Unit-5---Teaching-Pronunciation市公开课一等奖省赛课微课金奖课件.pptx

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Unit 5,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Unit 5,Unit 5,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,Unit 5,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,A Course in English Language Teaching,Unit 5,Teaching Pronunciation,1/21,5.1 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 stress,Unit 5 Teaching Pronunciation,2/21,5.1 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 the role of pronunciation in English teaching.Now,discuss in groups of four or five about it,and try to give your reasons.,3/21,Agree/Disagree,1.,Students need to be able to read and write phonetic transcripts of words,in order to learn English.,2.,Students need to be able to write phonetic transcripts for words,3.,Students need to know phonetics in order to learn English,4.,Poor pronunciation may cause problems for the learning of other skills.,Task 1,Disagree,Disagree,Disagree,Agree,4/21,Task 1,5,Adult learners need to focus on pronunciation,but young learners don,t.,6,Both consistency and accuracy in pronunciation are very important.,7,Stress and intonation are not important for beginning learners,8,Students should learn Received Pronunciation,9,Stress in pronunciation is sometimes as important as grammar,10,Bad intonation can lead to serious misunderstanding,Agree,Agree,Disagree,Disagree,Agree,Agree,5/21,Phonetic rules regarding what sounds a letter or cluster of letters should be pronounced are helpful for students to develop the ability to cope 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 can,t learners of English as a foreign language cannot acquire native-like pronunciation,except those who start learning English at a very young age?,due to changes such as maturation of the brain,due to the amount of exposure to English,due to biological and physiological difference,6/21,Question:What should be our realistic goals?,However,admitting the difficulty in acquiring 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 understandable to the listeners.,Communicative efficiency:,the pronunciation should help to convey the meaning that is intended by the speaker.,7/21,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,pronounce 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 don,t think that most learners of English as a foreign language can obtain,native-like,English pronunciation.For example,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.,8/21,Some students 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 intelligibility.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 appropriate,it may convey the opposite meaning.,Note,9/21,5.3 Aspects of pronunciation,How many aspects is pronunciation made up of?,Actually,pronunciation is an umbrella term covering many,aspects besides sounds,phonetic symbols and rules,such,as stress,intonation,and rhythm.,Here is a tree pronunciation:,sounds/IPA symbols,(vowels and consonants),pronunciation of words,word stress,strong and weak forms,linkage of sounds,/gla tu mitju:/,rhythm,Twinkle,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/,10/21,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 learning 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 aspects are not isolated from each other.,They are interrelated.,11/21,5.4/Practicing sounds,Imagine 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 combine drilling pronunciation exercises with more meaningful exercises.,Task 4,Write the,order numbers,1,Get students to repeat the sound in chorus.,2,Explain how to make the the sound.,3,Contrast it with other sounds.,4,Write words on the blackboard.,5,Get individual students to repeat the sound.,6,Say the sound in a word.,7,Say the sound alone.,8,Say the sound in a meaningful contexts.,Key:2,4,6,8,3,5,1,7,12/21,There are many different ways to teach a sound.It,s 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 chorus;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 aspects does it have?,Using minimal pairs,Which order?,Same or different?,Odd man out.,Completion,13/21,1 Using minimal pairs,Read the following words,ask the students to tell which word is read?,will well,till tell,fill fell,lid led,ship sheep,bid bed,2.Which order?,Read the following words,ask the students to tell the word,s order.,pit pet bet,bear tear ear,beard beer bear,132,312,213,3.Same or different?,Write down the following words and then read them,ask the students to tell whether they are the same or not?,met meet,well well,well will,14/21,4.,Odd man out,Read the following words,ask the students to tell which word is different?,bit bit bit pit,lid led lid lid,bag bag back bag,load loud load load,5.Completion,Read the following words,ask students to,complete the words they hear.,For example:gate late mate fate hate Kate rate date,-ate -ate -ate -ate -ate -ate -ate -ate,15/21,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 speed/A black bird eats black bread);,Reading a poem:,1.I,m 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 death,2.Good night/Sleep tight/Wake up bright/In the morning light/To do what,s right/With all your might,16/21,5.5 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 voice,Use the blackboard,Use the book,Use the desk,1)practicing stress,:,There are two levels of stress,Wordlevel stress,Phrase-level stress,17/21,2)practicing intonation:,Intonation can greatly affect the intention of the speaker,s 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 change 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,.,Did you get some tickits for the concert?,Activity 5:Work in groups.,Demonstrate how you can help the students practice saying the following sentences:,I haven,t seen her for years.Have you ever been to London?,You can sit down if you like.She is wearing a green dress.,18/21,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.,Analysis.,T:We usually read the predicative sentence in falling tone.,Substitution.,T:Now,let,s do the substitutional exercises.Bb:pen,ball,Flexible practice.,T:Now,look at the picture and say it in English.,19/21,1,Use individual,pair,group and whole class practice formats to create a pleasant,relaxed,and dynamic classroom.,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,20/21,The End,21/21,