Module 2:TEACHING PRONUNCIATION potx

TEACHING LANGUAGE
TO YOUNG LEARNERS
Language:

Pronunciation

Vocabulary

Grammar
General Principle
sounds words structures
TEACHING PRONUNCIATION
The scope of pronunciation
•
Individual sounds
•
Sounds in connected speech
•
Stress and rhythm
•
Intonation
Individual
sounds
Sounds in connected speech
Coffee, coffee
Milk and sugar, milk and sugar
Strawberries and cream, strawberries and cream
Chocolate cake and chocolate biscuits
Fish and chips
Fish and chips
Soup

S-O-O-O-U-P
Stress and Rhythm
COffee, COffee
MILK and SUGAR, MILK and SUGAR
STRAWberries and CREAM, STRAWberries and CREAM
CHOcolate CAKE and CHOcolate BIScuits
FISH and CHIPS
FISH and CHIPS
SOUP
S-O-O-O-U-P
More Practice
One two three four
One and two and three and four
One and a two and a three and a four
One and then a two and then a three and then a four
More Practice
One two three four
One and two and three and four
One and a two and a three and a four
One and then a two and then a three and then a four
Intonation
•
My name’s Peter.
•
Where’s my bag?
•
Can I open the window?
•
Stick it on here
•

What a beautiful shirt!
•
Would you like a lift?
•
Which shirt do you like, the red one or the blue one?
•
What there is left we’ll put it in the pot.
Techniques and Activities
Game Purpose
Stress Snap
Stress Domino
To practise recognizing the word stress
within 2 syllable words
Sound Bingo To practise recognizing similarities and
differences between sounds /
discriminating sounds
Happy Sound
Families
To practise recognizing similarities and
differences between sounds /
discriminating sounds
Odd one out To practise recognizing similarities and
differences between sounds /
discriminating sounds
… …
TEACHING VOCABULARY
What is vocabulary?

Lexical sets
e.g. shop, fruit, room in a house


Rhyming sets
e.g. bat, rat, hat, mat

Color sets
e.g. things that are green

Grammatical sets
e.g. adjectives, verbs, nouns, prepositions

Partners / collocations
e.g. play the piano, ride a bike, easy class, loud noise

Opposites or male and female
e.g. hot / cold, boy/girl
Background

Children are active learners in different
social contexts.

Other people help them learn by:

bringing objects,

talking while playing with them,

reading stories,

asking questions …
Children learn new words by interacting

with others
The vocabulary teaching and
learning process
5 main stages guided by teachers:
1.Understanding and learning the meaning of
new words
2.Attending to forms
3.Practising, memorizing, and checking
activities
4.Consolidating, recycling, extending, and
personalizing
5.Developing strategies for vocabulary learning
Stage 1
1. Understanding and learning the meaning
of new words

using objects

using drawings

using illustrations, pictures, photos,
flashcards

using actions, mime, expressions, gestures

pointing, touching, tasting, feeling, smelling

using technology
Stage 1 (continued)
1. Understanding and learning the meaning

of new words – verbal techniques

explaining

defining the context

eliciting

describing

translating
Stage 2
2. Attending to forms

listening and repeating

listening for specific phonological
information (individual sounds, number of
syllables, stress patterns)

observing the written forms (shape, letters,
spelling)

noticing grammatical information

copying and organizing
Stage 3
3. Practising, memorizing, and checking
activities


classifying / sorting

giving instructions

picture dictation

wordsearches

…
Stage 4
4. Consolidating, recycling, extending,
and personalizing

vocabulary book

collages

word networks/webs/trees

word boxes, banks, envelopes, boxes

…
Stage 5
5. Developing strategies for vocabulary
learning

Becoming aware of a variety of clues to help
guess and predict meaning

Planning and organizing a vocabulary record

keeping system

Do self-testing

Reviewing

…
TEACHING GRAMMAR
Attention
•
Formal teaching of grammar is not usually a
major objective in the young learners
classroom
•
Using form-focus techniques in
meaningful and interesting contexts
What grammar to teach?
notice the pattern, and then generate new language
expose, develop deep understanding of the
relationship between and grammar meaning
learn by heart
TYPES
1.Facts
2.Patterns
3.Choice
EXAMPLES
a.foot – feet,
b.My favorite color is blue.
c.leaf – leaves
d.I’ve played tennis since I was eight./

I’ve been playing tennis since I was
eight.
e.Pete is in the class.