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Module 2:TEACHING PRONUNCIATION

Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation, and word linking all influence the sound of spoken English, not to mention the way we often slur words and phrases together in casual speech. 'What are you going to do?' becomes 'Whaddaya gonna do?' English pronunciation involves too many complexities for learners to strive for a complete elimination of accent, but improving pronunciation will boost self esteem, facilitate communication, and possibly lead to a better job or a least more respect in the workplace....

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nhatro75

Kỹ năng đọc Tiếng Anh

TEACHING LANGUAGE TO YOUNG LEARNERS

Language: Pronunciation Vocabulary Grammar

General Principle

sounds

words

structures

TEACHING PRONUNCIATION

The scope of pronunciation

• Individual sounds

• Sounds in connected speech

• Stress and rhythm

• Intonation

Individual sounds

Sounds in connected speech

Coffee, coffee

Milk and sugar, milk and sugar

Strawberries and cream, strawberries and cream

Chocolate cake and chocolate biscuits

Fish and chips

Soup

SOOOUP

Stress and Rhythm

COffee, COffee

MILK and SUGAR, MILK and SUGAR

STRAWberries and CREAM, STRAWberries and CREAM

CHOcolate CAKE and CHOcolate BIScuits

FISH and CHIPS

SOUP

SOOOUP

More Practice

One two three four

One and two and three and four

One and a two and a three and a four

One and then a two and then a three and then a four

More Practice

One two three four

One and two and three and four

One and a two and a three and a four

One and then a two and then a three and then a four

Intonation

• My name’s Peter.

• Where’s my bag?

• Can I open the window?

• Stick it on here

• What a beautiful shirt!

• Would you like a lift?

• Which shirt do you like, the red one or the blue one?

• What there is left we’ll put it in the pot.

Techniques and Activities

Game

Purpose

Stress Snap Stress Domino

To practise recognizing the word stress within 2 syllable words

Sound Bingo

To practise recognizing similarities and differences between sounds / discriminating sounds

Happy Sound Families

To practise recognizing similarities and differences between sounds / discriminating sounds

Odd one out

To practise recognizing similarities and differences between sounds / discriminating sounds

…

TEACHING VOCABULARY

What is vocabulary?

 Lexical sets

e.g. shop, fruit, room in a house

 Rhyming sets

e.g. bat, rat, hat, mat

 Color sets

e.g. things that are green

 Grammatical sets

e.g. adjectives, verbs, nouns, prepositions

 Partners / collocations

e.g. play the piano, ride a bike, easy class, loud noise

 Opposites or male and female

e.g. hot / cold, boy/girl

Background

 Children are active learners in different

social contexts.

 bringing objects,  talking while playing with them,  reading stories,  asking questions …

 Other people help them learn by:

Children learn new words by interacting with

others

The vocabulary teaching and learning process

5 main stages guided by teachers:

1.Understanding and learning the meaning of new

words

2.Attending to forms

3.Practising, memorizing, and checking activities

4.Consolidating, recycling, extending, and

personalizing

5.Developing strategies for vocabulary learning

Stage 1

1. Understanding and learning the meaning of

 using objects

 using drawings

 using illustrations, pictures, photos,

flashcards

 using actions, mime, expressions, gestures

 pointing, touching, tasting, feeling, smelling

 using technology

new words

Stage 1 (continued)

1. Understanding and learning the meaning of



explaining

 defining the context



eliciting

 describing



translating

new words – verbal techniques

Stage 2



listening and repeating



listening for specific phonological information (individual sounds, number of syllables, stress patterns)



observing the written forms (shape, letters, spelling)

 noticing grammatical information



copying and organizing

2. Attending to forms

Stage 3

3. Practising, memorizing, and checking



classifying / sorting



giving instructions

 picture dictation

 wordsearches

 …

activities

Stage 4

4. Consolidating, recycling, extending, and



vocabulary book



collages

 word networks/webs/trees

 word boxes, banks, envelopes, boxes

 …

personalizing

Stage 5

5. Developing strategies for vocabulary

 Becoming aware of a variety of clues to help

guess and predict meaning

 Planning and organizing a vocabulary record

keeping system

 Do selftesting

 Reviewing

 …

learning

TEACHING GRAMMAR

Attention

• Formal teaching of grammar is not usually a

major objective in the young learners classroom

• Using formfocus techniques in meaningful

and interesting contexts

What grammar to teach?

TYPES

1.Facts

2.Patterns

3.Choice

EXAMPLES a.foot – feet, b.My favorite color is blue. c.leaf – leaves d.I’ve played tennis since I was eight./ I’ve been playing tennis since I was eight. e.Pete is in the class.

notice the pattern, and then generate new language expose, develop deep understanding of the relationship between and grammar meaning learn by heart

What grammar to teach?

• Facts:

e.g. foot – feet, leaf – leaves learn by heart

• Patterns:

e.g. My favorite color is blue.

notice the pattern, and then generate new language

• Choices:

e.g. I’ve played tennis since I was eight.

I’ve been playing tennis since I was eight expose, develop deep understanding of the relationship

between and grammar meaning

(Lewis, 1986:912)

Sequencing grammar learning activities

1. Noticing new language input

(focusing attention to language form)

2. Structuring knowledge of language

(controlled practice)

3. Involving learners in language fluent use

and communication

Discovery grammar activities

Read and order the pictures in the correct order.

She put on her black stockings, her big black shoes, her long cloak and her tall black hat.

Discovery grammar activities

Answer the questions.

1. Which words are adjectives? 2. Which words are nouns? 3. Where do adjectives go in English? 4. Where do adjectives for color go in English? 5. Where do adjectives for size go in English?

She put on her black stockings, her big black shoes, her long cloak and her tall black hat.