Teaching Pronunciation

This allows a focus on which sounds are not being discriminated effectively by which students and where their problems lie.

• This allows a focus on which sounds are not being discriminated effectively by which students and where their problems lie.
• Later discussion may revolve aroud what strategies students may employ to improve their discrimination skills - songs, minimal pair games with friends, movies, radio, etc.

Stage 4:

• Stage 4:
• Learners are then invited to model the telephone number.
• This stage usually generates much discussion and disagreement along the lines of
• - "You said ...... ", "No I didn’t ", "Say it again" and so on and is usually very lively. The teacher is, of course, the final arbiter of what was really said.

The important thing is that the learners are thinking actively about their pronunciation and how to repair it if necessary.

• The important thing is that the learners are thinking actively about their pronunciation and how to repair it if necessary.
• They also begin to hear themselves (often for the first time) and this is of immeasurable importance in the retention of sounds.