Pronunciation in action: Reflections from the classroom Mark D C McKinnon Tutor, Oxford TEFL, Trinity DipTESOL https://teachpronunciation.blog/

https://teachpronunciation.blog/ Pronunciation in action: Reflections from the classroom https://teachpronunciation.blog/

Have your students ever said this? Pronunciation in action: Reflections from the classroom Have your students ever said this? I CAN'T UNDERSTAND ANYTHING when I listen to English. I can understand Italians speaking English, but I can’t understand the Brits. I can read and understand English, but when I listen, the words don’t sound like their written form. The English I hear in films is different to the English I hear in class. English spelling doesn’t help me with pronunciation. There aren’t any rules for English pronunciation. I CAN'T SPEAK ENGLISH (the beginning). I sound very Spanish/ Catalan when I speak English. NOBODY UNDERSTANDS ME when I speak English.

“I can’t speak English” (the beginning) “Nobody understands me” Pronunciation in action: Reflections from the classroom THREE reflections “I can’t speak English” (the beginning) “Nobody understands me” “I can’t understand anything”

Go for a walk Have a car Get an email Go on holiday Pronunciation in action: Reflections from the classroom Task - look at this language and find possible pronunciation points to work on (level A1) Go for a walk Have a car Get an email Go on holiday

Pronunciation in action: Reflections from the classroom Feed in the phonology from the start - language and pronunciation are inseparable. O o o O O o O Go for a walk Have a car /fərə/ /hævə/ O o O O o O Get an email Go on holiday /getəni:meɪl/ /gəʊ w ən/

Past Simple You talked to her You didn’t talk to her Pronunciation in action: Reflections from the classroom How many lessons? How many points? Past Simple You talked to her You didn’t talk to her Did you talk to her?

What did you say? NOBODY UNDERSTANDS ME Pronunciation in action: Reflections from the classroom NOBODY UNDERSTANDS ME What did you say?

LISTEN AND REPEAT ...erm… NO… WHY? Pronunciation in action: Reflections from the classroom Task - error correction using language from a speaking activity. LISTEN AND REPEAT ...erm… NO… WHY?

Pronunciation in action: Reflections from the classroom Giving the students a choice allows us to see what they know and what they can hear. This is also cognitive and memorable.

Task - error correction using language from a speaking activity. Pronunciation in action: Reflections from the classroom Task - error correction using language from a speaking activity. Ss choose the correct sound in pairs. Teacher models the correct sound - Ss check their predictions. Physical work with problem sounds (speech therapy). Drill Teacher listens and takes note of Ss production in the next speaking activity.

I CAN'T UNDERSTAND ANYTHING Pronunciation in action: Reflections from the classroom I CAN'T UNDERSTAND ANYTHING

Create a supportive cycle Pronunciation in action: Reflections from the classroom Create a supportive cycle Listen and count the number of words you hear Scaffolding _ _ _ _ _ _ _ _ I wouldn’t do that if I were you Sentence stress o O O o o O o O Listen and notice what’s difficult / æ wɪdneɪ deɪ ðæt ɪf æ wʌr ju: / Drilling Listen again - can you understand it better?

“I can’t speak English” (the beginning) “Nobody understands me” Pronunciation in action: Reflections from the classroom THREE reflections “I can’t speak English” (the beginning) “Nobody understands me” “I can’t understand anything”

To be continued… Pronunciation in action: Reflections from the classroom To be continued…

EVERYBODY UNDERSTANDS ME: Pronunciation in action: Reflections from the classroom This week I will mainly be… EVERYBODY UNDERSTANDS ME: “I sound aggressive in meetings.” “My clients often ask me to clarify what I said.”

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