1. Men or Man? Teaching Pronunciation Giving Instructions

2. Certified Teacher – U.S.A 10 yrs. teaching experience  5 yrs. U.S.  5 yrs. South Korea MRes- Educational and Social Research Assistant Professor of English at Gimcheon University EPIK/ TaLK Teacher Trainer KOTESOL Presenter Corporate English Daniel Moonasar Who am I?

3. Objective Objective: To provide participants with: 1.Issues in teaching pronunciation 2.Discuss techniques 3.Sample activities 4.Shared activities

4. Problems with Pronunciation Activity 1: 1.What problems do you and your students have with pronunciation? 2.Write down some problems. 3.Wait 4.Make groups of 4 5.Share your problems with each other

5. Problems with Pronunciation Activity 1: 1.What problems do you have teaching pronunciation? 2.Write down some of your problems. 3.Wait. 4.Make groups of 4. 5.Share your problems with each other.

6. Issues Teaching Pronunciation 1.Over emphasis on “native like” pronunciation 2.Native language  second language 3.Precision vs. intelligibility 4.Various methods 5.Age/ grade level

7. Issues Teaching Pronunciation 1.Over emphasis on “native like” pronunciation  Perceptions of “perfect English”  Means to measure and rank speakers  Who are they speaking to?

8. Issues Teaching Pronunciation 2. Native language  second language  L1 vs. L2  How sounds are formed.  Where does it come from?  Muscle memory

9. Issues Teaching Pronunciation 3. Precision vs. intelligibility  Loss of intelligibility  Incorrect stresses, rhythm, & intonation  Speed and over-enunciation  Imitation

10. Issues Teaching Pronunciation 4. Various Methods  Dozens of phonetic alphabets  Encompassing vs. detailed  Testing vs. real life

11. Issues Teaching Pronunciation 5. Age/ Grade Level  Typically el. 4 th grade – m. 1 st  From feeling to technical

12. Issues Teaching Pronunciation 1.Over emphasis on “native like” pronunciation 2.Native language  second language 3.Precision vs. intelligibility 4.Various methods

13. Teaching Pronunciation What are the traditional focuses on teaching pronunciation? 1.Sounds (phonemes, phonics) 2.Rhythm and stress (articulation) 3.Flow of speech (intonation) 4.Accent *many of the following activities overlap focuses. *There are no “magic” techniques”

14. Teaching Pronunciation 1.Sounds (phonemes, phonics) Minimal Pairs Identifies like sounding words/ sounds- man/ men, coffee/ copy Identify L1 specific problems. - r/l/ ㄹ p/q/ ㅂ, c/s/sh/ ㅅ

15. Teaching Pronunciation

16. Sounds (phonemes, phonics) Minimal Pairs – Bingo 1.Introduce some minimal pair words (MPWs). 2.Give students a 3x3 Bingo grid. 3.Have students write MPWs randomly on the grid. 4.Teachers say the words, students mark the MPWs they hear.

17. Teaching Pronunciation

18. Sounds/ Intonation/ articulation Feeling Sounds Students touch and feel sounds as they make them. Close eyes Change Each other

19. Teaching Pronunciation Sounds (phonemes, phonics) Sorting Activities Students are given words and must find the different pronunciations.

20. Teaching Pronunciation Sounds (phonemes, phonics) Sorting Activities Students are given words and must find the different pronunciations. Teacher says words, students sort them.

21. Teaching Pronunciation Sounds (phonemes, phonics) Sorting Activities Students are given words and must find the different pronunciations. Read or listen Make a poster Hang it up

22. Teaching Pronunciation Rhythm and stress + flow Singing/ Chanting/ Jazz Chanting Have students use their favorite songs 노래방 time – students spin for songs- reading/ pronunciation. Have students use vocabulary words to make chants Have student record chants, edit them to music.

23. Teaching Pronunciation Rhythm and stress + flow Singing/ Chanting/ Jazz Chanting Scaffold Show the text Read the text Chant/ clap Model singing Students sing

24. Teaching Pronunciation Rhythm and stress + flow Singing/ Chanting/ Jazz Chanting How to make & teach jazz chants. http://youtu.be/ZXItVqHL_VY Examples: http://youtu.be/frN3nvhIHUk http://youtu.be/6iHfxfh6lyQ

25. Teaching Pronunciation Intonation/ Flow Bag of Mystery! Reading/ Intonation Review Use previous readings. Students choose voices out of a bag. Students must read in that voice. scary mouse tiger monster alien

26. Teaching Pronunciation 2. Rhythm and stress (articulation) Voice recognition apps  Kakao  Google Translate  Google Search  Dragon suite Students can read and try to have the app reproduce the reading. Time constrictions so there is no typing.

27. Teaching Pronunciation 3 +4. Rhythm and stress + flow Intonation pattern charts Low Medium High Very High Johnis wearing a red shirt to- day.

28. Sharing Activity What has worked for you? 1.Think about techniques or activities that have worked for you. 2.Share them in your group. 3.Then we’ll share together.

29. Closing and Questions My email address: moonasard@gmail.com