| Thanks and Acknowledgements |
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vii | |
| Why I wrote this book |
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viii | |
| A Goals and models |
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1 | (1) |
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Keep your eye on the goal |
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1 Focus on intelligibility |
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2 | (2) |
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2 Be coherent about outcomes |
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4 | (2) |
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3 Don't obsess about target models |
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6 | (2) |
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4 Discuss the class objectives |
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8 | (2) |
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5 Find out what motivates learners |
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10 | (2) |
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6 Find out about your learners' L1 |
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12 | (2) |
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7 Be aware of factors that can affect the learners' pronunciation |
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14 | (2) |
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8 Raise awareness of English as a Lingua Franca |
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16 | (2) |
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18 | (2) |
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10 Focus on accommodation skills |
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20 | (2) |
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11 Identify any special purposes |
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22 | (2) |
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12 Don't worry that your accent is non-standard |
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24 | (2) |
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13 Be aware of your own accent |
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26 | (2) |
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28 | (1) |
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What aspects should I teach? |
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29 | (2) |
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15 Don't be afraid to simplify |
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31 | (2) |
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16 Show how sounds are made |
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33 | (2) |
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17 Show how phonemes change meaning |
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35 | (2) |
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18 Understand that sounds vary in context |
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37 | (2) |
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19 Be aware of accent variation |
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39 | (2) |
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Sounds, symbols and spelling |
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20 Decide whether to use phonemic symbols |
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41 | (2) |
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21 Be clear about what phonemic symbols represent |
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43 | (2) |
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22 Show how the chart is organised |
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45 | (2) |
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23 Help learners notice spelling patterns |
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47 | (2) |
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49 | (2) |
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25 Help learners to notice rhythm |
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51 | (2) |
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26 Raise awareness of connected speech |
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53 | (2) |
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27 Be clear about sentence stress |
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55 | (2) |
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28 Decide how to approach intonation |
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57 | (2) |
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29 Connect intonation and context |
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59 | (2) |
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Integrating pronunciation |
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30 Integrate pronunciation with grammar and lexis |
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61 | (2) |
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31 Integrate pronunciation with listening |
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63 | (2) |
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32 Bring more pronunciation into a busy course |
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65 | (2) |
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67 | (1) |
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How to teach pronunciation |
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33 Encourage a growth mindset |
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68 | (2) |
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34 Build on what learners already know and feel |
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70 | (2) |
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35 Develop a class vocabulary |
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72 | (2) |
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36 Be mindful about drilling |
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74 | (2) |
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76 | (2) |
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38 Encourage cognitive engagement |
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78 | (2) |
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39 Raise awareness of patterns |
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80 | (2) |
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40 Use communication activities |
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82 | (2) |
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84 | (2) |
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42 Use drama and role-play |
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86 | (2) |
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88 | (2) |
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44 Give informative feedback |
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90 | (2) |
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45 Control your correction reflex |
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92 | (2) |
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46 Assess learners' progress |
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94 | (2) |
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47 Help learners to deal with misunderstandings |
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96 | (2) |
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48 Use resources for teachers |
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98 | (2) |
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49 Make your own materials |
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100 | (2) |
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50 Support learner autonomy |
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102 | (2) |
| Appendix 1 Adrian Underhill's phonemic chart |
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104 | (1) |
| Appendix 2 Mark Hancock's PronPack vowel chart |
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105 | (1) |
| Appendix 3 Mouth diagram |
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106 | (1) |
| Appendix 4 A pronunciation maze |
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107 | (1) |
| Glossary |
|
108 | (4) |
| Index |
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112 | |
