教学法Unit-6-Teaching-Pronunciation

UnitSixTeachingPronunciationvowelsSoundsarerepresentedbyphoneticsymbolsConsonants/k//tr//dr//ts//dz/I.Questionsfordiscussion:Studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.Failureinpronunciationisagreathindranceinlanguagelearning.Differentideasaboutteachingpronunciation:I.Questionsfordiscussion:Studentsdonotneedtolearnpronunciationbecausepronunciationwilltakecareofitselfasthestudentsdevelopoveralllanguageability.Failureinpronunciationisagreathindranceinlanguagelearning.Differentideasaboutteachingpronunciation:Whatcanlearningpronunciationhelpusachieve?I.TheroleofpronunciationDoTask1onpage91.Afterdiscussion,youareaskedtoexpressyouropinioninclass.step1:readthestatementsbyyourselfanddecideifyouagreeordisagreewiththem.Trytogivereasonsforyourdicisions.step2:gointogroupsoffourandshareyourideas.step3:expressyouropinioninclassindividually.DefinitionofsometermsIPA(InternationalPhoneticAlphabets:国际音标phonetics:语音学stressandintonation:重音和语调RP(ReceivedPronunciation):标准发音在英国官方没有制定官方语，但RP是被公认承认的官方语。ReceivedPronunciation最早是11世纪时形成于英格兰中南部的一支方言。其中包含了牛津和剑桥这两个大学城。14世纪时，ReceivedPronunciation被广泛在贸易商人中使用，又由于牛津和剑桥大学的崛起，这种方言被两所大学的学生所采用，于是成为受过良好教育人士的语言。在19世纪到20世纪，ReceivedPronunciation成为英国公立学校的教学语言，也被英国广播公司（BBC）的播音员使用，于是又被称为PublicSchoolEnglish和BBCEnglish。ReceivedPronunciation这一概念，最早是英国语言学家DanielS.Jones在1918年的一本专著中提出的。SomeCommonlyAcceptedPrinciplesaboutlearningpronunicationStressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.seetheexampleaboutsorryontextbook.Theteachingofpronunciationshouldfocusonthestudents'abilitytoidentifyandproduceEnglishsoundsthemselves.Phoneticrulesregardingwhatsoundsaletteroraclusteroflettersshouldbepronouncedshouldbeavoidedatthebeginningstage,especiallyforyounglearners.BeginningChineselearnersofEnglishneedacertaindegreeoffocusonpronunciation.(notphonetics)II.ThegoalofteachingpronunciationQuestion:Shouldwerequirethestudentstoacquirenative-likepronunciation?•Whycan’tmostlearnersofEnglishasaforeignlanguageacquirenative-likeEnglishpronunciation?FactorsaffectingpronunciationlearningLearners’nativelanguageAge(criticalperiodhypothesisP92,beforepuberty青春期)ExposureInnate（先天的）phoneticabilityMotivationandconcernforgoodpronunciationThegoalofteachingpronunciationisnottoteachlearnerstoachieveaperfectimitationofanativeaccent,butsimplytogetthelearnerstopronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletootherspeakers.Goalsofteachingpronunciationconsistency:thepronunciaitonshouldbesmoothandnatural.intelligibility：thepronunciationshouldbeunderstandabletothelistener.communicativeefficiency:thepronunciationshouldhelptoconveythemeaningthatisintendedbythespeaker.TextbookP93besidesthethreefacorsabove,remembertheintonation,remerbersorryIII.AspectsofpronunciationWiththedevelopmentofcommunicativeapproachestolanguageteaching,theimportanceofstress,rhythm,andintonationhasbeenacknowledged.Somecommentatorshavepointedoutthatfaultystress,rhythmandintonationpatternscausegreaterdifficultyforhearersthantheinaccuratepronunciationofindividualsounds.thewaystopractisingsounds1.Howtoteachasound?stepone:thinkabouthowyouwillteachthesoundtoyourstudents.listnecessarysteps.steptwo:exchangeyourideaswithyourgroupmembersanddotask4together.hint:readthetaskinthetextbookandifnecessarymakechangesofyourteachingsteps.Thesuggestedorder1.Saythesoundalone.2.getstudentstorepeatthesoundinchorus.3.getindividualstudentstorepeatthesound.4.explainhowtomakethesound.5.saytehsoundinaword.6.Contrastitwithothersounds.7.saythesoundinmeaningcontext.Practice:trytoteachsomesoundsingroupandgetfamiliarwiththisteachingstyle.perceptionpractice(认识实习）aimingatdevelopingthestudents'abilitytoidentifyanddistinguishbetweendifferentsounds.correctperceptionofsoundsisvitalforlisteningcomprehension.1.Therewassomethingwrongwiththerace/rice.2.Thatvine/wineisverygood.3.Itwasteno’clockwhenwefound/phonedher.4.Herclasses/glassesaretoobig.5.Itwashisgoodlock/luckthatkeptthemoneysafe.MinimalPairsJohnwenttobuysome(shorts/shirts)theotherday.Butfirsthehadto(walk/work)forseveralhours.Afterheboughtthem,hefoundanicecalendarwithapictureofbeautiful(glass/grass).Onhiswayhome,hemet(Don/Dawn).Theywenttoacoffeeshopandtalkedaboutthe(sheep/ship)whichtheyhadtopaintforanassignment.PracticeWhattoteach(GuP268,Book1)sounds………thevowelsandconsonantscombinationofsounds…….pronunciationofwordswordstress….thestressinawordandshiftofstressstrong&weakforms…theimportanceofthedifferentsyllablesinmaintainingtherhythmofthespeech,especiallythemodelverbsandauxiliaryverbslinkageofsounds……..theliaisonofsoundinnaturalspeechrhyme&rhythmpitch&intonation…thefunctionofpitchandintonationinconveyingmeaningConsonantClustersskyspeakstarsleepsmallsnailswanplayprayblamebrainclaimcrashthreesplashspringstrangestudentJobseggsdoveswashedbreathedLossofplosion/Incompleteplosionstoptalkinggreatcarebadcoldtakecaregoodmorningdon’tknowatlastgoodluckgreatchangesgoodjobsoldfriendsagoodviewkeepsilentjustthenSoundlinking/lia