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To be an effective teacher we need to consider the teaching of pronunciation an inegral part of the course. We deal with the areas of stress, rhythm, intonation and International Phonetic Alphabet to understand the pronunciation of English. It's useful to know that intonation is the variation in volume and pitch in a whole sentence, whereas stress is more concerned with individual words. The normal pattern of intonation in a statement is th rise/fall intonation. The second common intonation pattern is the fall/rise pattern which indicates surprise, disagreement and the desire of a speaker to hear the respond. Flat level intonation means that the speaker doesn't have much to say or doesn't want to communicate. Also intonation patterns can help in predicting of forthcoming information. To help the students with practicing intonation a teacher can use the following techniques: nonsense words, by gesture, humming or singing, the board.
In the sentence the strong part is the stressed word, or word that bears the principal emphasis. There two rules about word stress: one word has only one stress, and can't have two stresses; we can only stress syllables, not individual vowels or consonants. There certain techniques for indicating and teaching stress: contrastive stress, by gesture, choral work, the board, stress marks. There are four major ways that sounds join together in English: linking, sound dropping, sound changing and extra lettering.
We should notice that spelling of words and their pronunciation often differs in the English language. Phonemic symbols include foour groups: consonants (voiced and unvoiced), vowels and diphthongs. It is useful to know what speech organs we use to pronounce the words. According to the place of articulation consonants can be: velar, palatal, palatal-alveolar, alveolar, dental, labio-dental, bilabial and glottal. By the manner of articulation consonants can be: plosive, fricative, nasal, lateral, affricate and approximant. The following teaching techniques for the pronunciation of individual sound can be used: peer dictation, a teacher's mouth, visuals, phonemes and tongue twisters. Teacher can use the pronunciation work as a whole lesson, lesson slots, as and when required. In teaching pronunciation we need to be ready to accept intelligibility instead of perfection.
