Pronunciation
When new language is introduced, the meaning must be established. This can generally be done by ‘eliciting’ (see above). If
students are expected to use the new language, it is essential that the correct pronunciation is taught. This will usually
involve ‘modelling’ the pronunciation of new language for students to imitate in the drilling stage. The modelling can either
be done by you, the teacher - remember to check the correct pronunciation of words yourself before attempting to teach
them - or by playing the course book cassette.
There are different elements of pronunciation which will need to be considered depending on the type of language being
taught. When teaching individual words or small words and phrases, the sounds and word stress will require attention. For
example, if ‘telephone’ is the new word it will be important to make the correct word stress apparent to students:
Example classroom exchange for drilling stress patterns: (The teacher has established the meaning of ‘telephone’.)
After choral drilling and individual drilling, students will need a written record of the new language. In this case, it will be
important to highlight the position of the word stress. This can be done by underlining the stressed syllable (see above) or
by putting a small line just before the stressed syllable - a ‘telephone. This is the style in many good English monolingual
dictionaries. Another, perhaps clearer way is to draw a shape, such as a circle, above the stressed syllable.
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When new language is introduced, the meaning must be established. This can generally be done by ‘eliciting’ (see above). If
students are expected to use the new language, it is essential that the correct pronunciation is taught. This will usually
involve ‘modelling’ the pronunciation of new language for students to imitate in the drilling stage. The modelling can either
be done by you, the teacher - remember to check the correct pronunciation of words yourself before attempting to teach
them - or by playing the course book cassette.
There are different elements of pronunciation which will need to be considered depending on the type of language being
taught. When teaching individual words or small words and phrases, the sounds and word stress will require attention. For
example, if ‘telephone’ is the new word it will be important to make the correct word stress apparent to students:
Example classroom exchange for drilling stress patterns: (The teacher has established the meaning of ‘telephone’.)
After choral drilling and individual drilling, students will need a written record of the new language. In this case, it will be
important to highlight the position of the word stress. This can be done by underlining the stressed syllable (see above) or
by putting a small line just before the stressed syllable - a ‘telephone. This is the style in many good English monolingual
dictionaries. Another, perhaps clearer way is to draw a shape, such as a circle, above the stressed syllable.
o
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