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view the problem sounds and provide students with practice in new contexts 
tes," where you will he focusing on the /th/ sound in "Thursday," "month," "three," and ordinals. 
1. Divide your class into pairs. Give student A card containing a calendar, such as the one in Figure 3.3.
When's the first English test? 
Is the tenth a Friday or a Saturday? 
When does the gardening club meet?
What's the date of the second
When do yo
Figure 3.3 Dates 
AUGUST 
S M Tu W Th F S 
1 
2
3
4 

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5 6 7 8 9
10 11 
12 
13
14 15 16
17 
18
19 20 21 22 23 24 25 
26 27 28 29 30
31
2
1st English Test 
3
Dentist 
9
History Homework 
13
Librarian 
developing an intelligible 
take themselves off to a quiet 
fluency
dence
ive steps in teaching pronunciation are:
16
Gardening Club 
18
Football Match 
30
Dentist 
Develop self-monitoring practices in your students 
the beginning stages your students are very dependent on you for help in 
In
pronunciation of English. But as they progress they should become less and less dependent on you. How 
you correct pronunciation will have implications for the growth of your students' self-monitoring practices. 
You may find yourself in something of a dilemma when it comes to correcting your students' pronunciation. 
Clearly you will not want to interrupt a student who is absorbed in an oral communicative activity. At the 
same time, if a student's pronunciation is making the message unintelligible, you cannot afford to let the 
situation continue. A very simple way of avoiding disruptive corrections is through use of the "action replay." 
If you have a tape recorder, use it while students are involved in role play, a debate, or an oral 
ommunication exercise. At the end of the exercise the recorded students can 
c
corner and listen to themselves and evaluate their own speech. Or, if you do not have a tape recorder, ask 
the students to repeat the exercise, this time paying special attention to their pronunciation, and in particular 
the problem sound you have been working on with your class. If you regularly allow time for these "action 
replays," you will have the benefit of knowing that you are addressing the problems you have identified, and 
your students will have the opportunity of developing their self-monitoring skills. 
The procedures and exercises in this section on pronunciation have been adapted from Current 
Perspectives on Pronunciation edited by Joan Morley (Teachers of English to Speakers of Other Languages, 
1987) and Teaching English Pronunciation by Joanne Kenworthy (Longman Group Ltd., 1987).