Unit-5-Teaching-Pronunciation市公开课一等奖省赛课微课金奖课件

ACourseinEnglishLanguageTeaching

Unit5TeachingPronunciation

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5.1Theroleofpronunciation5.2Thegoalofteachingpronunciation5.3Aspectsofpronunciation

5.4Practicingsounds

FocusingonasoundPerceptionpracticeProductionpractice

5.5Practicingstressandintonation

PracticingstressUnit5TeachingPronunciation2/215.1Theroleofpronunciation

IntheteachingofEnglishasaforeignlanguage,discussionsonpronunciationarenotsomucharoundhowtoteachpronunciationasaroundthevalueofteachingpronunciation.Whatdoyouthink?Task1:

WejusthavehadsomestatementsabouttheroleofpronunciationinEnglishteaching.Now,discussingroupsoffourorfiveaboutit,andtrytogiveyourreasons.3/21

Agree/Disagree1.Studentsneedtobeabletoreadandwritephonetictranscriptsofwords,inordertolearnEnglish.2.Studentsneedtobeabletowritephonetictranscriptsforwords3.StudentsneedtoknowphoneticsinordertolearnEnglish4.Poorpronunciationmaycauseproblemsforthelearningofotherskills.

Task1DisagreeDisagreeDisagreeAgree4/21Task15Adultlearnersneedtofocusonpronunciation,butyounglearnersdon’t.6Bothconsistencyandaccuracyinpronunciationareveryimportant.7Stressandintonationarenotimportantforbeginninglearners8StudentsshouldlearnReceivedPronunciation9Stressinpronunciationissometimesasimportantasgrammar10BadintonationcanleadtoseriousmisunderstandingAgreeAgreeDisagreeDisagreeAgreeAgree5/21PhoneticrulesregardingwhatsoundsaletterorclusteroflettersshouldbepronouncedarehelpfulforstudentstodeveloptheabilitytocopewithEnglishpronunciationandtheyshouldbeintroducedatasuitablestage.However,theyshouldbeavoidedatthebeginningstage,especiallyforyounglearners.5.2Thegoalofteachingpronunciation

Question1:Ingeneral,whycan’tlearnersofEnglishasaforeignlanguagecannotacquirenative-likepronunciation,exceptthosewhostartlearningEnglishataveryyoungage?duetochangessuchasmaturationofthebrainduetotheamountofexposuretoEnglishduetobiologicalandphysiologicaldifference

6/21Question:Whatshouldbeourrealisticgoals?However,admittingthedifficultyinacquiringnative-likepronunciationdoesnotmeanthatteachersshouldnotencouragestudentstoimprovetheirpronunciationasmuchaspossible.OurrealisticgoalsofteachingpronunciationshouldbeConsistency:thepronunciationshouldbesmoothandnatural.Intelligibility:thepronunciationshouldbeunderstandabletothelisteners.Communicativeefficiency:thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.7/21Activity:Whatdowemeanby“good”or“received”pronunciation?WhatisauthenticEnglish?

Say“Sorry”and“Thankyou”.↘↗meandifferently.A.E/Br.E/Scottish:Allright./Hot…pronouncedifferently.SowhenwestudyEnglish,wecantrytobeaccurate,oratleast,ourspeechshouldbeintelligiblesothatwesoundclearenoughtomakeourselvesunderstood.Andwedon’tthinkthatmostlearnersofEnglishasaforeignlanguagecanobtainnative-likeEnglishpronunciation.Forexample,aforeignercanspeakChineseverywell,butweknowthatheisaforeigner.Andwecaneasilyfindoutthathe/sheisnotanativespeaker.Soitiswiththelearningofthepronunciationofaforeignlanguage.So,thegoalofEnglishlearningisprobablytoacquirenear-nativepronunciation.8/21

Somestudentstakegreatpainstobeaccurateinpronunciation.thisisoftendoneattheexpenseofconsistency.Andthespeechproducedinthiswayisnotonlyunnaturalbutalsouncomfortabletohear.

Whentryingtoachieveconsistencyinpronunciation,studentsdonothavetoandshouldnotsacrificeintelligibility.Unintelligiblespeechisuselessandmaycauseunpleasantfeelingsforboththespeakerandtheaudience.

However,consistencyandintelligibilityarenotnecessarilyenoughinrealcommunication.forexample,itiseasytosay“Sorry”smoothlyandclearly.Butiftheintonationinnotappropriate,itmayconveytheoppositemeaning.

Note9/215.3Aspectsofpronunciation

Howmanyaspectsispronunciationmadeupof?Actually,pronunciationisanumbrellatermcoveringmanyaspectsbesidessounds,phoneticsymbolsandrules,suchasstress,intonation,andrhythm.Hereisatreepronunciation:sounds/IPAsymbols(vowelsandconsonants)pronunciationofwordswordstressstrongandweakformslinkageofsounds/glatumitju:/rhythmTwinkle,twinkle,littlestar/Iwonderwhatyouare/Upabovetheworldsohigh/Likethediamondinthesky/pitchandintonation/IstudyChinesehistory./fillerwords/well,ouch,aha…/10/21

Therelationshipoftheseaspects.Thewordstressinfluencehowthelettersarepronounced.Andthesentencestressagainwillmakeitnecessarytopronouncewordsdifferentlyfromwhentheyarereadindividually.Similarly,intonationandrhythmalsocausevariationinthesoundsofwords.Languagelearningneedsalotofpracticeandthisisespeciallytruewithpronunciation.Asfaraspronunciationisconcerned,studentsbenefitfrombothmechanicalpracticeandmeaningfulpractice.Andmeaningfulpracticeismoredesirable.Everythingcanbelearnedmoreeffectivelyifitismeaningful.

Theseaspectsarenotisolatedfromeachother.Theyareinterrelated.11/215.4/PracticingsoundsImaginethatyouareteaching/æ//e/,howwillyouteachthem?Group-work:Brainstormyourgoodideas.Maybeyoucantrythisway(sentences+gestures):Acatmetarat;theratletthecatpatitshead.Itisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercises.Task4Writetheordernumbers

1Getstudentstorepeatthesoundinchorus.2Explainhowtomakethethesound.3Contrastitwithothersounds.4Writewordsontheblackboard.5Getindividualstudentstorepeatthesound.

6Saythesoundinaword.7Saythesoundalone.

8Saythesoundinameaningfulcontexts.Key:2,4,6,8,3,5,1,712/21Therearemanydifferentwaystoteachasound.It’sbettertoteachfromPerceptionPractice(认知)toProductionPractice(生成):Saythesoundalone;Getthestudentstorepeatthesoundinchorus;Getindividualstudentstorepeatthesound;Explainhowtomakethesound;Saythesoundinaword;ContrastitwithothersoundsSaythesoundinmeaningfulcontexts.PerceptionPracticeisaimedatdevelopingthestudents’abilitytoidentifyanddistinguishbetweendifferentsounds:Howmanyaspectsdoesithave?

①Usingminimalpairs②Whichorder?③Sameordifferent?④Oddmanout.⑤Completion

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1UsingminimalpairsReadthefollowingwords,askthestudentstotellwhichwordisread?willwelltilltellfillfelllidledshipsheepbidbed2.Whichorder?Readthefollowingwords,askthestudentstotelltheword’sorder.pitpetbetbeartearearbeardbeerbear1323122133.Sameordifferent?Writedownthefollowingwordsandthenreadthem,askthestudentstotellwhethertheyarethesameornot?metmeetwellwellwellwill14/21

4.OddmanoutReadthefollowingwords,askthestudentstotellwhichwordisdifferent?bitbitbitpitlidledlidlidbagbagbackbagloadloudloadload

5.Completion

Readthefollowingwords,askstudentstocompletethewordstheyhear.Forexample:gatelatematefatehateKateratedate-----ate----ate----ate----ate----ate----ate----ate-----ate15/21

ProductionPracticeisaimedatdevelopingstudents’abilitytopronouncedistinctandunderstandablesounds:Listenandrepeat;Fillintheblanks;Makeupsentences;Usemeaningfulcontext;Usepictures;Usetonguetwisters(Sixsheepskiedwithskillandspeed/Ablackbirdeatsblackbread);Readingapoem:1.I’mthankfulforathousandthings/Forfaithfulearth,forbirthandbreath/Forthoughtandhealthandstrengthandmirth/Andmaybewhenitcomes,fordeath2.Goodnight/Sleeptight/Wakeupbright/Inthemorninglight/Todowhat’sright/Withallyourmight16/215.5Practicingstressandintonation:Themostimportantthinginpracticingstressismakingthestudentsbeawareofwheretostressthewordorphrase.UsegesturesUsethevoiceUsetheblackboardUsethebookUsethedesk1)practicingstress:

Therearetwolevelsofstress<1>Word—levelstress<2>Phrase---levelstress17/212)practicingintonation:

Intonationcangreatlyaffecttheintentionofthespeaker’smessage.Intonationisusedbynativespeakerstoexpressmeaningsinmanysubtlewayssuchassurprise,complaint,sarcasm,friendliness,threats,etc.Mostteachersusehandorarmmovementtoindicatechangeofintonationasifconductingmusic.Whenitisnecessarytomarkintonation,weoftenuserisingorfallingarrows,suchas↘and↗.Anotherwaytomarkchangeofintonationistodrawlines.Didyougetsome↗tic↘kitsforthe↗con↘cert?Activity5:Workingroups.

Demonstratehowyoucanhelpthestudentspracticesayingthefollowingsentences: