Teaching Pronunciation

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Teaching Pronunciation by Mind Map: Teaching Pronunciation

1. Poems

2. Too much enthusiasm can change the pronunciation

3. English became a very important means of communication

4. Contrast with native speaking or high level students

4.1. Show the difference of pronunciation

5. More fun with tongue-twisters and rhymes

6. To revised and recycled

7. Pronunciation

7.1. Problem with an over accent

7.1.1. Look cold or uncurteous with german accent

7.2. Problem of understanding si badly pronounced

7.3. Necessity of having the good methods to work the figures of language

8. Grammar

8.1. The most important think

8.2. The lexis is very important also

8.2.1. It is necessary to have the lexis suited to be understood

8.3. You can work that in relation with pronunciation

9. Necessity for the professor to plan a lexis and a structure

9.1. Plan the pronunciation at the same time

9.2. Anticipate the possible difficulties

9.3. Make a set lexis, grammar and pronunciation

10. Problems with pronunciation

10.1. Revise the pronunciation

10.2. Work on the difficulties

10.3. Integrate new forms of pronunciation

11. Pronunciation model

11.1. Many models of pronunciation and the professor have to choose

11.2. The influence of received pronunciation persists

12. Drilling

12.1. Ask to the students to repeat a word to work the pronunciation

12.2. The professor can give a model of sentence, words or structures

12.2.1. It is better to begin with a chorale with everybody who says the word together to put in confidence

12.2.2. Later we can ask to pronounce one by one to see the difficulties

12.3. The professor can help with drawings or mimes

12.3.1. The professors often have different accents best is to keep his accent but to know how it can say to itself with another accent

12.3.1.1. Need to teach receptive skills and productive skills

12.3.1.2. Read texts can be useful for the receptive skills

13. Chaining

13.1. To divide long or difficult sentences

13.1.1. Back chain where we begin with the end of the sentence

13.1.2. Front chain when we begin with the beginning of the sentence

13.1.3. It is necessary to add a part and to make repeat if there is an error

14. Open pair

14.1. A person asks questions and the other one answers

14.1.1. The professor can give instructions as letter to place in the question

15. Drilling

15.1. Very important for the confidence and the work of the stress

15.2. To learn words and knowledges pronounced them

15.2.1. Possibility of making minimal pairs to work pronunciations and see again pronunciations already seen

15.2.2. If there are several languages in the class it is necessary to make pairs so that each can help the other one

15.3. The professor can give a list of words, words which are alike, words with close proximity or words with the same sound

15.3.1. It's better to take words which the person knows and to put them in their context

15.3.2. It's better to put of the vocabulary already known also

16. Spelling activities

16.1. It is necessary to see the spelling after the pronunciation

16.1.1. Homographs

16.1.1.1. The same spelling but differents pronunciations

16.1.2. Homophone

16.1.2.1. Same pronunciation but different spelling

16.1.3. Make sentences, give a list of the words or look at the effect of certain letters after a vowel at the end of the word

16.1.3.1. Dictated

16.1.3.2. Reading exercise

16.1.3.3. Discrimination exercises

16.1.3.4. Listening

16.1.3.5. The professor has to choose what is useful

17. Taping students

17.1. Register first time then second time to show the difference

18. Listening activities

18.1. Understand natives speakers and see the pronunciations

18.1.1. Show a particular point or a difficulty

18.1.2. Show how to use a word or a conjugation in the context

18.1.3. To see how is used a pronunciation and to work on this pronunciation

19. Releving

19.1. Raise words and pronunciations to use them afterward

19.1.1. Recycling of items

19.1.2. Notice language

20. Reading activities

20.1. Like listening it's a receptive activity

20.2. For bringing language features

20.3. Chose type of texts for integral pronunciation

20.3.1. Rhymes

20.3.2. Song lyrics

20.4. It's the link between spelling and pronunciation

20.5. You have to choose the right text

20.5.1. Encyclopeadia too much monotone