Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
Unit2 Mod2

Unit2 Mod2

Ratings: (0)|Views: 938|Likes:
Published by Ameni Halioui
Pronunciation, Stress and Intonation
Pronunciation, Stress and Intonation

More info:

Published by: Ameni Halioui on Oct 09, 2011
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less





Unit 2 The Study of English
Module 2 Pronunciation, Stress and Intonation
At the end of this module you will:-a)be aware of the elements involved in communicating with ‘goodpronunciation’b) understand the importance of teaching pronunciationc) have some ideas on how to do this
Many teachers do not often involve their classes in formal spokenpronunciation practice but are at pains to correct their students' pronunciationerrors as and when they occur and to give advice on stress and intonation.The matter of pronunciation rarely takes up a whole lesson because of itspotentially repetitive nature; in fact it is not unusual to see it restricted to a fiveor ten minute portion in some lessons. It is good policy to include it inresponse to the making of a common error; some teachers do this at the endof a lesson, others consider it as a useful tool for varying the pace of a lessonand schedule it as a secondary activity in the middle. Wherever they occur pronunciation activities enable the students to concentrate on the same thingat the same time thus bringing the whole group under the teacher's control.Although it may seem less important than the teaching of structures andvocabulary in terms of the limited time spent on it, pronunciation is an elementessential to effective communication and is a subject with which all ESOLstudent teachers are expected to be familiar.THE ELEMENTS OF PRONUNCIATION.Pronunciation is understood to include:-a) intonationb) stress
(on words and in sentences)
c) phonology
(the sounds of the language)
Not all textbooks agree that the concept of pronunciation should be taught inthis order although the sounds produced in individual words should comewithout too much difficulty if intonation and stress are focussed upon within thestructure of a sentence or phrase.Mastering ‘pronunciation’ as a feature of English involves students in threemain areas:
exercises means listening to differences in intonation or differencesbetween words. You can listen out for the mood of a speaker or you can listen for differences in words bet/bit/bat
‘I ndependence’
exercises help students to learn things for themselves and includeteaching them how to use a dictionary, the phonemic chart and about patterns in words.
exercises are when students say something themselves in order to practice thesounds physically - to practice moving their mouth into the right shape..You should integrate A, I and M exercises into your work. Learners may still have badpronunciation even when they are quite advanced learners in terms of their goodgrammatical knowledge and wide vocabulary. Make
learning fun so they are not shy!
Unit 2Module 22
to teach pronunciation. A little bit every day, every lesson.
a) INTONATION Intonation is to do with how you say a word or phrase rather than what yousay. Speakers can change the pitch of their voice making it higher or lower asand when required. Thus intonation is the 'music' of speech which can conveyvarious feelings or attitudes such as surprise, curiosity, boredom, politeness,abruptness etc. It is important for the speaker to convey his appropriatefeelings at the time otherwise an incorrect impression might be gained by thelistener and confusion or offence might be caused. Intonation is also used for the more mundane job of showing whether a speaker has finished speaking or not.It is difficult to learn the rules of intonation as English has a wide intonationrange compared with other languages; nevertheless students should beencouraged to acquire them naturally rather than to consciously learn them.
Experiment by saying the following as described in the brackets.i) Oh! It's you!(pleasant surprise)(lack of enthusiasm)(confusion)ii) Turn the radio on please.(polite request)(repeated request, signs of impatience)iii) He jogs three times every day.Does he?(with surprise)(without surprise)(with suspicion)iv) Write a sentence that could precede the word ‘really’ said with differentintonation.EXAMPLE:I’m getting married!Really? (Happy surprise)
Unit 2Module 23

Activity (3)

You've already reviewed this. Edit your review.
1 thousand reads
1 hundred reads
banarisali liked this

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->