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Teaching Pronunciation 2

Teaching Pronunciation 2

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Published by zynpturksy

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Published by: zynpturksy on May 19, 2010
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 This week, while we were talking about pronunciation, we all agreed thatphonemic symbols should be taught. It doesn’t have to be in detail, but yes, itshould be taught. Phonemic symbols help students to learn the correctpronunciation of the vocabulary. Moreover, this also helps them use dictionaries.If the students can read the symbols, they can check a new word fromdictionaries on their own. And we have to teach them how to use a dictionary.We also accentuate the time when we teach pronunciation. It is seperatedto four subtitles. First one is that some teachers devote ”whole lesson” topronunciation. However, the time is limited to devote the whole lesson. Instead,we can make some activities and play games on it. This could be better. Second,we talked about “discrete slots”. This means that teacher use a part of his timeto teach pronunciation. Not devote the whole lesson. Whenever necessary, youcan go over it. Third one is called “integrated phases” which is more or less thesame as former. And last one is “opportunistic teaching” which we will do.Whenever we teach a new vocabulary, and whenever we need to interfere withthe wrong pronunciation, we should spend a minute or two on pronunciation.Students shouldn’t believe that pronunciation is something else. That is one of the important organ of the body of the language.Upon coming the recognition of the pronunciation mistakes, we touched onsome helpful issues. I think students depart two. One is those who are aware theymake mistakes, and the other is those who are not aware that they do. For theother, we can encourage them to bring the words they have difficulty in; thus,“we can help them with them”. We lead them to use recording. On the otherhand, we have those who are not conscious they make mistakes. For them, Ithink the best way is to record their speech and then make them listen to it. Withthe evidence we have, we can help them again through recording. What is more,we want them to write the problematic words on a paper, and until they learn thecorrect pronunciation of them, we want them to keep that paper. I think it works.Moreover, when I teach a new word, first I write it on the board. Second, I writeits phonetic description. And third, I read it with the class. After hoping thateverybody learn that, I go on my class. And then after a minute or two, Imispronounce that word. I suppose at least one student laugh at me correctingme. At that point, since everybody laughs at the wrong and comic pronunciation

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