In order to improve the situation, I have developed the following strategies which I find quite stimulating. Providing meaningful materials. In selecting or designing materials, I have paid special attention to those which contain not only a sufficient concentration of the sound to be practiced, but short dialogues, pair word, or other contextual practices as well. This meaningful practice has the advantage of making the students aware of the stress and intonation patterns from the beginning. As the course precedes, I choose several articles of various styles from the student textbooks to use as models for practicing linking, rhythm, stress, or intonation.
Students feel that the pronunciation class is relevant to their regular course work.
Thus, they become active participants in their pair or group work, applying the phonetic rules they have learned to the actual practice. Through these meaningful and contextual activities the students can learn to speak both intelligibly and accurately. Using songs, games, and tongue twisters. The more motivated the student is to improve his speech, the more rewarding the teaching will be. In choosing songs, my first consideration is that they should be simple enough for the students to practice stress and rhythm as well as individual sounds.