonation and rhythm also cause variation in the sounds of words.Language l

17、earning needs a lot of practice and this is especially true with pronunciation.As far as pronunciation is concerned,students benefit from both mechanical practice and meaningful practice.And meaningful practice is more desirable.Everything can be learned more effectively if it is meaningful.,These a

18、spects are not isolated from each other.They are interrelated.,5.4/Practicing soundsImagine that you are teaching/e/,how will you teach them?Group-work:Brainstorm your good ideas.Maybe you can try this way(sentences+gestures):A cat met a rat;the rat let the cat pat its head.It is important to combin

19、e drilling pronunciation exercises with more meaningful exercises.Task 4Write the order numbers,Key:2,4,6,x,3,5,1,7,There are many different ways to teach a sound.Its better to teach from Perception Practice(认知)to Production Practice(生成):Say the sound alone;Get the students to repeat the sound in ch

20、orus;Get individual students to repeat the sound;Explain how to make the sound;Say the sound in a word;Contrast it with other sounds Say the sound in meaningful contexts.Perception Practice is aimed at developing the students ability to identify and distinguish between different sounds:How many aspe

21、cts does it have?,Using minimal pairs Which order?Same or different?Odd man out.Completion,1 Using minimal pairs Read the following words,ask the students to tell which word is read?,2.Which order?Read the following words,ask the students to tell the words order.,3.Same or different?Write down the f

22、ollowing words and then read them,ask the students to tell whether they are the same or not?,4.Odd man outRead the following words,ask the students to tell which word is different?,5.Completion Read the following words,ask students to complete the words they hear.For example:gate late mate fate hate

23、 Kate rate date-ate-ate-ate-ate-ate-ate-ate-ate,Production Practice is aimed at developing students ability to pronounce distinct and understandable sounds:Listen and repeat;Fill in the blanks;Make up sentences;Use meaningful context;Use pictures;Use tongue twisters(Six sheep skied with skill and sp

24、eed/A black bird eats black bread);Reading a poem:1.Im thankful for a thousand things/For faithful earth,for birth and breath/For thought and health and strength and mirth/And maybe when it comes,for death2.Good night/Sleep tight/Wake up bright/In the morning light/To do whats right/With all your mi

25、ght,5.5 Practicing stress and intonation:,The most important thing in practicing stress is making the students be aware of where to stress the word or phrase.Use gestures Use the voiceUse the blackboardUse the bookUse the desk,1)practicing stress:,Three are two levels of stress Wordlevel stressPhras

26、e-level stress,2)practicing intonation:,Intonation can greatly affect the intention of the speakers message.Intonation is used by native speakers to express meanings in many subtle ways such as surprise,complaint,sarcasm,friendliness,threats,etc.Most teachers use hand or arm movement to indicate cha

27、nge of intonation as if conducting music.When it is necessary to mark intonation,we often use rising or falling arrows,such as and.Another way to mark change of intonation is to draw lines.,Activity 5:Work in groups.,Demonstrate how you can help the students practice saying the following sentences:I

28、 havent seen her for years.Have you ever been to London?You can sit down if you like.She is wearing a green dress.,Practicing rhythm:Use gestures/use the voice/use the blackboard/read poems/imitate standard English 5-step approach:Sense perception.T:This is a book.Imitation:Ss:This is a book.Analysi

29、s.T:We usually read the predicative sentence in falling tone.Substitution.T:Now,lets do the substitutional exercises.Bb:pen,ballFlexible practice.T:Now,look at the picture and say it in English.,1 Use individual,pair,group and whole class practice formats to create a pleasant,relaxed,and dynamic cla

30、ssroom.2.Use hands and arms to conduct choral pronunciation practice.3.Move around the classroom when doing choral practice.4.It is helpful to do articulation practice more than once.5.Bring variety to the classroom.,5.6 Conclusion,There are some further suggestions on teaching pronunciation:,Homework:Design a teaching plan,The End,