Grammatical Meaningcategories. Nouns

Teaching
pronunciation
Presented by Zaure & Balnur

PLAN
1. THE IMPORTANCE OF TEACHING
CORRECT PRONUNCIATION
2. PRONUNCIATION PROBLEMS
3. CONTENT OF TEACHING
PRONUNCIATION
4. MAIN STEPS IN TEACHING
PRONUNCIATION
5. TASKS AND EXERCISES FOR
DEVELOPING PRONUNCIATION
HABITS
6. CORRECTION OF PRONUNCIATION
MISTAKES.
The importance of correct
pronunciation
Working on pronunciation is crucial for
two main reasons: it helps students
understand spoken English better and
improves their own speech, making it
clearer for others. Pronunciation
lessons should be part of every
language class. In schools, students
learn a standard way of speaking
English, often used in radio, TV,
theaters, and universities. This standard
pronunciation is marked by clear stress
in words, proper sounds, and common
contractions like "can’t" and "doesn’t."
Pronunciation problems
THE TEACHER FACES THE FOLLOWING PROBLEMS IN TEACHING
PRONUNCIATION TO THE STUDENTS:
1. DISCRIMINATION- THE STUDENTS MUST BE TAUGHT TO HEAR
DIFFERENCES BETWEEN PHONEMES WHICH ARE NOT DISTINGUISHED
OR USED IN THEIR NATIVE LANGUAGE, BETWEEN FALLING AND RISING
TONES.
2. ARTICULATION- STUDENTS MUST BE TAUGHT TO LEARN TO MAKE
PROPER LIP AND TONGUE MOVEMENTS TO PRODUCE ENGLISH
SOUNDS. VERY OFTEN THE STUDENTS’ FIRST LANGUAGE INTERFERES
WITH ARTICULATION. FOR EXAMPLE, P IS ASPIRATED IN ENGLISH, BUT
NOT IN RUSSIAN.
3. INTONATION- STUDENTS SHOULD BE TAUGHT TO MAKE RIGHT
STRESSES, PAUSES AND USE APPROPRIATE PATTERNS.
4. INTEGRATION- STUDENTS SHOULD LEARN TO CONNECT THE
SOUNDS, FOR EXAMPLE IN THE, MONTHS
5. AUTOMACITY-STUDENTS SHOULD LEARN TO PRODUCE CORRECT
SOUNDS WITHOUT THINKING.
CONTENT OF TEACHING PRONUNCIATION
1. Sounds
English has about 44 phonemes, which are the basic sounds used in speech. These can
be voiced (vowels) or voiceless (consonants). A crucial sound is the "schwa" /ə/,
representing an unstressed vowel.
Important points:
- Weak Forms: Common words often sound different in context (e.g., “was” as /wəz/).
- Elision: Sounds may be dropped (e.g., ‘d’ in “handkerchief”).
- Contractions: Letters are replaced with apostrophes (e.g., “I’m”).
- Intrusive Sounds: Extra sounds may be added for ease (e.g., “a banana”).
- Assimilation: Sounds change when words connect, like in “Great Britain”
/“Grapebritain.”
2. Stress
Stress is the emphasis on certain syllables in words and on
words in sentences. In multi-syllable words, one syllable is
stressed (e.g., “record” as a noun vs. a verb). In sentences,
focus is on important words (e.g., “Throw the ball to Ben”).
Less important words can be stressed for contrast (e.g.,
“Throw it to him, not at him”).
3. Intonation
Intonation involves the rise and fall of pitch in speech,
affecting meaning. Questions may rise in pitch to show
surprise.
By focusing on these components—sounds, stress, and

intonation—teachers can help students improve their
English pronunciation and communication skills.
MAIN STEPS IN TEACHING
PRONUNCIATION
1. Recognize Importance: First, make students understand why pronunciation matters.
2. Model Correct Pronunciation: Provide opportunities for students to hear correct pronunciation.
Use recordings and act as a model yourself, incorporating natural speech elements like contractions
and weak forms.
3. Contrast Sounds: Use minimal pairs—words that differ by one sound (e.g., hat-heart, ship-sheep)
—to highlight specific sound differences.
4. Demonstrate Individual Sounds:

- Exaggerated Movements: Show the movement of your lips, teeth, and tongue when producing
sounds.
- Gestures: Place a hand on your throat to indicate voiced sounds.
- Finger Sounds: Break words down by assigning each sound to a finger, pointing to each finger
as you say the sound.
- Visual Aids: Use diagrams of the mouth to illustrate sound production.
- Phonetic Symbols: Teach students to use phonetic transcription to check their pronunciation in
dictionaries.
5. INDICATE STRESS:
- GESTURES: USE HAND MOVEMENTS TO EMPHASIZE
STRESSED SYLLABLES.
- UNDERLINING: UNDERLINE THE STRESSED SYLLABLE,
E.G., "HOTEL."
- STRESS MARKS: USE STRESS MARKINGS (E.G., HO TEL).
6. INDICATE INTONATION: DEMONSTRATE INTONATION

USING GESTURES, ARROWS ON THE BOARD, AND OTHER
VISUAL AIDS.
BY FOLLOWING THESE STEPS, YOU CAN EFFECTIVELY

TEACH PRONUNCIATION IN A CLEAR AND ENGAGING
MANNER.
Tasks and exercises for
developing pronunciation
habits
Exercises for developing pronunciation habits
may be of two groups: recognition exercises and
reproduction exercises.
1. Recognition exercises
These help students identify different sounds and
patterns in English. Here are some techniques:
1. *Sound Recognition:* The teacher says several

words containing a new sound (e.g., /ɛ/ in words
like "desk" and "pen"). Students raise their hands
when they hear that sound to show they
recognize it.
2. *Word Stress:* The teacher reads a sentence

(e.g., "They left for London yesterday") and asks
students to identify which words are stressed.
3. *Intonation:* The teacher says phrases with

different intonations, asking students to raise
their hands when they hear a falling tone.
2. Reproduction exercises
These focus on helping students pronounce

sounds correctly and combine them into
words and sentences. They often begin with
drills using material related to the lesson.
Examples include:
- Drilling specific sounds, words, or phrases

- Practicing rhymes, poems, or dialogue
- Using international names or geographical
terms for practice
Overall, both types of exercises are essential

for building good pronunciation habits in
students.
In teaching pronunciation, students make mistakes in
sounds, stress, and intonation. At the junior stage, the
teacher mainly corrects these mistakes, as students'
listening skills aren't fully developed. The teacher explains
the errors and provides good examples to follow.
At the intermediate and senior stages, both teachers and

students can correct errors. Main correction methods
include:
- The teacher explains the correct position of speech

organs for sound production.
- The teacher demonstrates the correct pronunciation for
students to imitate.
- The teacher uses hand and arm movements to aid
understanding.
- Students listen to recordings and practice imitating the
speaker.
These methods help students improve their pronunciation

effectively.
CONCULSION
IN CONCLUSION, TEACHING
PRONUNCIATION IS VERY IMPORTANT FOR
LEARNING A LANGUAGE. AT FIRST,
STUDENTS NEED A LOT OF HELP FROM
THEIR TEACHERS TO HEAR AND SAY
SOUNDS CORRECTLY. AS THEY GET BETTER,
THEY CAN START TO CORRECT THEMSELVES
AND HELP EACH OTHER. USING CLEAR
EXAMPLES, VISUAL AIDS, AND PRACTICE
WITH RECORDINGS HELPS THEM IMPROVE.
GOOD PRONUNCIATION HELPS STUDENTS
SPEAK AND WRITE MORE CLEARLY, MAKING
IT EASIER FOR THEM TO COMMUNICATE
WITH OTHERS.

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Teaching

Presented by Zaure & Balnur

By focusing on these components—sounds, stress, and

4. Demonstrate Individual Sounds:

6. INDICATE INTONATION: DEMONSTRATE INTONATION

BY FOLLOWING THESE STEPS, YOU CAN EFFECTIVELY

1. Sound Recognition: The teacher says several

2. Word Stress: The teacher reads a sentence

3. Intonation: The teacher says phrases with

These focus on helping students pronounce

- Drilling specific sounds, words, or phrases

Overall, both types of exercises are essential

At the intermediate and senior stages, both teachers and

- The teacher explains the correct position of speech

These methods help students improve their pronunciation

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