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Often the most neglected element of the teaching English is pronunciation. There are subtle differences that native speakers are oblivious to, even though they use them everyday and are capable of extracting context from them. Although it is debatable when, how long, and how often pronunciation lessons should be made, never is the only true wrong answer. Teachers should not be lazy and take an effort to understand the different parts of pronunciation that they were previously deaf to. The first important element, is intonation, which is the change in volume and pitch through out a sentence. Most commonly, this is used to imply weather one is done speak, expecting and answer, or are unsure of themselves. Next is stress, which is similar to intonation, only it refers to what is the strongest syllable in a word. Not all words will have stress in them, and usually the stress will be used on words that contain important information, or to make an emphasis. Stressing for emphasis usually complete changes the interpretation of a sentence. English is not considered a phonetic language, meaning that the way words are pronounces are not the way the word is spelled. To help with pronunciation, it is useful to learn the international phonemic alphabet. Most dictionaries will have the spelling of the word, followed by the phonemic spelling, to express how the word is pronounced. This is a very useful tool for teaching pronunciation of words; however, this assumes the students are already capable of pronouncing every sound there is. To teach individual sounds it is good to learn about the articulation of sounds. This can be separated into two distinct method of categorizing: placement of articulation, and manner of articulation. Placement refers to how the mouth/lip/throat are positioned for each sound, while manner refers to how the sound will come out.
