1. Page  1 Teaching Pronunciation

2. Page  2 Aims of the unit What role does pronunciation play in language learning? What is the goal of teaching pronunciation? What aspects of pronunciation do we need to teach? How can teachers help the students to practice pronunciation?

3. Page  3 What do you think about the following statements? Adult learners need to focus on pronunciation, but young learners don’t. Being able to read and write International Phonetic Alphabets (IPA) is essential for English learning.

4. Page  4 What should we achieve? 语言知识二级目标 —— 语音： 1 、知道错误的发音会影响交际； 2 、知道字母名称的读音； 3 、了解简单的拼读规律； 4 、了解单词有重音； 5 、语音清楚，语调自然。

5. Page  5 The goal of teaching pronunciation: Intelligibility Communicative efficiency Consistency p. 93

6. Page  6 Sounds Phonetic symbols Stress Intonation Rhythm… pronunciation

7. Page  7 Pronunciation appreciation Appreciate Tony Blaire’s debate, what can you tell about British people’s pronunciation?

8. Page  8 Pronunciation practice: Pronunciation practice: A Strange Telephone Call Mrs. Jones’ telephone number was 3464, and the number of the cinema in her town was 3463, so people often made a mistake and telephoned her when they wanted the cinema. One evening the telephone bell rang and Mrs. Jones answered it. A tired man said, “At what time does your last film begin?” “I am sorry,” said Mrs. Jones, “but you have the wrong number. This is not the cinema.” “Oh, it began twenty minutes ago?” Said the man. “I am sorry about that. Goodbye!” Mrs. Jones was very surprised. She told her husband. He laughed and said, “The man’s wife wanted to go to the cinema, but he was feeling tired, so he telephoned the cinema. His wife heard him, but she didn’t hear you. Now they will stay at home this evening, and the husband will be happy!”

9. Page  9 What activities are helpful in teaching pronunciation?

10. Page  10 Practising sounds Procedure: Suppose you are going to teach the sound [θ], how would you teach? What procedures are you going to follow?[θ] p. 95

11. Page  11 Principle: When work with drills, it is better not to work on individual sounds for more than a few minutes a time because they becoming boring and demotivating More playing, less drilling

12. Page  12 Perception practices Using minimal pairs Which order Same or different Odd one out Completion p. 95-96

13. Page  13 Using minimal pairs. e.g. “Which word is read?” will, well till, tell fill, fell

14. Page  14 Which order?. e.g. bit bet pet bear tear ear beard beer bear

15. Page  15 Same or different? e.g. You hear: met, meet well, well well, will

16. Page  16 Odd man out. e.g. You hear: bit, bit, bit, pit lid, led, lid, lid bag, bag, back, bag

17. Page  17 Completion Your task: design this activity for your students You read and they complete: _ate, ate, ate, ate, ate, …

18. Page  18 Count the sounds Rhymes  grow-blow, snow, show, throw  pan-man, ran, plan, can  cry- fly, try, die, buy  beat-meat, meet, sweet Assonance  The leaf, the bean and the peach are all on the beach.  Six snails sell sodas and snails.

19. Page  19 Story writing  My best friend is an apple. Her name is Ann. She lives in a black hat. She is a happy girl.

20. Page  20 Production practice Listen and repeat Fill in the blanks Make up sentences Use meaningful context Use pictures Use tongue twisters p. 98

21. Page  21 A tongue twister I wish to wish the wish you wish to wish, but if you wish to wish the wish the witch wishes, I won’t wish the wish you wish to wish.

22. Page  22 6.5 Practising stress and intonation Practising stress: Use gestures. (by clapping hands or using arm movements.) Use the voice. (by raising the voice) Use the blackboard. (by underlining or colouring)

23. Practising intonation :  Use hand or arm movement.  Use arrows ( ↘ for falling, ↗ for rising)  Draw lines under/above the words: Did you get some | tic|kets for the |con|cert ↗ ?