教学法

Production practice:
• • • • • • • develop Ss’ ability to produce sounds Listen and repeat Fill in the blanks Make up sentences ( ? ) Use meaningful context Use pictures Use tongue twisters
6.2 the goal of teaching pronunciation
• Is it necessary or possible to require the students to acquire native-like pronunciation?
Why most learners can not acquire native-like pronunciation?
6.5源自文库Practising stress and intonation
• • • • Practicing stress: Two levels of stress: word-level stress phrase-level and sentence-level stress
• Learn the stress as part of learning a word • The stress of a phrase or sentence depends a lot on the meaning one wants to express.
Assignment:
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Design one more mini-teaching activity and prepare to present it next time. Preview unit 7: teaching grammar.
Mini-teaching Activity
• Form a group of four • Design a mini-teaching plan about teaching a sound in groups • Each group choose one member to be the teacher • presentation
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Use hand or arm movement. Use rising or falling arrows. Draw lines.
• In most English sentences, the pitch movement at the end is important for meaning. • Break the long sentences down to bits and build up towards the complete sentence.
6.1 Views of teaching pronunciation
• (P91)
• • • • • •
many factors / learner factor learners who have more exposure to English adult learners /young learners pronunciation / phonetics phonetic transcripts of words phonetic rules: what sounds a letter or a cluster of letters should be pronounced • stress and intonation
• Three ways to show the stress pattern of words, phrases and sentences: • Use gestures. Clapping hands or using arm movements • Use the voice. To raise the voice with exaggeration • Use the blackboard. Underlining, colored chalks or different size
Activity
• design a mini-teaching activity in groups and present your teaching activities.
Summary
• goal of teaching pronunciation • Aspects of pronunciation • Ways of practising sounds, stress and intonation
• the Critical Period Hypothesis • the amount of exposure to English • different phonetic ability
What should be our realistic goal?
• · Consistency: smooth and natural • · Intelligibility: understandable to the listeners • · Communicative efficiency: intended meaning by the speaker
Practising intonation:
• Intonation can greatly affect the intention of the speaker’s message. • Intonation is as important as grammar or lexis. (P100)
6.3 aspects of pronunciation
• • • • • Sounds Stress Intonation Phonetic symbols rhythm
Types of practice
• mechanical practice • meaningful practice
6.4 practising sounds
Unit 6 Teaching Pronunciation
Teaching contents:
• Goal of teaching pronunciation • Aspects of pronunciation • Ways of practising sounds, stress and intonation
Perception practice:
• to identify and distinguish between different sounds • Using minimal pairs • Which order • Same or different • Odd one out • Completion
• Combine drilling pronunciation exercises with more meaningful exercises.
Focusing on a sound:
• • • • • • • Say the sound alone. Get Ss to repeat the sound in chorus. Get individual Ss to repeat the sound. Explain how to make the sound. Say the sound in a word. Contrast it with other sounds. Say the sound in meaningful context.