Chapter 3

Teaching
Pronunciation
 Stress
Sounds

Intonation

Pronunciation
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1. Identify problem sounds
 Common problems
● The sound does not exist in L1, e.g. /dʒ/
● Confusion of similar sounds, e.g. /i/ - /iː/, /p/ - /b/
● Use of simple vowels instead of diphthongs, e.g. /i:/
instead of /ɪər/
● Difficulty in pronouncing consonant clusters, e.g. /desks/
● Give all syllables equal stress and “flat” intonation
● Lack of linking sounds, e.g. Think about it
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1. Identify problem sounds
Example: “large”  the problem sound is /dʒ/
Reasons:
● This sound doesn’t exist in L1 (Vietnamese)
● Ss may confuse this sound with the sound /tʃ/
● This is a difficult sound to pronounce (affricate
consonant)

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 2. Teach a sound
Integrated Opportunistic
Whole lesson Discrete slots
phases teaching
• Spending the • Spending some • Teaching as an • Teaching when
whole lesson portion of the integral part of pronunciation
on lesson on the teaching of becomes a
pronunciation pronunciation skills problem to
• On purpose learning
• By chance, just
when Ss make
mistakes

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2. Teach a sound

Production
Presentation
• Guessing game • Aural drill (high level)
• Using pictures • Demonstration • Oral practice • Guided practice
+ eliciting • Imitation • Communicative
• Explanation Practice

Lead-in Practice

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2. Teach a sound
2.2. Presenting: Put these activities in order
3 ● Get Ss to repeat the sound in chorus
5 ● Explain how to make the sound (L1/ L2)
6 ● Contrast it with other sounds
7 ● Write words on the blackboard
4 ● Get individual Ss to repeat the sound
2 ● Say the sound in a word
1 ● Say the sound alone 7
2. Teach a sound
2.3. Practice
Minimal pairs: 2 words which differ from each other in one
phoneme and also differ in meaning
e.g. cap – cup
hat – hut
Minimal sentences:
e.g. She’s washing/ watching the dishes.
He shows/ chose a lot of paintings.
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 2. Teach a sound
2.3.1. Aural Practice:
Select only 2 out of 4 activities in each lesson, each drill should consist
of 3 or 5 examples. Instead of saying the sounds in various words, we
can say the sound in words of various positions
● One/ two drill (1 item heard)
● Same/ different drill (2 items heard)
● One/ two/ three drill (3 items heard)
● Odd one out
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 2. Teach a sound
2.3.2. Oral Practice:
Practice pronouncing chorally & individually
● Say the sound alone
● Say the sound in words or different positions (initial, medial,
final)
● Say the sound in phrases
● Say the sound in sentences

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 2. Teach a sound
2.4. Production
2.4.1. Guided practice
● Fill in the blanks
● Make up sentences
● Use meaningful context
● Use pictures
● Use tongue twisters

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2. Teach a sound
2.4. Production
2.4.2. Communicative Practice
● Class survey and report what you found
● Listen & repeat sentences and say which sentence comes
from which place
● Final consonant bingo
● Find the object

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3. Help Ss pronounce a sound correctly

Lead-in Presentation Oral practice

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4. Teaching stress and intonation
4.1. Stress (word stress & sentence stress)
4.1.1. Non-text stage
● Use your voice
● Use gestures
● Use BB

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4. Teaching stress and intonation
4.1. Stress (word stress & sentence stress)
4.1.2. Text stage
● Use symbols
● Underline
● Use capital letter
● Different colors
● Upper stroke/ lower stroke
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4. Teaching stress and intonation
4.2. Intonation
● High fall: statements, Wh-word question
● High rise: Qs asking for sth to be repeated or
clarified
● Low rise: Yes/ No questions, lists, conversation
oilers
● Fall rise: corrections, polite contradictions
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4. Teaching stress and intonation
4.2.1. Non-text stage
● Using arm movements + T’s voice
4.2.2. Text stage
● Using BB: arrows, lines up/ down
● Using back-chaining technique

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EXERCISES
1. a. Which may be the problem sound in the word ……?
Why?
b. Think of 4 minimal pairs for the class to contrast this
sound with another similar sound
c. Work out 3 tasks for the Ss to practice this sound aurally
d. Suggest necessary steps to help them practice this sound
orally.
e. Describe how you will teach the sound
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EXERCISES
2. How would you conduct repetition of the following
sentences:
a. Shopping has changed a lot in the last 20 years.
b. When you go on a business trip to Japan, it’s a good idea
to take some English Japanese business cards.

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EXERCISES
3. Think of the problem sounds your Ss may have when
saying these words: free, exchange and state why they have
problem with them. How would you help Ss to correctly
pronounce the sounds you have identified.
4. Work out 2 activities for your Ss to correctly distinguish
the problem sound in the word pop with another similar
sound.

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EXERCISES
5. Underline the stressed syllables and give the problem
sounds in the following sentences:
a. He recovered a few years later and started his own
company.
b. The web is a universe of information and it is for
everyone.

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Chapter 4
Teaching
Vocabulary
 1. Identify lexical items
Concrete vocab (can use our 5 senses Abstract vocab (can’t use 5 senses to
to feel) feel)
use pictures, objects, demonstration  use association of ideas

Active vocab (content + function words

Passive vocab (words for
for use & comprehension) comprehension but not necessary to
 taught intensively (how to use) by use)
using collocation & family words,  taught in context for comprehension
giving examples and asking questions (presented quickly, with a simple
example or leave Ss to guess them)
Content words (n, adj, v, adv) Function words (conj., prep, determiner)
 Taught intensively (how to use)  Taught in context for further
comprehension or practice
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 Use
• Part of speech
Meaning • Grammatical
• Connotations or information
Form denotations of • Example
words sentences
• Spelling • Information on
• Meaning
• Stress relationship formality
• Sounds (synonym, • Collocation
• Word formation antonym,
hyponym,
mononym)
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2. Teach a word
2.1. Procedure
 The meaning of the word must be contextual meaning
rather than literal meaning

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 Show form (key
Say the word
transcription +
Lead-in aloud before
stress + word
writing it on BB
class)

Write the Give an Give the

meaning example derivatives

Conduct
repetition of
word and
example 26
 Write the Give an Give the
Lead-in
meaning example derivatives

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2. Teach a word
2.2. Techniques (often combine various techniques)

Presentation
Synonym, Explanation
Realia Pictures Mime antonym, Enumeration (definition + Translation
hyponym context)

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 2. Teach a word
2.2. Techniques (Practice)

Use prefixes and suffixes to

Match parts of words to
Match pictures to words build new words from given
other parts
word

Use given words to

Classify items into lists Match words to other words
complete a specific task

Fill in crosswords, grids or

Fill in gaps in sentences Memory games
diagrams
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2. Teach a word
2.3. Questions

• Use concept question

Check • Only check contextual meaning
understanding

• Give a situation that implies the

Help Ss use word
the word • Give a choice

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EXERCISES
1. Read the text. Imagine you want to present these new
words from the text. Which ones would you present as
active vocabulary/ passive vocabulary? Write them in 2 lists.
weather spring
varied sunny
snow ice temperature
season cloud
average countryside
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EXERCISES
2. Think of 2 questions you could ask the class: one for
checking understanding and one for the Ss to use the word
to cook
lion
holiday

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EXERCISES
3. a. The examples beside the words below are not enough
to make the meaning of the words clear. Add 1 or 2
sentences to each one so that the meaning of the word is
shown clearly
● market (You can buy food at the market)
● noisy (Students are often very noisy.)
b. What other techniques could you use (pictures, mime,
etc.) to make the meaning of each word clearer?
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EXERCISES
4. Read the text used to teach intermediate learners and
answer the questions below
a. Pick out the active and passive vocabulary items
b. How would you teach the following lexical items: socialize,
run?

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EXERCISES
5. State whether the following vocabulary items are concrete
or abstract: traffic, problem, electronic card, reliable, expand
6. Point out the techniques or combination of techniques to
show the meaning of these items: adult, convenient,
increase, in addition, establish
7. Think of one question to check understanding of this item:
succeed, establish
8. Think of one question to ask so that it becomes
an active item: company, successful 35
Chapter 5
Teaching
Grammar
1. Presentation
1.1. Deductively
Present
• Introduce the meaning • Varied examples
structures in • Notes/ exception
context • Visually
• Use pictures/ • Through a
situation situation
• Form and meaning

Lead-in Present form

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1. Presentation
1.2. Inductively

Ask class
Present Give
Conduct to copy
Lead-in meaning other
repetition down
& form examples
lesson

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2. Practice
• Repetition
• Listen & respond Meaningful/ less
• Recognition controlled • Role play
• Substitution practice • Communicative
• Single word prompt games
• Picture prompt • Information gap • Free oral practice
• Transformation drills exercise (based on
• Recombination • Make a dialogue suggested topics)
Controlled/ (using a mapped Production/ Free
mechanical dialogue) practice
practice • Interview (optional)

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3 ways to make a practice more meaningful:
● Getting Ss to say real things about themselves
● Giving situations which imply the structure, but
leave the Ss to decide exactly what to say
● Letting Ss add something of their own

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 EXERCISES
1. Identify the structure in each of the sentences and give 3
other examples for each one
a. I don’t know whether Eric is at home or not.
b. The teacher advised me to take another English course.
c. Jim wishes he had finished his work.
d. What time are you accustomed to getting up?
e. Kate finished writing the report early.
f. The river which flows through town is polluted.
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 EXERCISES
2. Reorder the teaching process:
a. Say “She’s been waiting for an hour” and ask the class to repeat it
phrase by phrase.
b. Explain how the structure is formed.
c. Write the sentence on BB: “She’s been waiting for an hour.”
d. Give other situations and examples: Another person arrives at 4.30.
He’s been waiting for half an hour.
e. Ask the class to copy the sentence.
f. Ask individual Ss to repeat the sentence.
g. Draw pictures to show the situation and give the example “She’s been
waiting for an hour” 42
 EXERCISES
3. Describe how you would present the structure in this sentence:
They are too tired to go on with the journey.
4. Design 3 mechanical activities for the structure in this sentence:
She arrived earlier than I did.
5. Work out a meaningful activity for the structures in these sentences:
a. I’d rather you didn’t turn on the air conditioner.
b. You’d better send your friend an e-mail right away.

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 EXERCISES
6. Identify the structure in each of the following sentences and give 2 other
examples for each one:
a. The volume of traffic in many cities in the world today continues to
expand.
b. Because of this, a few people are using public transport.
c. If you cannot come, phone us three days in advance.

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Questions
5. Suggest 3 mechanical activities for the class to practice the structure in
these sentences
a. Today, many people are starving to death.
b. The seas and rivers are too dirty to swim in.
6. Suggest a meaning activity for the Ss to practice the structure in these
sentences
a. I wonder if you can give me a hand now.
b. The seas and rivers are too dirty to swim in.

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