Activity D

Teaching pronunciation

This activity takes tutors from the background information on sounds and sound production to thinking about how to approach pronunciation problems.

Variation

Brainwriting is a variation on brainstorming. Through small group discussion, you can post flip chart sheets around the room, each sheet with one problem pronunciation at the top. Choose problems more common in your community. Ask tutors to rotate every 5-10 minutes to add their ideas to each sheet. They can do this as individuals or in small groups. As a whole group, review the collection of ideas.


Talk, use of handouts, brainstorming

Materials and equipment

Handout 12.8: Minimal Pairs
Handout 12.9: Steps to Teaching Pronunciation
Flip chart and markers

Preparation

Copy handouts.
Prepare flip chart for brainstorming session.

STEP-BY-STEP PROCESS

The following activity is adapted from the Regina Public Library’s English as a Second Language Tutor Training Manual.

  1. Introduce teaching pronunciation with some of the following points:
    • Work on pronunciation as it occurs, or if the learner has identified a particular area she would like to improve.
    • Keep in mind that words can be made several ways: either each word is said individually the way it is when we speak formally, or words are linked and less clearly articulated the way they are in general conversation. For example, we might say party or pardy, or change going to into gonna.
    • Always start teaching pronunciation with consonants. They are easier because they are usually easier to demonstrate.
    • Sound differences are very subtle with vowels, where the lips and the tongue are the most important articulators. Always exaggerate sounds when teaching vowels. For example, when demonstrating the vowel in beet, stretch your lips and smile as you say the vowel.
  2. Give tutors the Minimal Pairs handout. Points to cover about minimal pairs:
    • Suggest using contrasting sound pairs. These are called minimal pairs. The only difference in sound between the two words is the sound you wish to teach. For example, tick and thick, or bead and bed.
    • Use minimal pairs to find out whether the learner hears the difference in sounds and to practise the difference in making the sounds. In some languages, the sounds we hear as very different in English actually can be used interchangeably in that language.
    • Mention that the th sound is really difficult for many ESL learners as it is an uncommon sound in other languages.