How to say it: Training more independent students of pronunciation 10th Annual CamTESOL Conference, February 22nd and

23rd, Phnom Penh, Cambodia.

Activities I. Brainstorming (3 parts). A. Think. Have students fill out the below chart to prime current knowledge. B. Pair. Have Ss discuss their answers in groups. C. Share. Board competition (where A. is replicated on the board). D. Noticing. Talk about spelling patterns and regional variation.

/i: /
Green Pink * Feel Sheep Meat Grin Pig Fill Hit Kiss

/I /

II. 1.

Putting vowels and consonants together. After Ss have learned all vowel sounds, draw a chart with consonant sounds going across the x-axis, and vowels down the y-axis, like the chart below. For the consonants, have an example of a word that includes the sound or use more familiar sounds. Students must write 3 examples of words with both sounds. Students work on their own, then in groups, to fill out the chart.

2.

/t/ /d/ /p/ /b/ /i:/ /I/ // /e/ * Layout similar to Battleship in Mark Hancocks (1996) Pronunciation Games. Cambridge, England: Cambridge University Press. III. 1. 2. 3. Rhymes. Talk to the students about what makes a good childrens rhyme, limerick, or poem. Answers might include alliteration, rhyming of nuclear sounds, stress, rhythm, syllables, forward-backward, etc. Have students work in groups to create an example of word play using the words on their tables. Extension work: Mimicry tasks Give students some online sources for hearing natural English prosody. Have students choose a few sentences and come to class prepared to recite them. Focus on elements of prosody (rhythm, stress, pitch, intonation) in isolation or holistically. Use in a variety of activities such as telephone, circle-the-sage, etc.

IV.

Lesley Newman: newman.lesley@gmail.com Vo Thi Thuy Trang: thuytrangdnvn@gmail.com

How to say it: Training more independent students of pronunciation 10th Annual CamTESOL Conference, February 22nd and 23rd, Phnom Penh, Cambodia.
References Bauer, L. (2002). International Varieties of English. Edinburgh, Scotland: Edinburgh University Press. Couper, G. (ND). Investigations into pronunciation teaching. NP. Dalton, C. and Siedlhofer, B. (1994). Pronunciation. Oxford, England: Oxford University Press. Derwing, T.M (September 2010). Utopian goals for teaching pronunciation. In J. Lewis and K. LeVelle (eds.) Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University. pp.24-37. Ames, IA: Iowa State University Press. Derwing, T.M. and Munro, M. (September 2005). SL accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 8, pp. 379-397. Elliott, R.A. (March 1997). On the teaching and acquisition of pronunciation within a communicative approach. Hispania, 80, 1, pp. 95-108. Honikman, B. (1964). Articulatory settings. In D. Abercrombie, D.B Fry, P.D McCarthy, N.C Scott, J.M Trim. In Honor of Daniel Jones. London, England: Longman. Ingels, S. (2010). The effects of self-monitoring strategy use on the pronunciation of learners of English. In J. Levis & K. LeVelle (Eds.). Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp. 67-89), Ames, IA: Iowa State University. Jenkins, J. (April 1998). Which pronunciation norms and models for English as an International Language? ELT Journal, 52,2,pp.119-124. Oxford, England: Oxford University Press. Jones, R. and Evans, S. (July 1995). Teaching pronunciation through voice quality. ELT Journal, 49, 3, pp. 244-25. Kriedler, C. (March 1972). Teaching English spelling and pronunciation. TESOL Quarterly, 6,1, pp. 3-12. Stapp, Y. (January 1999). Neural plasticity and the issue of mimicry tasks in L2 pronunciation studies. TESL-EJ. 3,4, NA. Taylor, D (1995). What do EFL teachers need to know about pronunciation? in Studies in General and English Phonetics. J.D OConnor and J.W Lewis (eds.) London, England: Routledge. Vaughan-Rees, M. (1992). Rhymes and Rhythm. Reading, England: Garnet Publishing Ltd. Widdowson, H.G. (1998). Context, community, and authentic language. TESOL Quarterly. 32,4. pp. 705-716.

Lesley Newman: newman.lesley@gmail.com Vo Thi Thuy Trang: thuytrangdnvn@gmail.com