Identifying problems

  • Tell trainees that researching common pronunciation errors from your learner's language group can be helpful.
  • Tape recording your learner is also a good idea.

Optional: If you opted to introduce learners by video in Session 3, take a moment to replay a section and critique the speech sample. Listen for reoccurring errors that could result in miscommunication.

  • Tell trainees that the learner should be involved in critiquing for errors. This is particularly important when the sound was previously taught.
  • The learner should also be involved in prioritizing the errors and deciding which sounds she would like to practice first.
20 minutes

graphic of an overhead projector

B: Teaching Pronunciation

Individual Sounds

  • Discuss the materials needed to teach pronunciation (as noted in the tutor training manual.)
  • Show overhead, Basic steps in teaching individual sounds.
  • Discuss the sample lesson in the tutor training manual and point out each step.
  • Refer to the back of the section (on pronunciation games) and discuss other ways to do listening discrimination exercises (i.e. BINGO).
  • Tell trainees that pronunciation lessons should be kept short.
  • Note:
    • The pronunciation exercises in this section are designed for learners who have been studying English for sometime and need assistance making a certain sound. For learners who are completely new to English, the approach discussed in the phonics section of the manual will be more useful. (You will notice Hyun-Chu’s lesson would need to be revised for a learner who could not read.)

C: Stress

  • Define stress.
  • Discuss the importance of appropriate stress.