communicative-normative phonetics lesson

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1. lesson objectives by the end of the lesson, students will be able to: · define communicative-normative phonetics and explain its scope. · recognize the relationship between pronunciation and listening comprehension. · identify basic features of english pronunciation (stress, intonation, phonemes) that affect listening skills. · apply pronunciation awareness strategies to improve listening comprehension. 2. materials · powerpoint slides or handouts (definitions, diagrams of speech organs, examples). · audio recordings (native speaker dialogues with varied accents). · transcripts of short dialogues. · whiteboard/marker or interactive board. · pronunciation dictionary / ipa chart. 3. lesson stages a. warm-up (10 minutes) · teacher greets the students and writes two sentences on the board: 1. i scream. 2. ice cream. · ask students to listen and repeat. · discussion: why can listening comprehension fail if pronunciation is unclear? · transition: introduce the concept of communicative-normative phonetics as the science that studies pronunciation in …

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cord – re’cord). 3. communicative game: stress detective · teacher says a sentence with shifted stress (e.g., i didn’t say she stole the money). · students interpret meaning and explain. d. production (15 minutes) · pair work: students read a short dialogue with attention to stress and intonation. · peers listen and give feedback on clarity. · emphasis: better pronunciation → clearer listening comprehension. e. conclusion (10 minutes) · teacher summarizes: · communicative-normative phonetics studies pronunciation as a communication tool. · correct pronunciation improves both speaking and listening skills. · reflective question: what part of pronunciation (sound, stress, intonation) is most difficult for you as a listener? · homework: · record yourself reading a short passage (1 min). · listen to a native version of the same passage. · compare and note pronunciation differences. 4. assessment · active participation in drills and discussion. · accuracy in identifying stressed syllables and …

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owels, though these may be distinctively long or short. syllable structure is very simple, generally vowel + consonant or vowel alone. there are few consonant clusters. japanese learners therefore find the more complex distinctions and sound combinations of english very hard to produce, and they may have even greater difficulty in perceiving accurately what is said (p. 297). pronunciation and listening skills are closely connected (flege & port, 1981; white, 1998). if one can pronounce better, they can listen and understand better as well. the writer conducted research at a japanese university in an english listening class to find out how student-led practice to improve their pronunciation is effective for improving their listening skills. 2 ．method in order to discover the effect of practicing pronunciation on listening skills, research was conducted. this section describes the participants, instrument, and procedure of the research. 2.1 participants and materials the research was conducted …

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ks contained sound connection, reduction, and so on. the result of the pretest is shown in table 1. table 1．mean of the result in pretest n = 20 the number of questions the average score percentage 2.2.2 introduction of pronunciation tips 20 8.3 42% pronunciation tips that students needed to know were introduced in class along with the symbols used to mark them (see appendix b). the elements introduced to the students were: stress and rhythm consonant + vowel (connected) consonant + consonant (dropped) consonant + consonant (weakened) consonant + a word starting with “y” plosive sounds: “p”, “b”, “t”, “d”, “k”, “g” individual sounds: “t”, “nt”, “w”, “f/h”, “r/l”, “b/v” the students then were given a worksheet with 20 sentences (see appendix c). 103 mie gotoh those sentences were carefully chosen by the instructor. they contained a variety of pronunciation features that had been taught in class. the sentences …

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ing gestures, such as how to cross their fingers. lastly, one sentence was carefully picked from the movie stuart little , which the students watch in class at the end of each quarter: “sleep tight. don’t let the bed bugs bite.” if they have not heard this expression before, it is highly unlikely that they understand what those sentences mean. the sentences were taught to the students with the explanation that this phrase is often used by parents who tuck their children into bed at night. the students, however, are not told the fact that they will see the movie or that this phrase was chosen from the movie. this way, when they do watch and understand this expression, they will be able to experience a feeling of achievement and improvement of their listening. this can lead them to have confidence and motivation. when teaching a class with multi-level students, …

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1. lesson objectives by the end of the lesson, students will be able to: · define communicative-normative phonetics and explain its scope. · recognize the relationship between pronunciation and listening comprehension. · identify basic features of english pronunciation (stress, intonation, phonemes) that affect listening skills. · apply pronunciation awareness strategies to improve listening comprehension. 2. materials · powerpoint slides or handouts (definitions, diagrams of speech organs, examples). · audio recordings (native speaker dialogues with varied accents). · transcripts of short dialogues. · whiteboard/marker or interactive board. · pronunciation dictionary / ipa chart. 3. lesson stages a. warm-up (10 minutes) · teacher greets the students and writes two sentences on the board: ...

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