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TEACHING
PRONUNCIATION

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CONTENTS

INTRODUCTION

SEGMENTAL
ACTIVITIES

SUPRASEGMENTAL
ACTIVITES

INTRODUCTION

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1. WHY and How

students make the same pronunciation error again and

again.
many students dislike phonetics and would prefer to study
grammar or vocabulary. However pronunciation is essential
for students in both their speaking and listening.
Teach phonetics when we come across it in the text book or
context.

INTRODUCTION

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2. Direction of activities

A technique used in the Direct Method in

which students listen to a teacherprovided model and repeat or imitate it.'
This technique has been enhanced by the
use of audio recorders, language labs,
and video recorders.

Passages or scripts for learners to practice

and then read aloud, focusing on stress,
timing, and intonation. This technique may or
may not involve memorization of the text, and
it usually occurs with genres that are
intended to be spoken, such as speeches,
poems, plays, and dialogues.

SEGMENTAL

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SEGMENTAL ?

any discrete unit that can be identified, either physically

or auditorily.
specifically, phonetics and phonology term in linguistic
separated and individual, such as consonants and
vowels, and occur in a distinct temporal order

SEGMENTAL

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1. Rhyme

Two words rhyme if they have the same

final vowel or vowel and consonant sounds.
For example
go rhymes with show
hat rhymes with cat

SEGMENTAL

1. Rhyme

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SEGMENTAL

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2. Minimal pair

Pairs of words or phrases in a particular

language
For example
PIN with BIN
ROT with LOT
ZEAL with SEAL

SEGMENTAL

2. Minimal pair

Two piece ..
Son of beach..
Fork..
Sheet

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SEGMENTAL

3. Hidden game

Segmental level
L
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N
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M
B
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T
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P
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C
B

O
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Intermediate level of middle

school

10-20 students

- A look and find puzzle for

students working individually
or in pairs
- 10 minutes

- Identify the common sound

in a group of words
- Practice diphthong sounds
in the context

SEGMENTAL

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3. Hidden game

preparation

Pre-study on http://www.teachingenglish.org.uk/article/phonemic-chart
Especially try to exercise vowel sounds /ei/ and consonant sound /z/
Ex) eight rain face plate / races lose crazy rise

steps

1.Give each students a puzzle and explain that the name of the four members of the
family in the picture are hidden in the columns of words beside them
2.To find the name, it is necessary to find the common sound that all words in each
column contain, then put these sound below each column. Or they will have to note it by
underlining it in the words.
3.If necessary, provide a menu of possible name of characters such as:

Susan Michael Charles Tony Jean Julian Shelia Sally

Matthew Joan

utilization

Teacher can make other versions of this puzzle using other names or
words or note sound it contains.
Students also could make their own versions for their classmates to solve

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SEGMENTAL

3. Hidden game
sourc
e

Joan

Sheila

Charles

Matthew

SEGMENTAL

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4. This activities help

Pleasant to hear and clarify the metrical

structure for the listener.
Listening improvement through
pronunciation repetition and comparing
pairs.
Students distinguish the diphthongs vowels
and do not mispronounce.

SUPRASEGMENTAL

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SUPRASEGMENTAL ?

Coexist with multiple segments and cannot be discretely

ordered with them

Including intonation, linking, reduction, stress, rhythm,

and fluency.

Requires students to put effort in listening to and

communicating with native

Pay much more attention to how they utilize these

features while speaking, and thereafter, try to keep
practicing.

SUPRASEGMENTAL

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1. Word stress

When we say words in English,

we stress or emphasis, one syllable more
than the others. We say the syllable a little
louder or higher.
To find the main stressed syllable in words
Words of 2 syllables?
=> Stress often on 1st syllable
Words of 3 syllables or more?
=> Stress often on 3rd syllable from the end

In these three pairs of words, the noun has

the stress on the first syllable and the verb
has the stress on the second syllable

SUPRASEGMENTAL

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2. Stand up, Sit down!

Write a word on the board

and have students in a
line. Each member of the
line represents one
syllable. The stressed
syllable must stand up!

Variation involve putting hands

up, using colored cards,
standing in a line and stepping
forward or backwards, to the
left or to the light etc.

Goal : for learners to master word

stress pattern
Materials : students and chairs
lined up in a row
Entire class dynamic!

SUPRASEGMENTAL

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3. Intonation

continuous changing
of the pitch (tone) of
the speakers voice to
express meaning
_(Bradford)

It's a nice day, isn't it?

ARE YOU:
a) Inviting the person to agree with you that its a nice
day?
b) Asking a real question?

It is linked to rhythm,
because rhythm and
stress decides where
we get pitch-change

Intonation exists in every language

Incorrect intonation can result in
misunderstandings, speakers losing interest or
even taking offence
Awareness of intonation aids communication

SUPRASEGMENTAL

4. The climb

Students listen to
song and add rising
and falling arrows.

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I DREAMED A DREAM
There was a time when men were kind
When their voices were soft
And their words inviting
There was a time when love was blind
And the world was a song
And the song was exciting
There was a time and it all went wrong
I dreamed a dream in days gone by
When hope was high and life worth living
I dreamed that love would never die
I dreamed that god would be forgiving

Goal : to have students be able to

identify rising and falling intonation
patterns
Materials : song, handout and
arrows
Small group dynamic!

Then I was young and unafraid

And dreams were made and used and
wasted
There was no ransom to be paid
No song unsung no wine untasted

http://www.youtube.com/watch?v=WzNVmZfNoa8

SUPRASEGMENTAL

5. Misheard song lyrics

1. Ask the students if they can recall any examples of
when they have misunderstood the words of a song.
Prompt them by sharing with them an example of
your own.
2. Explain to the students that they will hear a famous
song which has been badly misunderstood. Ask them
to spot the mistakes. Then play the video or audio,
once or twice.
3. Give out the worksheet. Ask students to work
together and try to guess what the correct lyrics
should have been. Tell them that the actual lyrics
sound almost the same as the wrong lyrics. If theyre
having difficulty, give clues, or play a version of the
actual song.

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Thank you !