1. Teaching Pronunciation Dr. Walid Amer September 26 th, 2011

2. Teaching pronunciation Introduce the sounds of English naturally by native speakers using websites of English sounds like: http://www.teachingenglish.org.uk/t ry/activities/phonemic-chart http://www.teachingenglish.org.uk/t ry/activities/phonemic-chart

3. Activities for teaching pronunciation Minimal pairs Bin pin Bay pay Bound pound associate the sound with the most common graphic representation /i:/ as seek, see, feet, receive, conceive, defeat, beat, eat, etc.

4. Activities for teaching pronunciation Indicate the manner and place of articulation though facial movement: lip rounding and tongue movement as in o u use songs and rhymes with young learners on tapes by native speakers round and round the rugged rock the ragged rascal ran

5. Activities for teaching pronunciation pay special attention to consonant clusters draw attention to diphthongs which do not occur in SA as a guide to pronunciation.

6. Activities for teaching pronunciation introduce natural English in the class through films videos CDs or tapes. introduce the identical sounds in both lgs. focus on articulatory differences betweens sounds in SA and E.

7. Activities for teaching pronunciation use the following games: Pictures and sounds: there can be pictures of a pot and port, sheep and ship, Hat and hut, cart and kite, somebody thinking somebody sinking do people wear on their heads huts? Does anyone lives in a hat?

10. Differentiation between two vowels Objective: by the end of the lesson, learners are expected to be able to differentiate between pot/port spot/sport shot/ short cot/caught

11. Step one T says hot, got, pot SS notice the place of articulation T says as SS repeat (words on the board) Got, pot, what, often Open your mouth and make your lips round It’s a short sound T appoints individuals to read words Can you generate words from your own that contain the same sounds

12. Step two T says or, floor, law, bought, SS notice the place of articulation T says as SS repeat (words on the board) water, more, caught, fought Push your lips forward and make them round It’s a long sound T appoints individuals to read

13. Step Three Put the two vowels together SS listen and repeat (whole class) Pot/port Cot/caught Spot/sport Shot/ short T appoints individuals to read

14. Step four Evaluation Choose the word you hear: 1. (a. pot, b. port) 2. (a. short, b. shot) 3. (a. sport, b. spot) 4. (a. port, b. pot) 5. (a. cot, b. caught)

15. Evaluation con. Look at the words, then write the word you hear in your notebook

16. Teaching the stress Learn the stress of every single word when learning the word Give generalizations when teaching stress Use the English pronouncing dictionary Teacher should keep a record of students pronunciation mistakes and help students avoid them individually or in remedial sessions.

17. Exercise 1 Listen and read: a- I love to row in my big blue boat, b- My big blue boat, my big blue boat; c- I love to row in my big blue boat, d- Out in the deep blue sea.

18. exercise 2 Listen and draw dots. 1-The big blue boat has two red sails. 2- So come and row in my big blue boat. 3- Out in the deep blue sea.

19. exercise 3 Listen and repeat:- a- I gave her the book. b- I gave her the book. c- I gave her the book. d- I gave her the book.

20. Exercise 4 Listen and read. Then practice in pairs:- Doctor : So you're Ahmed. Boy : No, doctor. I'm Ali. Doctor : Sorry. Now, Ali, you're twelve years old. Boy : No, I'm thirteen years old. Doctor : Oh dear. And you’ve got a bad headache. Boy : No, I have got a bad earache.

21. Exercise 5 Listen and repeat:- Amy : My cousin is fourteen years old. Rania: how old? Did you say she's forty years old. Amy : No, not forty. Fourteen. Rania: My cousins are fifteen and seventeen years old.

22. Exercise 6 Listen and mark the stress: a- animal b- banana c- disagree

23. Exercise 7 Listen and repeat: a- Saturday b- paragraph c- calendar d- magazine e- principle f- tomato b- potatoes c- important d- pollution e- policeman