7/29/2019 Developing Pronunciation

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Developing Pronunciation

Most pronunciation work with young learners will be integrated into their speaking and listening

practice. Children are natural mimics and are usually not embarrassed about sounding strange, so

teachers can exploit this by getting them to copy voices on cassettes or CDs, videos, in songs and the

teachers themselves. With English sounds which aren't used in their first language, you canexaggerate the mouth shape and make the whole process into a game, to encourage them and have

fun!

Make sure you cover all aspects of pronunciation, such as intonation, linking words and sounds,

sentence and word stress, as well as the pronunciation of specific sounds.

Classroom Ideas

Here are some ideas for how to do this:

Get children to repeat dialogues from course book videos or audio recordings as preparationfor acting them out.

Singing or chanting together; nursery rhymes for young children, and songs for all children.

You could ask the children to bring in pop songs that they like, especially ones which use

fairly simple language. You can also make up raps, getting the children to beat time on their

desks (but do warn teachers in neighbouring classrooms first!)

Do tongue twisters to focus on certain sounds and rhythm - beat time on the desk as your

students repeat the sentence, trying to keep in time with you. It's an excellent way of getting

them to follow English stress patterns and to practise joining sounds.

If your students have trouble distinguishing between two sounds (such as 'l' and 'r'), divide

them into two teams standing in lines in the middle of the classroom. One team is, for

example, 'l' and the other is 'r'. You call out a word which begins with or contains one of thesesounds; the team who hears 'their' sound must touch the wall nearest them before someone

in the other team catches them.

Use reading aloud to do quick remedial work and to work on intonation, sentence stress and

linking sounds. Use recordings of the texts if they're available, so students listen to a

sentence, then read it out.

When reading aloud, you can exaggerate intonation styles (extreme monotone,

overemphasised stressed words, staccato) and get your students to copy you. This is fun but

you can also ask them what's wrong with that way of speaking, and so make them aware of

features of English pronunciation. Then make sure they read aloud in an 'English' way.

Build up to producing difficult sounds by getting students to say the sound alone, then in a

word, and finally in phrases or sentences. You can do this individually and in chorus. Thesame process can be followed for short phrases your students find difficult, exaggerating

weak and strong syllables.

While you are monitoring their speaking activities, note down any words, phrases or sound

combinations they are having problems with. Do some extra work on these in feedback or in

another lesson.