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Bárbara Moclán Rosales
“Teach me pronunciation”
While you are teaching pronunciation there are a few things that every
teacher needs to develop.
-Awareness of potential student problems: For the teacher of Esl students
is so much easier to identify where might be a problem and pretty much
detecting it ,will help us to go across a teach students to overcome the
obstacle of a mispronunciation.
-Pedagogical priorities. Pronunciation is not like having grammar mistakes,
students have problems continuously but the issue here is that students
sometimes are not aware of it. For some students it is stuck on their brains,
and here is, when the work of the teacher comes in and try to fix it. Obviously,
it required time, patience and predisposition for both of them to take control of
the mispronounce words. There are a few techniques to achieve it, but the
student work just starts outside of the classroom.
Remember that the main purpose of the teacher is not to kill the accent of the
student, maybe to reduce to the minimum but is also important because you
do not what to interfere with the message.
Index
Read section…………………………………………………………I part
Pronunciation activities……………………………………………II part
How to Work on Pronunciation ……………………………………….III part
Articles……………………………………………………………….IV part
Advertisements…………………………………………………….V part
Ponunciation activities
Teaching “th”
Intermediate students
Elementary school oriented
Story tale is good way to learn, most of the times they already heard so that
is why is easier to practice.
In this case I use the three little pigs which is very popular. I used a written
story but another way could be by seen the video and identify the objects that
use that consonant.
Instructions:
First, the teacher will read the story tale. Each student will be divided into
couples and by helping each other will follow the instructions.
Second, each couple will have to come up with another ending using words
with “th” at least using 6 words with “th”.
Third, students explain the new end for the story.
Objectives
Students will learn vocabulary by creating a new ending for the story of the
three little pigs.
Students collaborate with each other in order to find the consonants.
Another activity.
Collage
Materials
Magazines
News paper
Scissors
Cardboard
Let your students find and cut the word that use the little “b” o any kind of
consonant. Let them pronounce after hearing the teacher pronunciation.
Finally, students create a collage using the words by past them on it. At the
end paste the letters in a big cardboard
Objectives
First the learn how to pronounce the words by repeating.
Second they learn more vocabulary buy playing and involves the whole class.
Teaching θ vs ð
Circle the consonants “th” . Use blue with the consonant that has this
phoneme “θ” and red the ones with “ð”.
Create another end for the story using words with “th”, at least 3 per
each phoneme.
The three little pigs.
Once upon a time there were three little pigs, who left their parents to see the world.
All summer long, they roamed through the
woods and over the plains, playing games and
having fun. None were happier than the
three little pigs, and they easily
made friends with everyone. Wherever they
went, they were given a warm welcome, but as
summer drew to a close, they realized that all
drifting back to their usual jobs, and preparing
for winter. Autumn came and it began to rain.
The three little pigs started to feel they needed
a real home. Sadly, they knew that the fun was over now and they must set to work like the
others, or they'd be left in the cold and rain, with no roof over their heads. They talked
about what to do, but each decided for himself. The laziest little pig said he'd build a straw
hut.
"It will only take a day,' he said. The others disagreed.
"It's too fragile," they said but he refused to listen.
Not quite so lazy, the second little pig went in search of planks of seasoned wood.
It took him two days to nail them together.
But the third little pig did not like the wooden house.” It takes time, patience and hard work to
build a house that is strong enough to stand up to wind, rain, and snow, and most of all, protect us
from the wolf!"
The days passed, and the wisest little pig's house took shape, brick by brick. From time to time, his
brothers visited him, saying, "Why are you working so hard? Why don't you come and play?" But the stubborn bricklayer pig
just said "no".
"I shall finish my house first. It must be strong. And then I'll come and play!" he said.” He who
laughs last, laughs longest!"
Now, it was the wisest little pig that found the tracks of a big wolf in the neighborhood.
The little pigs rushed home in alarm. Along came the wolf, scowling fiercely at the laziest pig's
straw hut.
"Come out!" ordered the wolf, his mouth watering. I want to speak to you!"
"I'd rather stay where I am!" replied the little pig in a tiny voice.
"I'll make you come out!" growled the wolf angrily, and puffing out his chest, he took a
very deep breath. Then he blew with all his might, right onto the house. And all the straw the
silly pig had heaped against some thin poles fell down. Excited by his own cleverness, the wolf did
not notice that the little pig had slipped out from underneath the heap of straw, and was dashing
towards his brother's wooden house. When he realized that the little pig was escaping, the wolf
grew wild with rage.
"Come back!" he roared, trying to catch the pig as he ran into the wooden house.
"I hope this house won't fall down! Let's lean against the door so he can't break in!" said the
little pig to his brother.
Outside, the wolf could hear the little pigs' words. Starving as he was, at the idea of a two course
meal, he rained blows on the door.
"Open up! Open up! I only want to speak to you!"
Inside, the two brothers wept in fear and did their best to hold the door fast against the blows.
Then the furious wolf braced himself a new effort: he drew in a really enormous breath, and went
... WHOOOOO! The wooden house collapsed like a pack of cards.
Luckily, the wisest little pig had been watching the scene from the window of his own brick
house, and he rapidly opened the door to his fleeing brothers. Soon after, the wolf came
hammering furiously on the door. This time, the wolf had grave doubts. This house had a much
more solid air than the others. He blew once, he blew again and then for a third time but all in
vain. For the house did not budge an inch. The three little pigs watched him and their fear began
to fade. Quite exhausted by his efforts, the wolf decided to try one of his tricks. He scrambled up a
nearby ladder, on to the roof to have a look at the chimney. However, the wisest little pig had
seen this ploy, and he quickly said.
"Quick! Light the fire!" With his long legs thrust down the chimney, the wolf was not sure if he
should slide down the black hole. It wouldn't be easy to get in, but the sound of the little pigs'
voices below only made him feel hungrier.
"I'm dying of hunger! I'm going to try and get down." And he let himself drop. But landing was
rather hot, too hot! The wolf landed in the fire.
The flames licked his hairy coat and his tail became a flaring torch.
“Never again will I go down a chimney" he squealed, as he tried to put out the flames in his tail.
Then he ran away as fast as he could.
Then the three happy little pigs, dancing round and round the yard, began to sing. "Tra-la-la! Tra-
la-la! The wicked black wolf will never come back...!"
From that terrible day on, the wisest little pig's brothers set to work with a will. In less than no
time, up went the two new brick houses. The wolf did return once to roam in the
neighborhood, but when he caught sight of three chimneys, he remembered the terrible pain of a
burnt tail, and he left for good.
Now safe and happy, the wisest little pig called to his brothers. "No more work! Come on, let's go
and play!"
"Three Little Pigs." Three Little Pigs. N.p., n.d. Web. 8 Dec. 2013.
<http://www.kidsgen.com/fables_and_fairyt
Another activity
Here are a list of words, can your child tell you the opposite word that starts
with Y?
Old vs Young
No vs Yes
Me vs You
Yucky vs Yummy
Besides, how can I do?
Tongue twisters
Like what?
Games
Sometimes there is no time for you to spend with your child, a great idea is to let your
children play online. Here are a few suggestions. Where they learn by playing and also
to be capable of working with resources such as a computer.
How to Work on Pronunciation
She sells sea shells on the sea shore
Around the rugged rocks the ragged
rascal ran
Peter Piper picked a peck of pickled
peppers, Where's the peck of pickled
peppers Peter Piper picked?
http://learnenglishkids.britishco
uncil.org/en/Spell
http://www.rachelsenglish.com/
videos/p-and-b-consonants
1. Mouth Positions
According to busy teacher (n.d) “Studies have shown that
explicit instruction in how to position the mouth while
speaking greatly helps learners tackling difficult sounds.”
What can you do?
Rent a movie
Watch the news
Catch up and learn
how to pronounce,
learn how to position
your tongue!
Enjoy a movie while
you are in the
process of learning
pronunciation.
2. Practice listening
According to busy teacher (n.d) “You need to hear it before you
can say it”.
A few suggestions
There are so many shows
on TV and there are a lot of
options for you to pick
from.
Anywhere and anytime you
can listen to your favorite
artist or listing to a program
and at the same time you
are developing your
listening skills.
Feedback
According to busy teacher (n.d) “It’s incredibly important that
students get feedback early and often before they begin bad
pronunciation habits that are difficult to adjust as later
learners”.
Self-reflection
Record yourself
You never know where you
can find a native speaker,
but if you do, why don´t
you try to talk to him/her.
You just need a
mirror to see how do
you actually are
mispronouncing the
words, so that you
can improve it.
3. Practice Word Stress with Vocabulary
According to busy teacher (n.d)”English has incredibly erratic
word stress patterns which are rather difficult to learn due to
all of the exceptions to the rules”.
You can be a better
speaker if you
record yourself,
because at the
same time you are
monitoring yourself.
Write down the words that
you cannot pronoun
properly and look for them
in the API dictionary.
When mispronunciation persist.
Pronunciation is very important because it is a key to communicate with
each other’s. Costa Rica is a not native English speaking country and most
of the student learn English in high school. In the process of learning you will
make some mistakes but just to ignore your mistake might harm you with
further consequences in the future. Explain to the students that if you are
correcting them it is not for them to be ashamed or embarrassed, it is for them
to improve and for them to embrace an opportunity that not everyone has.
Encourage your students to practice peer- correction instead of you all the
time helping them. If someone is correcting you, take a minute and look for
that word on a dictionary; you never know when you are going to learn more.
Why do not you try at home to use a mirror, to identify your mistakes and why
not, also to expand your knowledge.
According to yourdictionary.com these are one of the most common
mispronounced words
Learn vocabulary
to improve your
skills in
pronunciation.
A
Don't say: acrossed | Do say: across
Comment: It is easy to confuse "across" with "crossed" but better to keep
them separate.
Don't say: Antartic | Do say: Antarctic
Comment: Just think of an arc of ants (an ant arc) and that should help you
keep the [c] in the pronunciation of this word.
B
Don't say: a blessing in the skies | Do say: a blessing in disguise
Comment: This phrase is no blessing if it comes from the skies. (Pronounce
it correctly and help maintain the disguise.)
C
Don't say: caucaphony | Do say: cacophony
Comment: There is no greater cacophony [kæ'kafêni] to the ears than to hear
the vowels switched in the pronunciation of this word.
D
Don't say: doggy dog world | Do say: dog eat dog world
Comment: The world is even worse than you think if you think it merely a
"doggy-dog world." Sorry to be the bearer of such bad news.
E
Don't say: elec'toral | Do say: e'lectoral
Comment: The accent is on the second, not the third, syllable and there is no
[i] in it; not "electorial." (By the way, the same applies to "mayoral" and
"pastoral.")
F
Don't say: Febyuary | Do say: February
Comment: We don't like two syllables in succession with an [r] so some of us
dump the first one in this word. Most dictionaries now accept the single [r]
pronunciation but, if you have an agile tongue, you may want to shoot for the
original.
H
Don't say: hi-archy | Do say: hierarchy
Comment: Remember, hierarchies go higher than you might think. This one
is pronounced "higher archy" and not "high archy."
I
Don't say: in parenthesis | Do say: in parentheses
Comment: No one can enclose an expression in one parenthesis; at least two
parentheses are required.
J
Don't say: jist nor dis | Do say: just
Comment: As opposed to the adjective "just," this word is always
unaccented, which encourages vowel reduction. However, it sounds better to
reduce the [ê] rather than replace it with [i].
K
Don't say: Klu Klux Klan | Do say: Ku Klux Klan
Comment: Well, there is an [l] in the other two, why not the first? Well, that is
just the way it is; don't expect rationality from this organization.
L
Don't say: leash | Do say: lease
Comment: Southern Americans are particularly liable to confuse these two
distinct words but the confusion occurs elsewhere. Look out for it.
M
Don't say: mis'chievous | Do say: mischievous
Comment: It would be mischievous of me not to point out the frequent
misplacement of the accent on this word. Remember, it is accented the same
as mischief. Look out for the order of the [i] and [e] in the spelling, too and
don't add another [i] in the ending (not mischievious).
N
Don't say: nother | Do say: other
Comment: Misanalysis is a common type of speech error based on the
misperception of where to draw the line between components of a word of
phrase. "A whole nother" comes from misanalyzing "an other" as "a nother."
Not good. Not good.
O
Don't say: ostensively | Do say: ostensibly
Comment: Be sure to keep your suffixes straight on this one.
P
Don't say: pronounciation | Do say: pronunciation
Comment: Just as "misspelling" is among the most commonly misspelled
words, "pronunciation" is among the most commonly mispronounced words.
Fitting, no?
R
Don't say: respite | Do say: respite
Comment: Despite the spelling similarity, this word does not rhyme with
despite; it is pronounced ['re-spit]. Give yourself a permanent respite from
mispronouncing it.
S
Don't say: stob | Do say: stub
Comment: In some areas the vowel in this word has slid a bit too far back in
the mouth. Don't choke on it.
T
Don't say: tact | Do say: tack
Comment: If things are not going your way, do not lose your tact that would
be tactless but take a different tack.
ther, so some of us insert a spare vowel. Pronounce it right, spell it right.
U
Don't say: upmost | Do say: utmost
Comment: While this word does indicate that efforts are up, the word is
"utmost," a(!) historical variation of "outmost."
V
Don't say: verbage | Do say: verbiage
Comment: Here is another word that loses its [i] in speech. Pronouncing it
correctly will help you spell it correctly.
W
Don't say: wet | Do say: whet
Comment: In the Northeastern US the sound [hw], spelled "wh," is vanishing
and these two words are pronounced the same. Elsewhere they should be
distinguished.
Y
Don't say: yoke | Do say: yolk
Comment: Another dialectal change we probably should not call an error: [l]
becomes [w] or [u] when not followed by a vowel. Some people just confuse
these two words, though. That should be avoided.
ADVERTISEMENTS
“No one is exempt from the rule that learning occurs through
recognition of error,”― Alexander Lowen, Bioenergetics
Jokes
According to developingteachers.com (n.d)
“Mother: Why did you get such a low mark on that test?
Joe: Because of absence.
Mother: You mean you were absent on the day of the test?
Joe: No, but the kid who sits next to me was.”
Retrieved from: http://www.developingteachers.com/tips/jokes.htm
According to teacherjoe.us (n.d)…
“One day, a teacher was attempting to teach the names of animals to a class
of 5-year-olds. She held up a picture of a deer, and asked one boy, "Billy, what
is this animal?". Little Billy looked at the picture with a disheartened look on
his face and responded, "I'm sorry Mrs. Smith, I don't know.". The teacher was
not one to give up easily, so she then asked Billy, "Well, Billy, what does your
Mommy call your Daddy?" Little Billy's face suddenly brightened up, but then a
confused look came over his face, as he asked, "Mrs. Smith, is that really a
pig?"!”
Jokes to Increase Your Vocabulary(Move your mouse over the red words to see
their meaning.). (n.d.). Joke 02. Retrieved December 10, 2013, from
http://teacherjoe.us/Joke02.html