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Pronunciation Macmillan Workshop Keith Kelly keithpkelly@yahoo. co. uk
Accent Snobbism The Proclaimers 'Throw the R away‘ “I've been so sad Since you said my accent was bad”
Sounding Like a Native Speaker Kenworthy says: ‘Learners must be able to cope with linkage, deletions, the ‘blurrings’ at the edges of words…But they do not need to use all these features in their own speech’. There is a risk of learners sounding ‘false’ or ‘affected’ if they try to incorporate such simplifications in to their speech (79).
Cockney rhyming slang Listen to the recording and see how many examples of rhyming slang you can hear. What ‘patterns’ can you identify in the transcript?
Understanding native speakers Brown says: ‘We must prepare a student to do without a number of segmental clues in some parts of the utterance and we need to be able to show him what clues will go and what clues he can rely on finding’, (60).
Favourite Words Supercalifragilisticexpialidocious
Favourite words Supercalifragilisti cexpialidocious • How would you read this aloud? • How would you read it backwards aloud?
Listener intolerance Tench says There is a level of ‘listener tolerance’ (19) and the ‘threshold of intelligibility’ which our learners must remain within to be understood. ‘A native speaker of English is more likely to tolerate mistakes in consonants, vowels and word accent than in intonation’ (96).
How can you bring this into your curriculum? Look for ‘patterns’ within contextualised content tasks to raise awareness
Time to Think Dalton and Seidlhofer refer to: Ss ‘getting into gear’ p. 144 and this car metaphor is a useful one when we think of how we drive as a learner
Mirror – Signal - Manoeuvre Kelly (unpublished)
Country Names Germany Finland Hungary Italy Iceland Norway Portugal Ireland Switzerland Russia Jordan Afghanistan Lebanon Australia New Zealand Solomon Islands Papua New Guinea Algeria Egypt Tunisia Senegal Dominican Republic Haiti Panama Barbados Brazil Paraguay Uruguay
Country names Prep class word stress problems
The Elements There's antimony, arsenic, aluminum, selenium and hydrogen and oxygen and nitrogen and rhenium and nickel, neodymium, neptunium, germanium and iron, americium, ruthenium, uranium europium, zirconium, lutetium, vanadium and lanthanum and osmium and astatine and radium and gold and protactinium and indium and gallium and iodine and thorium and thulium and thallium
Making sounds visual Kenworthy says p. 43 ‘One advantage of using drama (KK note - visual, video, gestural) activities like these is that there is a clear demonstration of the way intonation interacts with gestural and lexical features, which is often lost when only audio-taped material is used. ’
World of English How appropriate is this kind of recording for teaching pronunciation?
Keep sounds in chunks Kenworthy says: that we should avoid asking learners to produce sounds in isolation because ‘sounds occur in syllables, surrounded by other syllables’ … ‘it’s actually impossible to pronounce some sounds in isolation’ (70).
From brain to mouth
Working with chunks • I would like to buy a hamburger. How would teach this pronunciation?
Working with chunks • I would like to buy a hamburger. Steve Martin as Inspector Clouseau
Working backwards ger burger hamburger a hamburger buy a hamburger to buy a hamburger like to buy a hamburger would like to buy a hamburger I would like to buy a hamburger (I'd like to buy a hamburger / like to buy a hamburger)
Points to remember - Try to be understood, not like the Queen! - Try to understand! - No sound is an island! - Present sounds together in chunks! - Make pronunciation visible (see it)! - Make pronunciation physical (feel it)! - Give students thinking time!
What can go wrong …