IDEAS for teaching

pronuncia4on

Robin Walker
Trinity Trainer, Spain

www.englishglobalcom.com
robin@englishglobalcom.com

Assessing English language since 1938

1) Basic consideraCons

1. Providing a model for imitaCon

a) By what means – the CD or your own voice?
b) How many Cmes?
c) Individual or choral responses?
d) Point or use student names?
e) Give the model every Cme?
f) What order for individual responses?
g) Where should you stand?

Assessing English language since 1938

1) Basic consideraCons

2. Some students want to know the meaning of some of

the vocabulary in a pronunciation exercise.

3. Your students want their books open while practising

pronunciation. Is that OK?

4. What should you do about mistakes? Should you

correct them every time and immediately?

Assessing English language since 1938

1) Basic consideraCons

Ik begrijp het niet

Assessing English language since 1938

2) PronunciaCon apps

A = Awareness (sensing that it’s different)

P = PercepCon (hearing specific differences)

P = PracCce (doing specific differences in class)

S = Success (doing it right automaCcally)

Assessing English language since 1938

2) PronunciaCon apps

Awareness (sensing that it’s different)

Bilbao / Cádiz Paula / David

Nesquick / chocolate Austria / Asia

Assessing English language since 1938

2) PronunciaCon apps

Percep4on (hearing specific differences)

Curlew
(50–60cm)

Whimbrel
(37–47 cm)

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2) PronunciaCon apps

Percep4on (hearing specific differences)

Whimbrel Curlew

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2) PronunciaCon apps

Percep4on (hearing specific differences)

Whimbrel or Curlew?

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2) PronunciaCon apps

Prac4ce (doing specific differences in class)

BINGO
they wash
watch three shore
hat day hot
saw tree hut

Assessing English language since 1938

2) PronunciaCon apps

Prac4ce (doing specific differences in class)

Primary PronunciaCon Box

Caroline Nixon &
Michael Tomlinson
Cambridge University Press

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Assessing English language since 1938
2) PronunciaCon apps

Prac4ce (doing specific differences in class)

PronunciaCon Games
Mark Hancock
Cambridge University Press

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Assessing English language since 1938
2) PronunciaCon apps

Prac4ce (doing specific differences in class)

PronunciaCon
Clement Laroy
Oxford University Press

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2) PronunciaCon apps

Success (doing it right automaCcally)

Child ... y es que tendremos que ir tempan...

tempañisss...
(pauses to check on the pronunciation)
tempaniiismo, si vamos a llegar para...
Mother Tempranísimo.
Child Trempanisimo.
Mother Temprano. Temprano. (Intonation flat)
Child Trempano. Si vamos a ir...

Assessing English language since 1938

2) PronunciaCon apps

Success (doing it right automaCcally)

Child Trempano. Si vamos a ir...
Mother TemPRAno. PRAno.
Child Trem...
Mother Tem. TEM.
Child Tem.
Mother Praaano.
Child Praano. – (pause) – Temprano. (long pause)

Tendremos que ir tempano si vamos a llegar

para...

Assessing English language since 1938

3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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Assessing English language since 1938
3) IDEAS for teaching pronunciaCon

Imitate
D
E
A
S
Pulse SB3
© MacMillan EducaCon

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S Pulse SB3
© MacMillan EducaCon

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3) IDEAS for teaching pronunciaCon

Imitate
Discriminate
Explain
Associate
S4mulate

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3) IDEAS for teaching pronunciaCon

I
Discriminate
E
imPORtant
A
S IMpotent

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3) IDEAS for teaching pronunciaCon

Same or different?
I a) S
b) S
D c) S
d) D
E
Odd one out
A a) 3
b) 1
S c) 4
d) 1

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Assessing English language since 1938
 IDEAS for teaching pronunciaCon

I – Imitate
D – DISCRIMINATE
E
A
S
Mark Hancock
PronunciaCon Games
© Cambridge University Press

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S
Ini4a4ve 1
© MacMillan EducaCon

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

Imitate
Demonstrate
Explain
Associate
S4mulate

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3) IDEAS for teaching pronunciaCon

I
Demonstrate
E
A
S

Professional Development Assessing English language since351938

3) IDEAS for teaching pronunciaCon

I
D
E
Easy pb m fv θð w
A
OK td tʃ dʒ sz ʃʒ
S
Hard kg j h l r

Professional Development Assessing English language since361938

3) IDEAS for teaching pronunciaCon

I
D
E
A
S
© hgp://alisongarwoodjones.com

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Assessing English language since 1938
3) IDEAS for teaching pronunciaCon

Demonstra4on is:
I
• a natural thing to do
D • is physical and visual (mulCple
intelligences)
E • requires no meta-language
• is immediate and on-demand
A
• can easily be exaggerated /
repeated / slowed down / etc.
S
• can provoke laughter & enjoyment

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Assessing English language since 1938
3) IDEAS for teaching pronunciaCon

Imitate
Demonstrate
Explain
Associate
S4mulate

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3) IDEAS for teaching pronunciaCon

I
D /æ/
back
Explain can
A have
S

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Assessing English language since 1938
3) IDEAS for teaching pronunciaCon

I
This is an open sound made with a lot of
D force in the larynx, the sides of the
tongue in light contact with the upper
E molars, and the lips spread.

A What’s got to come out, if you do it well,

is a almost strangled sound, with quite a
S lot of muscular tension in the throat.

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S Mosaic SB3
© Oxford University Press

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3) IDEAS for teaching pronunciaCon

Imitate
Demonstrate
Explain
Associate
S4mulate

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Assessing English language since 1938
3) IDEAS for teaching pronunciaCon

I green

D red

E purple

Associate grey

S brown

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I PronunciaCon
Clement Laroy
D Oxford University Press

E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I /æ/
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I /ə/
the Joker
D
in the pack
E
A
S

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3) IDEAS for teaching pronunciaCon

I /iː/ vs /ɪ/
D sheet shit
E
A
S

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3) IDEAS for teaching pronunciaCon

I PronunciaCon
Clement Laroy
D Oxford University Press

E
A
S

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Assessing English language since 1938
3) IDEAS for teaching pronunciaCon

Imitate
Demonstrate
Explain
Associate
S4mulate

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3) IDEAS for teaching pronunciaCon

I
D
E
Yes, you can!
A
S4mulate

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3) IDEAS for teaching pronunciaCon

I
D Yes!
E
A I like it!
S4mulate

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S Ini4a4ve SB1 U4
© MacMillan Educa4on

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S
Project SB2
© Oxford University Press

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S
Games are fun …

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3) IDEAS for teaching pronunciaCon

I
… and
D rewarding /
frustraCng
E
A
S

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3) IDEAS for teaching pronunciaCon

I
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I Joanne Kenworthy
(Teaching English Pronuncia2on, 1987, Longman)
D
E
A
S

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3) IDEAS for teaching pronunciaCon

I Kenworthy, 1987

D 1) … persuade learners of the importance of

pronunciaCon
E 2) … demonstrate that intelligibility is the only
realisCc goal, not a ‘naCve-like’ accent
A
3) demonstrate our concern for our learners’
S pronunciaCon and their progress

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Assessing English language since 1938
3) IDEAS for teaching pronunciaCon

Imitate
Discriminate / Demonstrate
Explain
Associate
SCmulate

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Assessing English language since 1938
 IDEAS for teaching
pronuncia4on

Robin Walker
Trinity Trainer, Spain

www.englishglobalcom.com
robin@englishglobalcom.com

Assessing English language since 1938