Session 7: Speaking and Pronunciation

The objectives of this session are:

• To discuss the importance of pronunciation
• To demonstrate how sound is produced
• To introduce tutor trainees to minimal pairs
• To introduce tutor trainees to a format for teaching pronunciation
• To define different pronunciation difficulties a learner may have
• To discuss the impact of stress and intonation on meaning
• To explain a variety of different activities to improve listening discrimination and sound production

Overview of Session 7: Speaking and Pronunciation

5 minutes

• Discuss objectives.
• Show overhead, Overview of Session 7.

15 minutes

Reading and Pronunciation

• Write the word, "ghoti" on the board and ask trainees how they think the word should be pronounced. (The correct response is "fish." The "gh" makes an "f" sound as in rough; the "o" makes the same vowel sound as women. "Ti" makes an "sh" sound in words such as nation.)
• You may also want to note further how different letters (or a combination of letters), may represent the same sound. Have trainees read the following words from the chalkboard: to, tool, two, threw, through, shoe and clue.
• Show overhead, Vowel Sounds and discuss how problematic vowels can be for learners.
• Have trainees look at the chart and tell you how many different sounds the letter "a" can make. (Four are noted in the chart.)

Silent letters

• Write the words dumb, honest, sign and knew on the chalkboard or butcher paper.
• Ask trainees the following questions:
  • How many sounds are in each word?
  • Which letters are silent?
  • Are these letters always silent? (Consider the words rub, hockey, rug and kite.)

Vowel combinations

• Tell trainees that some combinations of letters make only one sound.
  • When two vowels are next to each other, the first vowel often has a long vowel sound and the second vowel sound is silent. (seat, coast, paid)
  • Ask them how many sounds are heard in the following words: photo, rough and eight. Which letters combined make one sound?