#25 Creative Ways of Teaching Pronunciation in FLE Classes by Chris Luke

Objectives:

• Students will discuss their beliefs and opinions about teaching pronunciation.
• Students will be able to explain why it is important to teach pronunciation.
• Students will create situations and activities in which their students will have opportunities to practice pronunciation.

Outline of Activities:

• Introduction - Introduce the topic of pronunciation. Have students fill out the questionnaire regarding pronunciation.
• Questionnaire and Discussion - Teacher will direct a discussion about the questionnaire and students beliefs concerning the importance of teaching pronunciation.
• Overhead Activity - Teacher will provide a list of possible activities for teaching pronunciation. An example of each of the items on the list will be provided by the teacher (a few are attached). Following the presentation of each item, students and teacher will discuss the pros and cons associated with the activity. The activities include:
• Songs - songs which contain the target sounds and letters. Students listen to the song three times. The first time they simply focus on the sound. The second time they write words containing the sound or letter. The third time they focus their list on a few words that contain the sound. After listening, students tell the teacher the words they heard and the teacher makes a list on the overhead transparency. The teacher asks students the rules of pronunciation and has practice time with the words from the song.
• Movies - practice with pronunciation would be similar to what happens with a song, only now with a different media and context.
• Drama - Students and/or teacher act out a pre-determined scene either with or without a written dialogue. The other students make lists of words containing the target sound or letter. If a written script is followed, it should be created in such a way that there are numerous words with the target sound.
• Poetry - Students write poems using as many words with the target sound and letter as possible. Poems can then be read to class and pronunciation discussed.
• Tongue Twisters - Students practice pronouncing tongue twisters or writing their own for their peers.
• Books - Students read selections of books and find the target sound or letter. These excerpts can then be read to the entire class and the pronunciation discussed.

Pronunciation Questionnaire

1. Do you think that it is important to speak with good pronunciation? Why or why not?
2. Do you think it is important for you to teach pronunciation in your classes? Why or why not?
3. In what situations would it be particularly useful or perhaps necessary to speak with good pronunciation?
4. Do you think that pronunciation will be interesting/important to your students?
5. How do you plan on teaching pronunciation to your students?
6. For you, which is more important, that your students have a good pronunciation or that they communicate effectively? Explain.

La Divina Duicinea
por Chris Luke

Donde estas mi divina Duicinea?
que linda eres
que delicada.
Te sequire dondequiere que andes
No desespera porque Don Quijote no ha veniclo
Soy tu cabellero verdadero,
Soy tu seguidor enamorado,
no me puedes escapar,
no sere negado.
Ay, mI divina Duicinea,
dime que me amas.
Dime la verdad, divina Duicinea,
me adoras,
Que no?

Trabalenguas

• Ese bobo vino nunca beber debe, vida boba y breve vivira si bebe.
  Me han dicho que has dicho un dicho, que han dicho que he dicho yo. El que lo ha dicho mintio, y en caso que hubiese dicho ese dicho que han dicho que he dicho yo, dicho y redicho quedo, y estara bien dicho ese dicho que han dicho que he dicho yo.
• Cuando digo digo, digo Diego Cuando digo Diego, digo digo.
• Las tablas de mi balcon mal entablilladas estan.
• Llamen al entablillador que las desentablille y las vuelva a entablillar mejor, que
  ya se le pagara como buen entablillador.
• El suelo esta encuadriculado. Quien lo desencuadriculara?
• El desencuadriculador que lo desencuadriculo buen desencuadriculador sera.
• Buscaba el bosque Francisco,
  un vasco bizco,
  muy brusco,y al verlo le dijo un chusco,
  Busca el bosque, vasco bizco?

Source: Spanish Tongue Twisters, Trabalenguas. Compilation by Michael Reck Http://www.uebersetzung.at/twister/es.htm