teaching pronunciation
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phonemes and then carry out the
knowledge through into their production.
Drills - useful in development of both skills
Noticing tasks with listening texts – receptive skills
Drilling
Simple drilling
Ts saying a word or a structure – the class repeats
• Helps the Ss achieve better pronunciation of
language items/helps to remember language
items/helps to remember new items
• Is best done before students see the written form
of the language
• Ts provide a model of the word, phrase, structure
for the ss to copy….listen to the tape….
Choral drilling – class repeats the item in unison
Followed by
Individual drilling – Ts invite students to repeat
one-by –one.
Chain drilling - adding extra information and
repeating
Chaining – can be used for sentences which
could be difficult to pronounce
Example of chaining
Substitution drilling
Also involves drilling a
structure, with
substituting items of
vocabulary
Recitation – for practising rhythm, stress, intonation,
rediced speech…Jazz chants Eg. What’s your name and where are you from?
What’s your name and where are you from?
My name is Mei and I’m from Taiwan.
My name is Mei and I’m from Taiwan.
Been here long?
Been here long?
Not too long, just a few months.
Not too long, just a few months. (Celce-Murcia)
Pronunciation and spelling
The sounds correspond with their written form,
and basic rules can be derived and should be
taught in class;
Ghoti ----- pronunication?
44 different sounds /26 letters
e.g. A – apple/ask
c - can/ cinema
/Ʊ/ - put/ book/could
Relation between spelling and pronunciation in
English is complex, yet it is not as irregular as it
seems
80 per cent of English words are spelled according
to regular patterns
Spelling
Regular features Consonant digraphs
Ph - /f/ - photo/phone/
Ch -/tʃ/ chip/change
/k/ character
/ʃ/ machine
Vowel digraphs
Ea - /i:/ eat / heat/
/ei/ great/ break
/e/ dead/breakfast