4.2. Teaching pronunciation

Teaching pronunciation is of great importance in the developing of pupils’ listening and speaking habits and skills. It is of no less importance in the development of reading and writing habits and skills since writing is the graphic representation of sound sequences. In reading the visual images become acoustic images. These are combined with kinesthetic images, resulting in inner speech.

• The content of teaching pronunciation

Proceeding from the aims and objectives the FL syllabus sets out, pupils must assimilate.

1. The sounds of the English language, its vowels and consonants. They should be able to articulate these sounds both separately and in different phonetic contexts.

2.Some peculiarities of the English language in comparison with those of the Russian language (length of vowels, palatalization (dark L, light L).

3.Stress in a word and in a sentence, and melody (fall and rise). Pupils must be able to divide a sentence into groups and intone it properly.

Thus, when we teach the vowels of the English language we can pay learners’ attention to vowel length:

• Vowel Length You can demonstrate varying vowel lengths within a word by stretching rubber bands on the longer vowels and letting them contract on shorter ones. Then let the students try it. For example, the word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would not have the band stretched because both of its vowels are spoken quickly.

Tongue twisters: Introduction

All levels and ages enjoy tongue twisters. They work well as a warm up to get students speaking or as an activity to help students to practise pronouncing difficult sounds in English. It is the combination of sounds in the words and the repetition of the phrases that makes them difficult but fun.

Preparation

Choose some English tongue twisters which are suitable for the level of the students. Write one on the board and check that the students know what the words mean. The teacher might need to draw a picture on the board to help them imagine the scene.

Step1: The teacher says the tongue twister at normal speed. Teach it to the students by letting them join in. Then get them to say it a little faster and to repeat it three times in a row.

Here are some examples:

She sells sea shells on the sea shore A proper copper coffee pot Red lorry, yellow lorry, red lorry, yellow lorry A big black bug bit a big black bear

Conclusion Pronunciation is a skill that should be developed and perfected throughout the whole course of learning the language that is why the teacher should use pronunciation drill during the lesson, irrespective of the stage of instruction.

LECTURE 4. TEACHING LANGUAGE SKILLS

4.1 Teaching listening

4.2 Teaching speaking

4.3 Teaching reading

4.4 Teaching writing

4.1 Teaching listening

The previous chapters dealt with the teaching of various aspects of the language, namely, pronunciation, vocabulary and grammar. The knowledge of each of the aspects is of great importance to learners. However, when we say a person knows the language we first of all mean he understands the language spoken and can speak it himself. When we speak about teaching a FL we first of all have in mind teaching it as a means of communication.

Listening Dialogue

Oral language < <

Speaking Monologue

Difficulties in listening

When auding a FL pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting. This is possible on condition that he will take into consideration the following three main factors which can ensure success in developing listening skills.

1. Linguistic material

2. The content of the material suggested for listening

3. Conditions in which the material is presented.

Listening comprehension can be ensured when the teacher uses the material which has already been assimilated by pupils. However this does not completely eliminate the difficulties in auding. Three kinds of difficulties should be overcome: phonetic, lexical, and grammatical: The content of the material also influences comprehension. The topic of communication should be within the ability of the pupils to understand. Difficulties should be explained (proper names, geographical names, terminology etc.)

Description is more difficult than narration. The pupils’ readiness to listen and comprehend is very important. The title of the story may be helpful in comprehending the main idea of the text. Monologic speech is easier.

Conditions of the presenting are of great importance: the speed of the speech, the number of times of presenting the material. Pupils should be taught to listen to the text once. However they sometimes can grasp only 50% of the information and even less, so a second presentation may be helpful. The presence or the absence of the speaker is also an important factor.

Types of listening activities