I.

TRUE/FALSE
1. The teaching of pronunciation should focus on reading and writing phonetic
transcription of words.
2. One of the benefits of moving around the room when doing choral pronunciation
is to keep students involved.
3. The teaching of intonation in the early stages should concentrate on the attitudinal
and not the grammatical function.
4. Repetition is the easiest way for students to practice stress and intonation.
5. Teachers should speak as slowly as possible when giving the model so that
students can imitate them easier.
6. The teaching of pronunciation should focus on sounds, stress, and intonation.
7. In teaching pronunciation, teachers should help students to become native-like
speakers.
8. The aim of aural practice is to develop the ability to identify and distinguish
different sounds.
9. The teaching of pronunciation should be at the end of the course.
10. The oral practice consists of 5 steps: say the sound alone, explain how to make the
sound, say the sound in words with different positions, say the sound in phrases
and say the sound in sentences.
11. Minimal pairs are pairs of words which differ in two features and more.
12. The teaching of intonation in the early stages should concentrate on the attitudinal
and not the grammatical function.
13. Using choral pronunciation is useful with only students at the beginning level.
14. The teaching of intonation is usually most effective when the teacher uses the
simplest methods of presentation
15. Introduction to phonetic rules should be avoided at all stages
16. One of the techniques to teach stress is using words.
17. There are 3 concepts of pronunciation: sound, stress and intonation
18. Sound should be taught from the beginning of teaching pronunciation.
19. The main aim of Aural Practice in teaching pronunciation is to develop the ability
to identify & distinguish between different sounds.
20. Rising tone is used for disbelief, commands, and WH-questions.
II. GAP-FILLING
1. _______ pronunciation serves to bring the class together and to refocus students’
attention on the teacher after some activity when their attention has been
elsewhere.
2. In the back-chaining technique, one way to help students use natural intonation is
to practice saying the sentence in _______, starting with the end of the sentence
and gradually working backwards to the beginning.
3. The teaching of pronunciation should focus on the students’ ability to _____ and
produce English sounds themselves.
4. For teaching oral English at a fairly low level, teachers need to be aware of two
basic intonation patterns: ______ tone and falling tone.
5. One of the advantages of moving around when doing choral pronunciation is to
keep the ________on the teacher.
6. Good pronunciation is accurate ______ of phonemes, correct stress and intonation.
7. Teacher’s general responsibility is to understand phonetics _______ and
pedagogically.
8. Students should not be led to focus on reading and ______ phonetic transcription
of words, especially young students.
9. The aim of using back - chaining technique is to help students read sentences
_______.
10. Stages of teaching a sound can be called 3P, which are presentation, _____ and
production.
11. Stress refers to the amount of _____with which a sound or syllable is uttered.
12. In a normal English sentence certain words are stressed, and certain words are
______.
13. There are four possible tune movements - two of them simple (moving in one
direction only) and two of them ______(moving in two directions).
14. The teaching of intonation in the early stages should concentrate on the _______
and not the attitudinal function.
15. In short, the easiest way for students to practice stress and intonation is by
_________.
16. Students will frequently need to practice the articulation of a new language before
moving to more _____________ practices.
17. The techniques to teach stress are using voice, gestures, and _______.
18. The aim of production in teaching pronunciation is to help students to be able to
_________ in real life.
19. Minimal pairs are pairs of words which differ in _____ feature.
20. A syllable can be ________ In other words, it is said very quickly, lightly and
with very little breath effort.